ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact and Scaling of the 2019-20 Future Forward Literacy Program Prior to School Closures Due to COVID-19
Author: Jones, Curtis J.
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Literacy Education,Reading Programs,Reading Instruction,Tutorial Programs,Tutoring,School Closing,COVID-19,Pandemics,Outcomes of Education,Reading Skills,Family Involvement,Program Evaluation,Program Implementation,Reading Achievement,Attendance,Elementary School Students,Literacy,Phonological Awareness,Screening Tests,Reading Fluency,Emergent Literacy,Reading Tests

Future Forward is an early primary literacy program that pairs one-on-one tutoring with family engagement. Future Forward's approach is informed by both systems theory and a school-family-community partnership model. Future Forward understands that schools are not solely responsible for developing student literacy. Instead of viewing families and communities as barriers that need to be overcome, they are viewed as having untapped potential for contributing to student literacy development. In 2017, Future Forward was awarded an Education Innovation and Research Mid-phase grant to expand to 14 schools across three states. In 2019-20, the randomized control trial study was designed to examine the implementation and impact of one year of participation on the reading achievement and school attendance of 293 students assigned to Future Forward. Attrition was low, with only 20 of 587 study participants leaving the study. Implementation results suggested progress was made toward scaling Future Forward up to 14 schools. Nearly all students received tutoring as intended. However, family engagement implementation was less consistent between sites. In spring of 2020, schools shut down because of the COVID-19 pandemic, shortening the program and limiting the evaluation to only testing its impact on school attendance. Overall, Future Forward had a statistically significant positive impact on school attendance (1.4 percentage points). Its impact was greater with Black students (2.4 percentage points) and students who started the program with low school attendance (2.3 percentage points). Black students with low school attendance were particularly affected, improving by 3.6 percentage points. Possible explanations for the differential positive impact on Black students are discussed.
Problem and Challenges Faced by Students, Parents, and Teachers in Google Classes &amp; Television Lessons
Author: Dorji, Tshewang
Date: 2021-03-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Students,Grade 9,Grade 11,Secondary School Teachers,Parents,Web Based Instruction,Internet,Corporations,Search Engines,Problems,Barriers,COVID-19,Pandemics,Emergency Programs,Electronic Learning,Distance Education,Experience,Academic Achievement,Educational Television

The qualitative study was carried out under Thimphu Thromde, Bhutan, to assess the use of Google class and Television lessons during the emergence of COVID-19 in the 2020 academic year. The study used Google class &amp; Television lesson observations to gain the first-hand experience and face-to-face interviews with students, parents, and teachers to get in-depth views. The Google class and television lesson observation and interview data were analyzed using emerging themes. The findings revealed that Google class and Television lessons played an essential role in making up lessons lost during schools' closure. However, the study further revealed some pertinent issues related to the Google class and Television lessons, including students resorting to copying assignments and homework directly from friends or copying directly from textbooks and the internet. Students were overburden by the heavy load of assignments assigned by different subject teachers, among many others. More preparedness and training for teachers in ICT based pedagogy was required. The study might draw policy attention to consider the problem and challenges before implementing Google class and Television lessons shortly to avoid pitfalls. The study was limited to the Thimphu Thromde, Bhutan, using a small sample size of students, parents, and teachers. A future mixed-method research approach uses surveys with students, parents, and teachers; focus group discussions with students, parents, and teachers; and policymakers' interviews are recommended.
Satisfaction Survey of Cashiering Office: A Case Study
Author: Galario, Princess Ann G.
Date: 2023-07-00
Type: Journal Articles
Subjects: Foreign Countries,Satisfaction,Consumer Economics,College Students,Student Attitudes,Parent Attitudes,Educational Finance,Offices (Facilities),Interpersonal Competence,Knowledge Level,School Personnel

The focus of the research study was on how satisfied customers were with the cashier's office's services at the school. The study will be important for student and parent support services since it will show how to improve services and what should be retained while also allowing students and parents to be content with the services they receive. To gather feedback from all of the customers on their services, a survey was also conducted as part of the research project. The questionnaires were used becaus e the data had already been provided. To allow respondents to openly express their opinions about the services they received, the researchers produced questionnaires. The study's respondents, or participants, are the parents and students who will transact business with the cashier's office at Northwestern Agusan Colleges. According to the findings, the respondents were quite pleased with the service. The study will help the school improve the services provided by the cashier.
Early Educator Voices: Oregon--Work Environment Conditions That Impact Early Educator Practice and Program Quality. Report
Author: Schlieber, Marisa
Date: 2022-12-00
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Teacher Attitudes,Educational Quality,Child Development,Work Environment,Teacher Salaries,Teacher Effectiveness,Child Care Centers,Family Environment,Evaluation Methods,COVID-19,Pandemics,Teacher Role,Program Administration,Well Being

Early educators are the key to quality early care and education (ECE) services, and there is broad consensus that high-quality care and learning environments for young children depend on educators who are skilled at nurturing children's development and learning. Yet, inadequate working conditions and low pay routinely hamper educators in their efforts to apply effective teaching and caregiving practices (Institute of Medicine and National Research Council, 2015; McLean et al., 2021). The Center for the Study of Child Care Employment (CSCCE) had the opportunity to ask early educators about their working conditions. Educators employed in both center- and home-based programs were surveyed throughout the state of Oregon. Notably, this was the first CSCCE study utilizing the Supportive Environmental Quality Underlying Adult Learning (SEQUAL) tool to capture the experiences of family child care (FCC) providers and their staff and also the first SEQUAL study to examine working conditions after the onset of the COVID-19 pandemic. This report examines the results of the SEQUAL survey across settings and roles of early educators in Oregon.
Teachers of Preschool-Age Children in California: A Comparison of Lead Teachers in Transitional Kindergarten, Child Care Centers, and Family Child Care Homes. Brief
Author: Powell, Anna
Date: 2023-02-00
Type: Reports - Research
Subjects: Preschool Teachers,Preschool Education,Child Care,Child Care Centers,Family Environment,Delivery Systems,Financial Support,Preschool Children,Infants,Toddlers,Educational Change,Transitional Programs,Kindergarten,Work Environment,Teacher Leadership,Administrator Attitudes,Classroom Environment,Child Caregivers,Salaries,Barriers,Females,Gender Differences,Well Being,Comparative Analysis,Teaching Load,Equal Education,Teacher Attitudes,Minority Groups,Immigrants,Teacher Characteristics,Teaching Skills,Student Characteristics,Race,Ethnicity,English Language Learners,Trauma,Communication Problems,Teacher Student Relationship,Purchasing,Resources,Costs

Early care and education (ECE) programs for children prior to kindergarten in California are provided through a mixed delivery system that includes licensed home- and center-based programs as well as school settings. The requirements, experience, and supports for educators vary widely across settings, depending more on funding sources and regulatory status and less on what educators and children may need. This situation is typical across the ECE system for children from infancy through preschool, though California has made substantial changes in providing preschool for four-year-olds. Transitional Kindergarten (TK) was introduced into this mix in the 2012-13 school year. As of the 2022-23 school year, TK became the only free, universal ECE program in California available for four-year-olds. This brief explores the experiences of ECE lead teachers across settings: TK classrooms, child care centers, and family child care (FCC) programs. It examines their demographics, classroom context, working conditions, compensation, and economic well-being. It identifies threads of continuity among lead teachers regardless of setting: for instance, virtually all these early educators are women, and many are age 40 or older. They teach similar numbers of dual-language learner students, and they face similar classroom challenges. By contrast, educators in centers and FCC providers are much more likely to be women of color and/or immigrant women. Teacher pay and benefits also diverge sharply, with TK educators earning at least twice the salary of other lead teachers with a bachelor's degree along with corresponding metrics of economic well-being. By exploring the experiences of teachers by setting, the authors aim to understand the state of equity in ECE employment. For the purposes of this analysis, they focus on educators who lead their respective classrooms in order to compare similar job roles and level of teaching responsibilities. They then explore the implications for sustaining an effective and equitable ECE system in California.
Why Interstate Child Care Scholarship Policy Choices Matter in the Upper Valley: &quot;You Can Only Charge the Families so Much.&quot; National Issue Brief #167
Author: Boege, Sarah
Date: 2023-00-00
Type: Reports - Research
Subjects: Child Care,Early Childhood Education,Decision Making,State Action,Educational Policy,Interstate Programs,Scholarships,Eligibility,Costs,Access to Education,Parent Financial Contribution,Child Care Centers,State Policy,Family Income

In this brief, the authors explore how state-level decisions in New Hampshire and Vermont manifest in the early childhood education and care sector, through the lens of the interstate Upper Valley region. They demonstrate the significant differences in the reach and adequacy of child care financial assistance programs (&quot;child care scholarships&quot;) across state lines, with Vermont's program setting family income eligibility thresholds higher and delivering higher-value reimbursements to child care providers than New Hampshire's program. While scholarships are key for widening low-income families' access to high quality care, they are not a panacea. Not all eligible families participate in child care scholarship programs. Those who do may still be required to pay substantial cost shares. Similarly, not all providers accept scholarships as payment, due to low reimbursement rates and administrative burdens. The authors identify key policy opportunities to strengthen scholarships' impact, including expanding family eligibility, increasing reimbursement rates to providers, and encouraging providers to participate in scholarship programs. [This brief is part of the &quot;Early Childhood in the Upper Valley Series.&quot; For the prior brief in this series, &quot;Changing Child Care Supply in New Hampshire and Vermont's Upper Valley. National Issue Brief #166,&quot; see ED629709.]
15 Going on 25: Insights from the Longitudinal Surveys of Australian Youth (LSAY)
Author: Australian Government Department of Education, Skills and Employment
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Youth,Student Surveys,Secondary Education,Postsecondary Education,Student Participation,Labor Force,Well Being,Satisfaction,Socioeconomic Influences,Change,Education Work Relationship,Social Status,Employment Level,Outcomes of Education

This report analyses six cohorts of the Longitudinal Surveys of Australian Youth (LSAY), focusing particularly on changes in participation in secondary and post-school education, participation in the labour force and measures of satisfaction and wellbeing over time. It briefly explores the socioeconomic environment for these changes and aims to provide a holistic overview of education activity and transitions into the workforce for youth between 1995 and 2016.
Child Care Investments and Policies in the Upper Valley, in the Pandemic and Beyond: &quot;People Have to Hurry Because This ARPA Funding Isn&apos;t Going to Last Forever.&quot; National Issue Brief #168
Author: Boege, Sarah
Date: 2023-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Early Childhood Education,Child Care,Emergency Programs,Educational Policy,Early Childhood Teachers,Educational Finance,Investment,Federal Aid,Federal Legislation,State Aid

In this brief, the authors illustrate New Hampshire and Vermont's different responses to supporting the early childhood education and care sector during the COVID-19 pandemic and examine the limited publicly available data on pandemic relief funds through the lens of the interstate Upper Valley region. While data limitations preclude the authors from identifying which child care pandemic relief programs worked best and for whom, the authors find spatial and program type differences in relief receipt. Using data from interviews with early childhood educators in the Upper Valley, the authors identify the role that temporary relief funds have played in keeping the sector afloat during the pandemic. While relief funds served the role of &quot;keeping the doors open&quot; for many providers, these short-term funds are unable to address the deep-seated challenges of the sector's unsustainable economic model, a challenge that predated the pandemic and has worsened since. The authors conclude by identifying important policy steps to support the sector in New Hampshire, Vermont, and beyond. [This brief is part of the &quot;Early Childhood in the Upper Valley Series.&quot; For the prior brief in this series, &quot;Why Interstate Child Care Scholarship Policy Choices Matter in the Upper Valley: &quot;You Can Only Charge the Families so Much.&quot; National Issue Brief #167,&quot; see ED629671.]
Understanding the Experiences of Parenting Students &amp; Their Families
Author: Kaverman, Ellie
Date: 2023-04-00
Type: Numerical/Quantitative Data
Subjects: Parents,Students,Experience,Barriers,Family Programs,Welfare Services,Financial Needs,Financial Support,Research Reports,Program Effectiveness,Program Evaluation,State Programs,State Aid

In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research on who parenting students are and their experiences navigating public systems.
Meeting Basic Needs Is a Challenge for Parenting Students
Author: Kaverman, Ellie
Date: 2023-04-00
Type: Numerical/Quantitative Data
Subjects: Employed Parents,Barriers,Financial Support,Grants,State Aid,Student Needs,Parents,Child Care,Housing,Transportation,Costs,Educational Attainment,Certification,Parent Child Relationship,Family Needs,Student Attitudes,Navigation,Community College Students,Mental Health,Physical Health,Public Policy,College Transfer Students,Student Characteristics

In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research on parenting students' experiences meeting their basic needs, including securing housing, child care, transportation, and taking care of their physical and mental health. The high costs of meeting basic needs and inadequate and inaccessible government assistance creates barriers for parenting students as they pursue their educational certificates and degrees.
Administrative Burdens Create Barriers for Parenting Students
Author: Kaverman, Ellie
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Public Policy,Barriers,Student Characteristics,Parents,Parent Child Relationship,Educational Attainment,State Aid,Family Work Relationship,Student Attitudes,Records (Forms),Time Management,Caseworkers,Access to Education,Grants,Community College Students,Financial Support,Navigation,Student Needs

In 2022, the Center for the Study of Social Policy and Project SPARC conducted research to better understand the barriers experienced by parenting students participating in CalWORKs, California's cash assistance program for families with children. This brief highlights findings from the research about parenting students' experiences navigating complicated program rules and requirements, including paperwork. This administrative burden creates significant hurdles for parents as they work toward their educational certificates and degrees.
Families as Partners Parent Champion Initiative: 2018-2019. Publication 18.21
Author: Cornelius, Chelsea
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: School Districts,Family School Relationship,Partnerships in Education,Parent Participation,Parent Education,Parent Role,Equal Education,Workshops,Cultural Relevance,Program Effectiveness,Self Efficacy,Teacher Attitudes,Attitude Change,Elementary Schools

Motivated by the dual-capacity framework for family-school partnerships, one initiative of the Families as Partners program is to enhance the capabilities, connections, cognition, and confidence of parents. This report focuses on the capacity building of the 2018-2019 parent champion initiative.
TELL Survey Factor Structure: Factor Analysis and Recommendations for Survey Changes. Publication 18.27
Author: DeBaylo, Paige
Date: 2019-07-00
Type: Reports - Evaluative
Subjects: Teacher Surveys,Factor Analysis,Factor Structure,School Districts,Educational Environment,Principals,Instructional Leadership,Educational Facilities,Educational Resources,Teacher Leadership,Faculty Development,Academic Achievement,Community Support,Student Behavior,Cooperation,Data Use,Teacher Motivation

The TELL Survey utilizes items representative of twenty different factors, or variables, within the domain of campus climate and culture. However, since the district began using the TELL Survey, a thorough examination of these factors and the items within each of these factors has not been conducted. This brief report aims to uncover the factor structure of the TELL Survey through factor analysis, to determine strong and weak factors and items, and to make recommendations for how the survey can be modified to more efficiently and accurately assess campus climate and culture.
Professional Learning 2018-2019 Evaluation Report. Publication 18.30
Author: Leung, Jenny
Date: 2019-08-00
Type: Reports - Research
Subjects: School Districts,Professional Development,School Personnel,Employees,Beginning Teacher Induction,Coaching (Performance),Teacher Certification,Problem Based Learning,Educational Technology,Departments,Cooperation,Student Teachers,College School Cooperation,African American Students

This report summarizes the results from the 2018-2019 Austin Independent School District (AISD) Professional Learning (PL) Department evaluation.
CARES 2018-2019 Evaluation Summary: A Brief Review of the First Year of Implementation. Publication 18.33
Author: DeBaylo, Paige
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Aid,COVID-19,Pandemics,Program Evaluation,Program Implementation,Evaluation Methods,School Districts,Training,Feedback (Response),Scores,Teacher Surveys

The purpose of the 2018-2019 CARES evaluation was to (a) help program staff conceptualize the CARES implementation work and goals; (b) define measurable indicators of implementation, outputs, and outcomes; and (c) provide summative data on the first year of program implementation. Results of the 2018-2019 CARES program evaluation activities were organized into four reporting areas: conceptualization of CARES, evaluation of implementation activities, baseline measurement of customer experiences, and exploratory correlation analyses.
College Readiness Summary, 2018-2019. Austin Independent School District (AISD). Publication 18.34 RB
Author: Looby, Karen
Date: 2019-08-00
Type: Reports - Descriptive
Subjects: School Districts,College Readiness,High School Seniors,College Entrance Examinations,Student Participation,Language Arts,Academic Achievement,Mathematics Achievement,Racial Differences,Ethnicity

This report provides an overview of the Austin Independent School District's college readiness outcomes for seniors in the 2018 and 2019 graduation cohorts.
Creative Learning Initiative: Implementation Summary, 2018-2019. Publication 18.39
Author: Andrews, Melissa
Date: 2019-12-00
Type: Reports - Research
Subjects: School Districts,Creative Teaching,Creativity,Access to Education,Fine Arts,Art Education,Professional Development,Coaching (Performance),Program Implementation,School Community Programs,Economically Disadvantaged,At Risk Students,Low Income Students,Educational Legislation,Elementary Secondary Education,Federal Legislation,Partnerships in Education,Teacher Attitudes,Program Effectiveness,Dance Education,Theater Arts,Workshops,Language Arts,Leadership Responsibility

The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and Austin Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018-2019 was comparable to prior years and continues to have a positive impact on students. This report summarizes the CLI implementation activities. [For the executive summary, see ED629687.]
Creative Learning Initiative: Implementation Executive Summary, 2018-2019. Publication 18.39
Author: Andrews, Melissa
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: School Districts,Creative Teaching,Creativity,Access to Education,Fine Arts,Art Education,Professional Development,Coaching (Performance),Program Implementation,School Community Programs,Economically Disadvantaged,At Risk Students,Low Income Students,Educational Legislation,Elementary Secondary Education,Federal Legislation,Partnerships in Education,Teacher Attitudes,Program Effectiveness,Dance Education,Theater Arts,Workshops,Leadership Responsibility

The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and Austin Independent School District (AISD), CLI designs systematic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Overall, CLI implementation in 2018-2019 was comparable to prior years and continues to have a positive impact on students. This executive summary report summarizes the CLI implementation activities. A separate full report also was published. [For the full report, see ED629686.]