ethanporcaro/eric-fulltext-meta huggingface dataset:
Examining Commitment to Prevention, Equity, and Meaningful Engagement: A Review of School District Discipline Policies
Author: Green, Ambra L.
Date: 2020-00-00
Type: Reports - Research
Subjects: Discipline Policy,Best Practices,Student Behavior,Behavior Problems,Correlation,Minority Group Students,Students with Disabilities,Suspension,Disproportionate Representation,Positive Behavior Supports,Elementary Secondary Education,Student Characteristics,Racial Differences,Ethnicity,Expulsion

Although there is increasing awareness of policy decisions contributing to disproportionality in exclusionary practices, few studies have empirically examined common elements of discipline policies across the nation. We utilized a methodological review and the Checklist for Analyzing Discipline Policies and Procedures for Equity (CADPPE) to examine the extent to which current policies reflect recommendations from research regarding best practices for encouraging appropriate behaviors and preventing undesired behaviors, as well as correlations between those policies and exclusionary disciplinary outcomes for all students of color and students of color with disabilities. Data came from 147 district discipline policies and disciplinary outcomes (i.e., suspension and expulsion) from all 50 U.S. states and the District of Columbia. The analyses indicated the majority of policies do not include most of the research-based recommendations for preventing the overuse of exclusionary practices. Furthermore, there was no correlation found between CADPPE ratings and the risk ratios for exclusionary discipline for students of color and students of color with disabilities. Implications for policy development and implementation and limitations are provided. [This paper was published in &quot;Journal of Positive Behavior Interventions&quot; v23 n3 2020 (EJ1297883).]
Context-Based Approach in Chemistry Education: A Systematic Review
Author: Demelash, Minale
Date: 2023-07-00
Type: Journal Articles
Subjects: Chemistry,Science Instruction,Context Effect,Geographic Location,Research Methodology,Research Design,Teaching Methods,Learning,Program Effectiveness,Science Achievement,Educational Research

The implementation of context-based chemistry programs has been started before 40 years ago since 1980s in an attempt to make the learning of chemistry more meaningful for students. Consequent to its lengthy, there has been a steady increase in the number of interventional context-based (ICB) approach chemistry studies investigating the effect of various instructional strategies on students' learning outcomes from primary to post-secondary levels. However, there is a limitation of the literature review conducted on interventional context-based chemistry studies. Hence, the present review was carried out to evaluate interventional context-based chemistry studies using six research questions based on the following categories (main headings): (1) countries or continents in which ICB chemistry studies were conducted in; (2) research methodologies implemented in ICB studies; (3) topics in which ICB chemistry studies used; (4) learning variables measured by ICB studies; (5) teaching methods and instructional strategies adopted by ICB studies; and (6) the effectiveness of context-based instructions on students' learning outcomes. Moreover, some sub-headings also followed the main headings. To achieve this objective, a rigorous systematic literature review has been executed using 25 selected ICB chemistry studies published between the years 2009 and 2022 based on the specific inclusion and exclusion criteria. These studies were accessed in internationally well-known databases (Google Scholar, ERIC, Semantic Scholar, and Mendeley); and the studies were organized and reviewed thematically. To summarize and present the findings of the studies, matrices, constructed by the researcher, were used. The review analysis results revealed and shed light on the critical appraisal of interventional context-based chemistry studies, missing parts of the context-based approach, and implications and suggestions for future studies.
Part B, Section 619 of IDEA. Updated
Author: Early Childhood Technical Assistance (ECTA) Center
Date: 2022-09-01
Type: Reports - Descriptive
Subjects: Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,Preschool Education,Preschool Children,Federal Regulation,Public Education,Federal Aid,Educational Finance,Special Education

Part B, Section 619 of the Individuals with Disabilities Education Act (IDEA) authorizes additional preschool formula grants to states that are eligible for grants under Section 611 of Part B. States are eligible if they make Free Appropriate Public Education (FAPE) available to all children ages 3-5 with disabilities. While not mandatory, all states are currently providing IDEA services to preschool-aged children. This document provides materials as part of the process of orienting those new to the role as a Part B, Section 619 Coordinator and to the TA Center Network. There are guiding questions to apply this information to state and local contexts.
Entry and Retention in the Labour Market: Narratives and Solutions for NEET and Care Leaver Employment Support
Author: Foulkes, Henry
Date: 2023-00-00
Type: Reports - Research
Subjects: Foreign Countries,Foster Care,Labor Market,Out of School Youth,Labor Force Nonparticipants,Labor Turnover,Supported Employment,Entry Workers,Barriers,Young Adults,Adolescents,Professional Personnel,Youth Employment,At Risk Persons,Services,School Holding Power,College Bound Students,Postsecondary Education

What are the barriers to employment for young people who are not in education, employment or training (NEET) or who have experience of care? What works best to support them? In partnership with the Employment Related Services Association (ERSA), our latest report draws conclusions from a survey of practitioners and young people to understand the barriers they face, what services are offered, and what is considered to work best in helping NEET young people--and especially care leavers--to progress into work. More than one in ten young people in the UK between the ages of 16 and 24 are classified as not in employment, education or training (NEET), and the rate of young people being NEET has not fallen below 10% over the last twenty years. We know that being NEET can have immediate negative consequences for a young person, such as decreasing levels of self-esteem, increasing the likelihood of engaging in risky behaviours such as substance misuse and criminal activities, and increasing their chances of living in poverty. While there has been much research into the factors that lead to becoming NEET, how these can be mitigated, and the impacts of being NEET, there is not the same body of evidence to inform the support provided to young people to move into and stay in education, employment and training (EET). This study looks at what the existing research has to say and surveys young people and the practitioners who work with them on four key questions: (1) What are the key barriers to EET for young people and care leavers who are NEET?; (2) What is currently offered to young people and care leavers in terms of entry to EET support?; (3) What is currently offered in terms of in-work support for young people and care leavers?; and (4) What types of provision are most effective at dealing with the barriers young people face to EET? Drawing out lessons for practitioners and policymakers, this study contributes to our understanding of what young people see as the issues, the support they need and what service providers are offering to some of the most vulnerable people in society. [This report was produced with the Employment Related Services Association (ERSA).]
Employee Well-Being in AISD: What Makes Employees Feel Valued and Want to Stay. Executive Summary, 2019-2020. Publication 19.40
Author: DeBaylo, Paige
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Employees,Well Being,School Districts,Employee Attitudes,Labor Turnover,Central Office Administrators,Job Satisfaction,Comparative Analysis,Elementary Secondary Education,Organizational Climate,Value Judgment

Part of Austin Independent School District (AISD)'s ongoing commitment to employees' well-being and retention includes understanding employees' feelings toward their work environment. AISD's customer experience department, CARES (customer focused, action oriented, responsive, empathetic, and service driven), worked with AISD's Department of Research and Evaluation (DRE) to create items to be added to staff surveys to accomplish this. Analysis of responses to these items and comparisons between feelings and perceptions of campus-based staff and Central Office staff are described in this executive summary of a full report. [For the full report, see ED629898.]
Employee Well-Being in AISD: What Makes Employees Feel Valued and Want to Stay, 2019-2020. Publication 19.40
Author: DeBaylo, Paige
Date: 2020-09-00
Type: Reports - Research
Subjects: Employees,Well Being,School Districts,Employee Attitudes,Labor Turnover,Central Office Administrators,Job Satisfaction,Comparative Analysis,Elementary Secondary Education,Organizational Climate,Value Judgment

Part of Austin Independent School District (AISD)'s ongoing commitment to employees' well-being and retention includes understanding employees' feelings toward their work environment. AISD's customer experience department, CARES (customer focused, action oriented, responsive, empathetic, and service driven), worked with AISD's Department of Research and Evaluation (DRE) to create items to be added to staff surveys to accomplish this. Analysis of responses to these items and comparisons between feelings and perceptions of campus-based staff and Central Office staff are described in this report. [For the executive summary, see ED629897.]
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: Annual Evaluation Report 2019-2020. Publication 19.45
Author: Wang, Crystal
Date: 2020-11-00
Type: Reports - Research
Subjects: Middle Schools,Grade 8,College Readiness,Undergraduate Study,College Preparation,Evaluation,Teachers,Middle School Students,Parents,Positive Attitudes,Program Effectiveness,Services,Knowledge Level,Disadvantaged Youth,Paying for College,Federal Programs,Family Programs,College Attendance

This is the full report. In 2019-2020, the program's third federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 8th grade students (n = 2,546) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation. [For the executive summary, see ED629900.]
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2019-2020 Evaluation Results Executive Summary. Publication 19.45
Author: Wang, Crystal
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Middle Schools,Grade 8,College Readiness,Undergraduate Study,College Preparation,Evaluation,Teachers,Middle School Students,Parents,Positive Attitudes,Program Effectiveness,Services,Knowledge Level,Disadvantaged Youth,Paying for College,Federal Programs,Family Programs,College Attendance

This is the executive summary for a full report. In 2019-2020, the program's third federally funded year, GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) Austin served a cohort of 8th grade students (n = 2,546) across 11 middle schools. Nearly all GEAR UP students received support services relevant to college preparation. Evaluation findings suggest that students, teachers, and parents had a positive perspective on the role of the program services in college preparation. [For the full report, see ED629899.]
Afterschool Centers on Education: Cycle 9 Foundation Communities. Final Report 2019-2020. Publication 19.36
Author: dela Cruz, William
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: After School Programs,Attendance,Discipline,Program Effectiveness,Reading Achievement,Mathematics Achievement,Educational Quality,COVID-19,Pandemics,School Closing,Grades (Scholastic),Low Income Students,At Risk Students,English Language Learners,Student Behavior

The Afterschool Centers on Education (ACE) is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The ACE Foundation Communities' Cycle 9 program provides intentional afterschool program experiences that are high quality, challenging, and inspiring. Across activities and centers, the afterschool program focuses on three primary objectives: decrease school-day absences, decrease discipline referrals, and increase academic achievement. This report examines outcomes for participants.
Secondary Dual Language Academic Performance Summary Report, 2019-2020. Austin Independent School District. Publication 19.37
Author: Poulsen, Helen
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Secondary School Students,Academic Achievement,Dual Enrollment,Second Language Learning,Language Proficiency,Advanced Placement,Enrollment Rate,Scores,Student Characteristics,English (Second Language),English Language Learners,Language Tests,Spanish,Language of Instruction

This report summarizes the academic performance of students in the AISD secondary dual language program during 2019-2020. Topics include program and student characteristics, performance on the Texas English Language Proficiency Assessment System (TELPAS), enrollment in advanced placement (AP) courses and performance on AP exams. Due to the COVID-19 pandemic and school closures, academic course performance, performance on the State of Texas Assessment of Academic Readiness (STAAR) tests and performance on the end-of-course (EOC) tests are not included.
CARES Front Office Staff Focus Groups: Summary of Results. 2019-2020. Publication 19.38
Author: Minney, Dana
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: School Districts,School Personnel,Attitudes,Elementary Secondary Education,Educational Environment,Interpersonal Relationship,Role,Self Concept,School Community Relationship,Teamwork,Cooperation,Program Effectiveness,Barriers,Staff Development,Educational Needs

The CARES (customer-focused, action-oriented, responsive, empathetic, and service-driven) initiative was launched in AISD in 2018-2019 to bring about a culture of respect and inclusiveness throughout the district. The initiative puts an emphasis on positive customer experiences for families, students and staff members. In the spring of 2020, the Department of Research and Evaluation conducted focus groups with front office staff members from a variety of schools in AISD to discover the perceptions and responses to this initiative and any barriers to full implementation.
Seed Model Campus Cohort Program Evaluation: Early Signs of Campus Improvement in Social and Emotional Learning. Publication 19.32
Author: Andrews, Melissa D.
Date: 2020-07-00
Type: Reports - Research
Subjects: School Districts,Social Emotional Learning,Program Effectiveness,Elementary Secondary Education,Program Implementation,Educational Environment,Teacher Attitudes,Student Attitudes,Teacher Persistence,Academic Achievement,Attendance,Discipline,Institutional Characteristics,Student Characteristics,School Culture,Capacity Building,Leadership Styles,Student Diversity,Culturally Relevant Education,Cultural Awareness,Sustainability,Faculty Development,School Personnel,Skill Development

This report looks at the impact of the Seed Model Campus Cohort Program in its first 3 years of implementation. Evidence put forth in the report suggests that by deliberately focusing on inclusive program design and peer-to-peer sharing with a focus on growth, the program already positively contributes to SEL implementation, particularly through increased coordination of SEL leadership efforts and through increased adult SEL skills. [This program was supported by the Klein Foundation, Kozmetsky Foundation, St. David's Foundation, and Tapestry Foundation. In addition, SEL has been selected as a signature initiative of the Austin Ed Fund. For the Executive Summary, see ED629905.]
Seed Model Campus Cohort Program: Early Signs of Campus Improvement in Social and Emotional Learning. Executive Summary. Publication 19.32 RB
Author: Andrews, Melissa
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Program Effectiveness,Elementary Secondary Education,Program Implementation,Teacher Attitudes,Sustainability,Faculty Development,School Personnel,Skill Development,Leadership Responsibility,Communities of Practice

This executive summary provides highlights of the full report, looking at the impact of the Seed Model Campus Cohort Program in its first 3 years of implementation. Evidence put forth in the report suggests that by deliberately focusing on inclusive program design and peer-to-peer sharing with a focus on growth, the program already positively contributes to SEL implementation, particularly through increased coordination of SEL leadership efforts and through increased adult SEL skills. [For the full report, see ED629904.]
AISD Prekindergarten Partnership Program Summary Report, 2019-2020. Publication 19.42
Author: Lucas, Michelle
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Preschool Education,Partnerships in Education,School Districts,School Community Programs,Child Development Centers,Program Effectiveness,Educational Quality,Academic Achievement,Faculty Development,Student Diversity,Classroom Environment,Teacher Student Relationship,Student Needs,Student Interests,Teaching Methods,Child Development,Relevance (Education),Phonological Awareness,Vocabulary Development,Alphabets,Social Emotional Learning

This report summarizes the first year of the prekindergarten partnership between AISD, United Way for Greater Austin, and participating child development centers that served 417 students. Classrooms and students displayed high quality of instruction and academic performance, and teacher professional development opportunities are summarized.
Services to Students with Dyslexia: The Dyslexia Program at Overton Elementary School 2018-2019. Publication 19.47
Author: Fine, Anne
Date: 2020-10-00
Type: Reports - Research
Subjects: School Districts,Dyslexia,Students with Disabilities,Elementary Schools,Primary Education,Elementary School Students,Reading Instruction,Reading Achievement,Achievement Gains,Reading Skills,Program Effectiveness,Curriculum,Screening Tests,Disability Identification,Faculty Development,Preschool Education,Direct Instruction,Early Intervention,Parent Participation

This report summarizes findings and outcomes from the revised Dyslexia Program at Overton Elementary School during the 2018-2019 school year and provides recommendations for future literacy intervention programs in AISD.
Campus Best Practices Overview: Academic Gains and Improvement. Publication 19.48
Author: Fine, Anne
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Campuses,Best Practices,Achievement Gains,Student Improvement,Students,Teacher Leadership,Predictor Variables,School Effectiveness,Elementary Schools

This report examines campus-level contributors to student academic gains. Using student factors, curriculum and programming indicators, and campus features (e.g., staff retention and support programs) as inputs, the results indicate that changes in campus and teacher leadership scores are important and significant predictors of improvements in campus-level student performance, but data modeling alone does not offer enough information.
Novice Teacher Mentoring Program: End-of-Year Mentee Survey Results, Spring 2020. Publication 19.39
Author: Leung, Jenny
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Beginning Teachers,Beginning Teacher Induction,Mentors,Teacher Attitudes,Program Effectiveness,Classroom Techniques,Teaching Skills,Lesson Plans,Student Motivation,Discipline,Individual Differences,Student Needs,Interpersonal Communication,Teacher Responsibility,Coping,Student Evaluation,Time Management,School Districts

This report explores novice teachers' experience in the Novice Teacher Mentoring Program component of the Teacher Induction Program in the 2019-2020 academic year. Results indicated that most novice teachers had a positive experience with their mentoring experience and received the support they needed regarding entering the teaching profession.
Student Teaching Program. Application and Hire Rates: 2019-2020. Publication 19.58
Author: Leung, Jenny
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: School Districts,Student Teachers,Teacher Selection,Job Applicants,Student Placement,Partnerships in Education,Research Needs,Student Experience,Teacher Education Programs,Cooperating Teachers,Teacher Characteristics,Institutional Characteristics,Elementary Schools,Middle Schools,High Schools,Educational Legislation,Elementary Secondary Education,Federal Legislation

This report summarizes the application rate for the 2019-2020 student teacher cohort between January 2020 and August 2020, as well as hire rates for student teachers who applied. Overall, 49% of the student teacher cohort applied for a teacher position during that time frame, and 44% who applied were hired and employed as a teacher by November 2020.
Bilingual and English as a Second Language Programs and Demographic Summary Report, 2019-2020. Austin Independent School District. Publication 19.41
Author: Lucas, Michelle
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Districts,Bilingual Education,English (Second Language),Second Language Instruction,Bilingual Students,Student Attitudes,Educational Environment,College Attendance,Intention,Academic Aspiration,Gender Differences,Elementary Secondary Education,Low Income Students,Immigrants,Refugees,Vocational Education,Teacher Characteristics,Educational Finance,Gifted Education,Special Education,English Language Learners,Racial Differences,Ethnicity,Language Usage,School Safety

This report summarizes Austin Independent School District student demographics and participation in Bilingual and English as a Second Language programs for 2019-2020 (N = 22,758). Emergent bilingual students' perceptions of school climate and college intentions are also discussed.
Bilingual and English as a Second Language Academic Performance Summary Report, 2019-2020. Austin Independent School District. Publication 19.46
Author: Lucas, Michelle
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: School Districts,English Language Learners,English (Second Language),Academic Achievement,Advanced Placement,College Readiness,Graduation Rate,Dropout Rate,Low Income Students,Bilingual Education,Instructional Program Divisions,Elementary Secondary Education,Language Tests,Language Proficiency

This report summarizes the academic performance of emergent bilingual students, also known as English learners, for the 2019-2020 school year, in the Austin Independent School District. Results are presented from the Texas English Language Proficiency Assessment System (TELPAS), advanced placement (AP) course enrollment and exam performance, college readiness indicators, and graduation and dropout rates. Results for the State of Texas Assessment of Academic Readiness (STAAR) test, academic course performance, and end-of-course tests were unavailable this year due to the COVID-19 pandemic.