ethanporcaro/eric-fulltext-meta huggingface dataset:
Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools. Appendixes. REL 2021-077
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Public Schools,Urban Schools,High Schools,High School Students,Teacher Participation,Summer Programs,High School Teachers,Teacher Placement,Educational Background,School Policy,Enrollment,Inservice Teacher Education,Required Courses,Program Effectiveness

This document contains the appendixes for the full report, &quot;Advanced Placement Participation, Staffing, and Staff Training in the District of Columbia Public Schools.&quot; The study examined students' AP exam taking and passing rates in schools that mandate AP course enrollment and in schools that do not, teacher participation in the Advanced Placement Summer Institute (APSI), and the alignment of AP teachers' college major with the AP course they teach. This appendix describes the data sources, sample, and analysis methods used to produce the descriptive statistics used to answer the study's research questions. The District of Columbia Public Schools (DCPS) provided the data used in this study. The data included student-level Advanced Placement (AP) enrollment data, which provided information on the students who enrolled in each AP course, the schools in which they did so, and the teacher who taught the course; student-level AP exam data, which provided information on whether students took or passed an AP exam; teacher-level characteristics data, which provided information on teachers' years of experience and college (undergraduate and graduate) major; and teacher-level Advanced Placement Summer Institute (APSI) participation data, which provided information on the teachers who attended the APSI and the course for which they did so. The appendixes include: (1) Methods; (2) Supporting analyses; and (3) Other analyses. [For the full report, see ED611751. For the study snapshot, see ED611754.]
Project COMPASS Final Evaluation Report
Author: Edmunds, Julie
Date: 2019-09-30
Type: Reports - Research
Subjects: Community Colleges,Program Evaluation,Online Courses,Curriculum Design,Two Year College Students,African American Students,Withdrawal (Education),Program Implementation,Outcomes of Education,Educational Change,Academic Achievement,Academic Persistence,Educational Strategies,Student Attitudes,Grades (Scholastic),Program Improvement

This report presents the findings from an external evaluation of Project COMPASS, an effort by Wake Technical Community College to redesign community college online courses to improve outcomes, particularly for students of color. The evaluation used a randomized controlled trial in which students were randomly assigned to course sections taught by instructors trained in the project's instructional strategies (treatment instructors) or instructors who were not trained (control instructors). Treatment students were less likely to drop or withdraw from the course. Impacts differed by course with substantial positive impacts in one course and negative impacts in another. Findings on implementation suggest that higher levels of implementation of the targeted strategies were associated with better outcomes. Wake Tech also experienced institutional changes as a result of their participation in this project.
Highlights of School-Level Finance Data: Selected Findings from the School-Level Finance Survey (SLFS) School Years 2015-16 (FY 16) and 2016-17 (FY 17). Statistical Analysis Report. NCES 2021-305
Author: Cornman, Stephen Q.
Date: 2021-03-00
Type: Reports - Research
Subjects: Educational Finance,Expenditures,School Surveys,Expenditure per Student,Data Use,Resource Allocation,Institutional Characteristics,Poverty,Elementary Schools,Secondary Schools,Public Schools,School Districts

This statistical analysis report presents key findings and other data highlights from School-Level Finance Survey (SLFS) in school years 2015-16 and 2016-17. The report focuses on (1) the completeness and comparability of SLFS data and (2) how the SLFS can be utilized to evaluate differences in resource allocation (as measured by school-level expenditures) across schools, school districts, and states. In discussing the findings, the report presents district- and state-aggregated information on school-level expenditure data collected through the SLFS, including: (1) universe coverage and survey item response rates, by state; (2) comparison of SLFS finance data with comparable state-level finance data collected through the National Public Education Financial Survey (NPEFS); and (3) statistics on a wide variety of school-level expenditures (and school-level expenditures per pupil), by school characteristics such as urbanicity and school poverty indicators such as Title I eligibility. The report also includes an assortment of tables and figures to support its key findings on school-level expenditures collected through the SLFS.
Parents: Connecting Family Learning across Settings
Author: McClain, AnneMarie
Date: 2020-03-05
Type: Reports - Descriptive
Subjects: Library Personnel,Attitudes,Parent Attitudes,Teacher Attitudes,Preschool Education,Elementary Schools,Middle Schools,Student Needs,Student Interests,Learner Engagement,Parent Role,Informal Education,Teacher Role,Libraries,Mass Media,Audio Equipment,Interpersonal Communication,Computer Oriented Programs

Parents and caregivers are a child's first teachers. The Families Learning Across Boundaries (FamLAB) Project surveyed 407 library professionals, 1,550 parents, and 600 pre-K through grade 8 teachers in the United States about how they support 3-12-year-old children's learning in their communities. This two-page tipsheet provides some research-based suggestions that will help families foster their children's natural interests and to find opportunities to engage in deeper learning. From engaging with teachers and fellow parents within a community to exploring media together, author AnneMarie McClain suggests practical ways that parents can help ignite their child's natural love for learning in opportunities beyond the classroom. [This report was prepared as part of the Families Learning Across Boundaries (FamLAB) Project.]
A Student- and Family-Centered School: Community School Lessons from Bridges Academy
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Districts,Spanish Speaking,Low Income Groups,Student Centered Learning,Bilingual Education Programs,English (Second Language),Second Language Learning,Attendance,Program Descriptions,Access to Health Care,Family School Relationship,English,Language Arts,Mathematics Tests,Achievement Gains,Achievement Tests,School Culture,Suspension,Principals,Administrator Attitudes,Community Schools,School Community Relationship,Barriers,Instructional Leadership,Financial Support,Trauma,COVID-19,Pandemics,Educational Change,Capacity Building,Disadvantaged,English Language Learners,Elementary Schools,Organizational Change

Located in East Oakland, Bridges Academy serves nearly 430 students, the majority of whom are Spanish speakers. Students who are considered socio-economically disadvantaged comprise 98% of the population and English Learners make up 83%. The school also hosts one of Oakland Unified School District's (OUSD) bilingual programs. In 2016, Bridges applied for and was awarded district support to become a full-service community school. Over the past three years, Bridges has implemented an array of strategies to remove barriers to learning and increase student success. These strategies--collaborative leadership, strategic partnerships, and integrated student supports--undergird OUSD's community schools approach, and have profoundly reshaped the school community. They have also allowed Bridges to make notable headway in key school and district priority areas: redressing student attendance, increasing access to health and wellness supports, engaging families, and building school systems. In addition to positive shifts in school culture and climate and progress on attendance, Bridges has increased its ELA and Math scores over 20 points, and its suspension rates have decreased to 0.8%. This brief highlights lessons shared by Principal Anita Comelo and her Community School Manager (CSM) Rosana Covarrubias, on the transformation of their school. [For the companion brief about the Elmhurst United Middle School &amp; New Highland RISE Community Elementary School, see ED611762. For the companion brief about the REACH Academy, see ED611765.]
Libraries: Connecting Family Learning across Settings
Author: Sobel, Kiley
Date: 2020-03-05
Type: Reports - Descriptive
Subjects: Library Role,Library Personnel,Parent Attitudes,Teacher Attitudes,Preschool Education,Elementary Schools,Middle Schools,Student Needs,Childhood Needs,Agency Cooperation,Family Programs,Library Services,Library Materials,Electronic Libraries,Librarians,Attitudes,School Community Programs,Librarian Teacher Cooperation,Public Libraries

Libraries are learning hubs that connect families to free resources, activities, and services to cultivate children's learning about topics that excite them. Despite recent technological developments which have revolutionized how we read and access information, libraries continue to evolve in order to serve their communities, especially families with lesser means to access these resources. The Families Learning Across Boundaries (FamLAB) Project surveyed 407 library professionals, 1,550 parents, and 600 pre-K through grade 8 teachers in the United States about how they support 3-12-year-old children's learning in their communities. This tipsheet shares research-based suggestions for library professionals interested in finding creative yet practical ways to create partnerships and serve their communities. [This report was prepared as part of the Families Learning Across Boundaries (FamLAB) Project.]
Organizational Coherence: School Leaders at New Highland RISE Elementary and Elmhurst United Middle School Talk about Their Path to Creating Learner-Centered Community Schools
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Elementary Schools,School Districts,Administrator Attitudes,Principals,School Administration,Instructional Leadership,Educational Improvement,Models,Middle Schools,Neighborhoods,Community Schools,Institutional Characteristics,Academic Achievement,Social Emotional Learning,Family School Relationship,Institutional Mission,Faculty Development,After School Programs,School Community Relationship,Strategic Planning

This brief draws on interviews with school principals, community school managers (CSMs), and district leaders in two community schools and focused on school improvement efforts based on Oakland Unified School District's (OUSD) full-service community schools model (FSCS). New Highland RISE Community Elementary School (RISE Community) and Elmhurst United Middle School (Elmhurst) are situated in adjoining Oakland, California neighborhoods roughly one mile apart, east of the Oakland International Airport and near Oakland's southern border with San Leandro. [For the companion brief about the Bridges Academy, see ED611760. For the companion brief about the REACH Academy, see ED611765.]
Public Media: Connecting Family Learning across Settings
Author: McClain, AnneMarie
Date: 2020-03-18
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Schools,Middle Schools,Library Personnel,Attitudes,Parent Attitudes,Teacher Attitudes,Student Needs,Partnerships in Education,Family Involvement,Student Interests,Mass Media,Socioeconomic Influences,Informal Education,Agency Cooperation,Access to Education,Family Role,Community Resources,Libraries,Enrichment Activities

Public media stations play a powerful part in connecting families with broadcast and digital resources, local activities, and events that inspire children to learn about the topics that excite them most. The Families Learning Across Boundaries (FamLAB) Project surveyed more than 400 library professionals, 1,550 parents, and 600 pre-K through grade 8 teachers in the United States about how they support 3-12-year-old children's learning in their communities. This tipsheet offers research-based suggestions for public media professionals interested in finding creative yet practical ways to create partnerships and serve their communities. [This report was prepared as part of the Families Learning Across Boundaries (FamLAB) Project.]
Scaling-Up Behavioral Health Promotion Efforts in Maryland: The Economic Benefit of Positive Behavioral Interventions and Supports
Author: Bradshaw, Catherine P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Positive Behavior Supports,Educational Benefits,Cost Effectiveness,Student Improvement,Standardized Tests,Scores,Elementary School Students,Secondary School Students,Discipline Problems,Bullying,Suspension,Economic Factors,Academic Achievement

Positive Behavioral Interventions and Supports (PBIS) has been shown to be a promising approach for improving a range of behavioral health and academic outcomes for youth. This study leveraged data from the scale-up of PBIS and a randomized controlled trial, both conducted in Maryland, to estimate the dollars saved per 100 students as a result of the reduced discipline problems, mental health concerns, and improved academic performance associated with PBIS. Shadow pricing results indicated that the largest cost savings was associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary). Reductions in elementary students' aggressive and disruptive behavior, as well as bullying behavior were also significant sources of cost savings ($166,028 in total). These cost-saving benefits are complemented by separate benefits associated with a reduction in suspensions ($33,415 for elementary and $11,361 for secondary). Other findings regarding student truancy, office discipline referrals, and mental health concerns are also reported. Taken together, these findings illustrate the broad cost savings associated with PBIS Tier 1 implementation and scale-up. We conclude by considering how the state-wide scale-up of PBIS can translate into cost savings across multiple agencies. Impact Statement: This study documents the cost savings associated with Positive Behavioral Interventions and Supports (PBIS), a widely-used framework to prevent behavioral and mental health problems in schools and increase academic performance. The cost savings associated with improvements in standardized test scores ($138,658 for elementary and $71,444 for secondary) and reductions in aggressive and disruptive behavior ($166,028 in total) are sizable and illustrate the potential economic benefits of scaling-up Tier 1 PBIS in other states in the U.S. [This paper was published in &quot;School Psychology Review&quot; 2020.]
Whole Child Education &amp; Collaborative Leadership: Community School Lessons from REACH Academy
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Attitudes,Community Schools,School Community Relationship,School Districts,Financial Support,Charter Schools,Disadvantaged,English Language Learners,Barriers,Educational Strategies,Program Descriptions,Access to Health Care,Partnerships in Education,Decision Making,Outcomes of Education,Strategic Planning,Family School Relationship,Inclusion,Goal Orientation,Middle Schools,English,Language Arts,Educational Trends,Wellness,Instructional Leadership

When Principal Natasha Moore saw the application for Community School funding from Oakland Unified School District (OUSD) during her first year as principal at REACH Academy, she jumped on the opportunity to apply. East Oakland's REACH Academy serves a student body of just under 400, and is co-located with Cox Academy, a charter school. Ninety-four percent of REACH students are considered socio-economically disadvantaged and nearly 40% are English Language Learners. Over the past four years, REACH has implemented a number of community school strategies to redress some of the barriers to success many of their students face. These strategies--integrated student supports, strategic partnerships, and collaborative leadership--are foundational to OUSD's community schools approach. They have also allowed REACH leaders to make headway in key school and district priority areas, such as increasing student and family access to health and wellness services, building partnerships to support learning outcomes, and developing inclusive goals and decision-making practices that engage students, families, partners, and staff. In addition, over the last three years REACH's ELA and Math scores increased over 20 points each, and suspensions dropped from 3.8% to 1.8%. These positive trends have occurred simultaneous to REACH's transition to becoming a full-service community school. This brief highlights key lessons from Principal Moore, and Community School Manager (CSM) Camila Barbour, as they reflect on their experiences. [For the companion brief about the Bridges Academy, see ED611760. For the companion brief about the Elmhurst United Middle School &amp; New Highland RISE Community Elementary School, see ED611762.]
Teachers: Connecting Family Learning across Settings
Author: Joan Ganz Cooney Center at Sesame Workshop
Date: 2020-03-05
Type: Reports - Descriptive
Subjects: Teacher Role,Preschool Education,Elementary Schools,Middle Schools,Family Role,Parent Role,Librarians,Role,Parent Teacher Cooperation,Interpersonal Communication,Extracurricular Activities,Libraries,Family School Relationship,Family Involvement

Teachers do much more than instruct children in the classroom. They also play an important role in supporting learning across settings: at school, home, and throughout the community. The Families Learning Across Boundaries (FamLAB) Project surveyed 407 library professionals, 1,550 parents, and 600 pre-K through grade 8 teachers in the United States about how they support 3-12-year-old children's learning in their communities. This two-page tipsheet provides some research-based suggestions that will help teachers foster their students' natural interests and help families to find opportunities to engage in deeper learning. [This report was prepared as part of the Families Learning Across Boundaries (FamLAB) Project.]
Development and Validation of the Intervention Skills Profile-Skills: A Brief Measure of Student Social-Emotional and Academic Enabling Skills
Author: Kilgus, Stephen P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Test Construction,Test Validity,Intervention,Rating Scales,Interpersonal Competence,Academic Ability,Test Items,Goodness of Fit,Emotional Intelligence,Elementary School Teachers,Elementary School Students,Accuracy,Classification,Scores

The purpose of this study was to support the development and initial validation of the Intervention Selection Profile (ISP)-Skills, a brief 14-item teacher rating scale intended to inform the selection and delivery of instructional interventions at Tier 2. Teacher participants (n = 196) rated five students from their classroom across four measures (total student n = 877). These measures included the ISP-Skills and three criterion tools: Social Skills Improvement System (SSIS), Devereux Student Strengths Assessment (DESSA), and Academic Competence Evaluation Scales (ACES). Diagnostic classification modeling (DCM) suggested an expert-created Q-matrix, which specified relations between ISP-Skills items and hypothesized latent attributes, provided good fit to item data. DCM also indicated ISP-Skills items functioned as intended, with the magnitude of item ratings corresponding to the model-implied probability of attribute mastery. DCM was then used to generate skill profiles for each student, which included scores representing the probability of students mastering each of eight skills. Correlational analyses revealed large convergent relations between ISP-Skills probability scores and theoretically-aligned subscales from the criterion measures. Discriminant validity was not supported, as ISP-Skills scores were also highly related to all other criterion subscales. Receiver operating characteristic (ROC) curve analyses informed the selection of cut scores from each ISP-Skills scale. Review of classification accuracy statistics associated with these cut scores (e.g., sensitivity and specificity) suggested they reliably differentiated students with below average, average, and above average skills. Implications for practice and directions for future research are discussed, including those related to the examination of ISP-Skills treatment utility. [This paper was published in &quot;Journal of School Psychology&quot; 2020.]
Pervasive Sex Discrimination at North Carolina Universities
Author: Kissel, Adam
Date: 2020-12-08
Type: Reports - Evaluative
Subjects: State Universities,Gender Discrimination,Equal Education,Access to Education,Gender Bias,Public Colleges,College Students,College Faculty,Equal Opportunities (Jobs),Minority Groups,Racial Bias,Ethnicity,Private Colleges,Educational Legislation,Sex Fairness,Federal Legislation,Diversity

This report examines five of North Carolina's largest universities -- University of North Carolina (UNC)-Chapel Hill, UNC Charlotte, North Carolina State University, Wake Forest University, and Duke University -- and finds that discrimination on the basis of sex is rampant at these higher education institutions. Tens of thousands of male students, staff, and faculty members at those five universities alone are limited in their access to education programs and activities that are for women only. Some of these programs even discriminate in favor of girls and against boys in the local community. There are too many violations to describe them all, however, this report provides an introduction to the full list. It seems likely that other universities in the UNC system follow the same pattern, providing evidence that systemic sexism is rampant across the entire system.