ethanporcaro/eric-fulltext-meta huggingface dataset:
Non-Response Rates to Individual Items on the IDEA Student Ratings of Instruction Forms. IDEA Research Note #5
Author: Li, Dan
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Response Rates (Questionnaires),Student Surveys,Test Length,Test Items,Student Evaluation of Teacher Performance,College Students

In the study evaluated in this report, the authors asked what effect survey length has on student non-response rates to individual items on IDEA's &quot;Diagnostic Feedback&quot; (DF) and &quot;Learning Essentials&quot; (LE) forms. The approach was to analyze individual student ratings of classes contained in the 2015-2016 IDEA-CL database. Specifically, the authors computed item non-response rates in individual ratings of 298,209 students enrolled in 36,629 classes who used the DF, and 39,899 enrolled in 5,120 classes who responded to the LE. Tables 1 and 2 in this report show item response rates on the 41-item DF and the 19-item LE. The last item on each survey is an open-ended question for students to write comments.
Family Engagement in Sanger Unified School District. Issue Brief
Author: Fehrer, Kendra
Date: 2019-07-00
Type: Reports - Research
Subjects: School Districts,Educational Innovation,Family Involvement,Agency Cooperation,Family School Relationship,Partnerships in Education,Board of Education Policy,Barriers,Administrator Role,Parent Role,Staff Role,Social Development,Emotional Development,Family Needs,Leadership Training,Systems Approach,Homework

Over the years, Sanger Unified School District (SUSD) has been engaged in rigorous efforts to improve student outcomes through instructional and organizational innovations--for example, Universal Design for Learning and Multi-Tiered System of Supports (MTSS). While these efforts have facilitated important gains in student outcomes, schools sometimes struggle to engage with families as partners in efforts to foster students' academic success and social-emotional health. Recently, SUSD joined forces with the Sanger Family Resource Center (FRC), a program of Comprehensive Youth Services of Fresno, Inc. Their shared work is to create a new Family Engagement Multi-Tiered System of Support (FE-MTSS). In 2018, SUSD engaged the John W. Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) as a research partner to inform these efforts. This issue brief reports research findings from a qualitative study conducted during fall 2018, detailing the current family engagement landscape in Sanger schools and discussing considerations for practice. Key findings include: (1) Most participants emphasized the importance of home-school partnerships; however, different stakeholders emphasized different aspects of engagement; (2) Across the district, the extent to which families felt welcome and supported at schools varied; and (3) Current practice and district policy provides opportunity to further develop a systemic, multi-faceted approach to family engagement. [Contributions to this study were made by Francine Biscocho and Julia Vazquez.]
Addressing Literacy Needs of Struggling Spanish-Speaking First Graders: First-Year Results from a National Randomized Controlled Trial of Descubriendo La Lectura
Author: Borman, Trisha H.
Date: 2019-00-00
Type: Journal Articles
Subjects: Spanish Speaking,Grade 1,Elementary School Students,English Language Learners,Literacy Education,Individual Instruction,Native Language Instruction,Instructional Effectiveness,Hispanic American Students,Standardized Tests,Achievement Tests,English (Second Language),Intervention

Given the growing number of Latino English learners and the lack of evidence-based educational opportunities they are provided, we investigated the impact of one potentially effective literacy intervention that targets struggling first-grade Spanish-speaking students: Descubriendo La Lectura (DLL). DLL provides first-grade Spanish-speaking students one-on-one literacy instruction in their native language and is implemented at an individualized pace for approximately 12 to 20 weeks by trained bilingual teachers. Using a multisite, multicohort, student-level randomized controlled trial, we examined the impact of DLL on both Spanish and English literacy skills. In this article, we report findings from the first of three cohorts of students to participate in the study. Analyses of outcomes indicate that treated students outperformed control students on all 11 Spanish literacy assessments with statistically significant effect sizes ranging from 0.34 to 1.06. Analyses of outcomes on four English literacy assessments yielded positive effect sizes, though none were statistically significant. [This article was published in &quot;AERA Open&quot; (EJ1229779).]
An Enrollment Snapshot of Youth in Alternative Schools for Selected California Urban School Districts. Data Brief
Author: Messner, Erica
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Enrollment Rate,Nontraditional Education,Urban Schools,High School Students,At Risk Students,Enrollment Trends

This data brief provides an enrollment snapshot of youth in the Continuation High Schools and district-operated Community Day Schools (&quot;alternative schools&quot;) for youth over the age of 16 in the following Unified School Districts: (1) Long Beach; (2) Los Angeles; (3) Fresno; and (4) Oakland. Unless otherwise noted, these data are reported at the district level. The authors estimate that the sample of four districts represents approximately 20 percent of the alternative school population across the state.
Tools &amp; Strategies for Equitable College Attainment: Using Contextual Knowledge &amp; Collective Inquiry to Ignite Change
Author: Newman, Elizabeth
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Barriers,Access to Education,Higher Education,Student Financial Aid,First Generation College Students,Low Income Students,Stakeholders,Agency Cooperation,Equal Education,College Readiness,Geographic Regions,College Graduates,High School Graduates,Graduation Rate,At Risk Students,Resource Allocation,Minority Group Students,Gender Differences,High School Seniors,Scholarships,Financial Aid Applicants,Eligibility,Academic Persistence

Many students face unique and significant obstacles as they pursue postsecondary degrees, including the navigation of two complex systems: higher education and financial aid. Given the importance and complexity of the issues, multiple stakeholders, including philanthropists and researchers, have dedicated resources to understanding and improving college attainment for first generation, low-income students. College Futures Foundation's Community Philanthropy for Student Success Initiative brings key stakeholders together. Through the Initiative, the Gardner Center couples research and capacity building. We work in partnership with multiple community foundations who are engaged in improving college attainment. This brief describes lessons learned from the Initiative, with an emphasis on understanding capacity building through contextual knowledge and collective inquiry.
San Mateo Area Teen Mental Health Study. Executive Summary
Author: Geiser, Kristin
Date: 2019-12-00
Type: Reports - Research
Subjects: Adolescents,Child Health,Well Being,Mental Health,Mental Disorders,Student Needs,Access to Health Care,School Health Services,Middle School Students,High School Students,Predictor Variables,Student Adjustment,Transitional Programs,School Readiness,Agency Cooperation,Parent Attitudes,Teacher Attitudes,Student Attitudes,Risk Management,At Risk Students,Intervention,Crisis Management,Data Collection

According to national indicators of adolescent health and well-being, the most significant health issues young people face are related to mental health. In San Mateo County, a recent report on adolescent health frames the prevalence of mental health needs among public school students as &quot;staggering.&quot; Both locally and nationally, schools are grappling with the challenges of students' mental health needs, and the resulting demand it places on them not only to respond to students experiencing acute mental health distress, but to more effectively promote the mental health and well-being of all students. To address these challenges in Northern California's San Mateo County, San Mateo Union High School District, Peninsula Health Care District, and Stanford's Department of Psychiatry &amp; Behavioral Sciences' Center for Youth Mental Health and Wellbeing have been collaborating to strengthen mental health supports for youth in both the high school district and its K-8 partner districts. To better understand which efforts have the greatest potential for impact, the authors joined their collaborative to conduct a mixed methods study to examine three questions: (1) How do students, parents, teachers, and providers perceive mental health needs and student supports throughout middle and high school?; (2) What predictive factors appear to be related to positive transitions, high school readiness, or risk indicators of later mental health challenges?; and (3) What are the opportunities for intervention and support to improve teen mental health? The research findings point toward four opportunities for schools and districts to transform their approach to supporting mental health and well-being: (1) Situate student mental health in the broader context of comprehensive development and well-being that is cultivated over the course of a lifetime; (2) Shift from an individual view of the problem and solution to a systems view; (3) Strengthen continuity of care across grades, schools, and districts; and (4) Expand data systems to include meaningful measures of well-being. [This report is a collaboration between the Gardner Center, the Stanford Center for Youth Mental Health &amp; Wellbeing, and Peninsula Health Care District. For &quot;San Mateo Area Teen Mental Health Study. Research Brief,&quot; see ED604088.]
San Mateo Area Teen Mental Health Study. Research Brief
Author: Geiser, Kristin
Date: 2019-12-00
Type: Reports - Research
Subjects: Adolescents,Child Health,Well Being,Mental Health,Mental Disorders,Student Needs,Access to Health Care,School Health Services,Middle School Students,High School Students,Predictor Variables,Student Adjustment,Transitional Programs,School Readiness,Agency Cooperation,Parent Attitudes,Teacher Attitudes,Student Attitudes,Risk Management,At Risk Students,Intervention,Incidence,Crisis Management,Wellness,School Counseling,Data Collection,Elementary School Students

According to national indicators of adolescent health and well-being, mental health is one of the most significant health issues young people face. Since mental health is linked to other aspects of health and well-being, undiagnosed and untreated mental health conditions can negatively impact a young person's social-emotional health, academic outcomes, and overall quality of life. In San Mateo County, a recent report on adolescent health frames the prevalence of mental health needs among public school students as &quot;staggering.&quot; Both nationally and locally, schools are grappling with the challenges of unaddressed mental health needs and the resulting demand it places on them to provide mental health services. To address these challenges, San Mateo Union High School District (SMUHSD), Peninsula Health Care District (PHCD), and Stanford's Department of Psychiatry &amp; Behavioral Sciences' Center for Youth Mental Health and Wellbeing (Center for Youth), have been collaborating to strengthen mental health supports for youth in both the high school and K-8 districts. To better understand which efforts have the greatest potential for impact, they invited The John W. Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) to conduct a study designed to answer three questions: (1) How do students, parents, teachers, and providers perceive mental health needs and student supports throughout middle and high school?; (2) What predictive factors appear to be related to positive transitions, high school readiness, or risk indicators of later mental health challenges?; and (3) What are the opportunities for intervention and support to improve teen mental health? This research brief reports findings from that analysis and offers actionable opportunities for improving support for student mental health. [This report is a collaboration between the Gardner Center, the Stanford Center for Youth Mental Health &amp; Wellbeing, and Peninsula Health Care District. For &quot;San Mateo Area Teen Mental Health Study. Executive Summary,&quot; see ED604087.]
A Demographic Snapshot of Alternative School Enrollments in Select California Urban School Districts. Data Brief
Author: Henderson, Jamila
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Nontraditional Education,Urban Schools,High School Students,At Risk Students,School Demography,Minority Group Students,Foster Care,Special Education,Homeless People,English (Second Language),Second Language Learning

This brief provides a demographic snapshot of enrollment in the Continuation High Schools and district-operated Community Day Schools (&quot;alternative schools&quot;) for youth over the age of 16 in the following Unified School Districts: (1) Long Beach; (2) Los Angeles; (3) Fresno; (4) Oakland; and (5) San Francisco. Unless otherwise noted, these data are reported at the district level.
Keeping Students Academically Engaged during the Coronavirus Crisis -- Part One. Policy Brief
Author: Clancy, David S.
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Disease Control,Crisis Management,Elementary Secondary Education,Educational Policy,Federal Legislation,Online Courses,Government Role,State Government,Federal Government,School Schedules,Educational Legislation,Students with Disabilities,Distance Education,COVID-19,Pandemics,School Closing

The states and localities, not the federal government, primarily control and fund K-12 education. As a major source of revenue and with its historic role in our federal system, the states are the driving presence in most every education policy area. That is true in the current efforts to adjust education programs to the Coronavirus disease (COVID-19) crisis. State leaders must assume main responsibility for setting policy and addressing student needs. That said, clearer guidance on relevant federal law can be helpful to school officials, and also stakeholders, including parents who need to clearly understand relevant law as they develop and voice their own opinions on local plans to address the crisis. That is especially true when it comes to the ongoing transition to digital and online learning, where federal guidance and law can be seen as vague or contradictory. Pioneer Institute calls on the U.S. Department of Education (USED) to quickly establish comprehensive but concise guidelines for federal law around school closures.
The District Approach to Building a Full-Service Community School System: Assuring Universal and Equitable Access to Learning for College, Career, and Community Readiness
Author: Ruiz de Velasco, Jorge
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: School Districts,Community Schools,Outcomes of Education,Educational Change,School Culture,Models,Partnerships in Education,Integrated Services,Elementary Secondary Education,Strategic Planning,Transformational Leadership,Human Resources,Professional Autonomy,Program Implementation

The Oakland Unified Schools District's (OUSD) strategic plan commits to ensuring that &quot;every student is able to attend a quality school in their neighborhood (OUSD, 2015).&quot; To operationalize this goal, a growing number of OUSD schools are supported to implement community school strategies. This brief describes organizational outcomes, with specific attention to the district's efforts to strengthen school capacity by reconceiving how adults use time, organize work, and collaborate to meet student needs. The three briefs in this series present findings from the third and final year of the present study, focusing on system-, school-, and student-level outcomes. These findings will guide district leaders' efforts to scale-up and select appropriate implementation strategies to achieve OUSD's long-term ambition to become the nation's first full-service community school district. [The Gardner Center would like to acknowledge OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For &quot;The Role of the Community School Manager: Facilitating Partnerships and Programs to Support Teaching and Learning,&quot; see ED604094; for &quot;Oakland Unified School District Full-Service Community Schools Outcomes: A Retrospective. Shifting School Culture &amp; Relationships with Families and the Broader Community,&quot; see ED604095.]
The Role of the Community School Manager: Facilitating Partnerships and Programs to Support Teaching and Learning
Author: Tognozzi, Nicole
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: School Districts,Community Schools,Outcomes of Education,Educational Change,Models,Partnerships in Education,Integrated Services,Elementary Secondary Education,School Community Relationship,Administrators,Teaching Conditions

The Community School Manager (CSM) in Oakland Unified School District (OUSD) integrates a school's partnership work with its academic mission. The CSM collaborates with principals to: (1) identify school goals; (2) align partners and resources to those goals; and (3) build relationships with families, students, and the community. At mature OUSD full-service community schools, the CSM operates as a school-level administrator who manages, leads, and coordinates partnerships and programs to support school and student needs. Over time, the CSM has helped formalize structures and processes designed to bolster conditions for teaching and learning in community schools. This brief offers insight into the CSM role as it occurs in Oakland schools, emphasizing the CSM's contribution to teaching and learning goals. The three briefs in this series present findings from the third and final year of the present study, focusing on system-, school-, and student-level outcomes. These findings will guide district leaders' efforts to scale-up and select appropriate implementation strategies to achieve OUSD's long-term ambition to become the nation's first full-service community school district. [The Gardner Center would like to acknowledge OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For &quot;The District Approach to Building a Full-Service Community School System: Assuring Universal and Equitable Access to Learning for College, Career, and Community Readiness,&quot; see ED604092; for &quot;Oakland Unified School District Full-Service Community Schools Outcomes: A Retrospective. Shifting School Culture &amp; Relationships with Families and the Broader Community,&quot; see ED604095.]
Oakland Unified School District Full-Service Community Schools Outcomes: A Retrospective. Shifting School Culture &amp; Relationships with Families and the Broader Community
Author: Fehrer, Kendra
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: School Districts,Community Schools,Outcomes of Education,Educational Change,School Culture,Parent School Relationship,Program Evaluation,Models,Academic Achievement,Partnerships in Education,Integrated Services,Teacher Effectiveness,Parent Teacher Cooperation,Culturally Relevant Education,Minority Group Students,Academic Persistence,Elementary Secondary Education

In 2012, Oakland Unified School District (OUSD) leaders, staff, families, students, and community partners launched an ambitious effort to transform the district into a community school district. What started as a pilot in mostly secondary schools has expanded to become a far-reaching district strategy across all school levels. Currently, 42 OUSD schools have Community School Managers and most schools have some elements of community schools programming. As OUSD enters a new phase of planning and strategy, this brief provides an opportunity to reflect back on progress made and prospects for development moving forward. The three briefs in this series present findings from the third and final year of the present study, focusing on system-, school-, and student-level outcomes. These findings will guide district leaders' efforts to scale-up and select appropriate implementation strategies to achieve OUSD's long-term ambition to become the nation's first full-service community school district. [The Gardner Center would like to acknowledge OUSD partners as well as the Kaiser Foundation Hospital Fund for Community Benefit Programs at East Bay Community Foundation for their support. For &quot;The Role of the Community School Manager: Facilitating Partnerships and Programs to Support Teaching and Learning,&quot; see ED604094; for &quot;The District Approach to Building a Full-Service Community School System: Assuring Universal and Equitable Access to Learning for College, Career, and Community Readiness,&quot; see ED604092.]
Supporting Best Practices in Student Success: Lessons from the Field. An Evaluation by the Institute for Higher Education Policy (IHEP)
Author: Smith, Edward
Date: 2012-12-00
Type: Reports - Evaluative
Subjects: Best Practices,Success,Grants,Access to Education,College Attendance,Private Financial Support,At Risk Students,Academic Persistence,Program Effectiveness,Scholarships,Student Personnel Services,Academic Support Services,Community Colleges,High School Students,Graduation,Access to Information,Low Income Students,Disproportionate Representation,College Readiness,Middle School Students,Social Support Groups,Student Financial Aid,Academic Advising,Student Empowerment,Family Involvement,Mentors

The overarching goal of the &quot;Supporting Best Practices in Student Success Project&quot; is to create, enhance, or expand successful programs that are replicable and can be scaled to greatly improve the percentage of underserved students who complete postsecondary education. In doing so, National College Access Network (NCAN) aimed to build its capacity and expertise to serve as a key resource for organizations seeking to engage in college success work going forward. To accomplish this goal, NCAN worked with four member organizations to create, enhance, or expand their student persistence, retention, and college success programs. The four organizations were selected through a competitive Request for Proposals (RFP) process. In their proposals, applicants articulated their vision for creating or enhancing/expanding their student success programs and outlined work to be done over the course of the project, which included both a planning and an implementation phase. This report offers an overview of the grantee organizations that participated in this project, a summary of the success work they implemented, and the outcomes they achieved. Subsequent sections describe common themes among grantee organizations, the specific practices and strategies they used to increase student retention, the success and challenges they experienced, and recommendations for organizations in the access and success field to consider as they endeavor similar programmatic work. [Co-written with Sara Melnick.]