ethanporcaro/eric-fulltext-meta huggingface dataset:
Unlocking Learning: The Implementation and Effectiveness of Digital Learning for Syrian Refugees in Lebanon
Author: Dreesen, Thomas
Date: 2021-12-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Refugees,Handheld Devices,Telecommunications,Second Language Instruction,Program Effectiveness,Online Courses,Distance Education,Access to Education,Blended Learning,Nonformal Education,COVID-19,Pandemics,School Closing,French,English (Second Language),Semitic Languages,Children,Adolescents,Computer Mediated Communication

Digital learning has the potential to offer interactive and personalized learning for children, in and out of school, including the most marginalized. However, depending on programme design, delivery, and use, digital learning can also exacerbate learning inequalities. This report presents tangible findings on the implementation and use of digital learning to improve outcomes for marginalized children in Lebanon. This report focuses on the UNICEF-Akelius Foundation Partnership and its implementation of a digital course used on tablets and mobile phones for language learning of Syrian refugees in Lebanon. The report provides findings across three areas: First, the report investigates the digital course's use in a blended learning environment where it was used on tablets by students as part of traditional face-to-face classroom instruction with teachers. Second, the analysis examines the transition to remote learning where the course was used on devices owned by the household, supported by teachers remotely. Third, the report estimates the effectiveness of the use of the digital course during this period of remote learning from August-November 2020 showing positive results for language and art competencies.
AISD K-8 Accelerated Reading and Mathematics Instruction Evaluation Report, 2008-2009. Publication Number 08.63
Author: Curry, Janice
Date: 2009-10-00
Type: Reports - Research
Subjects: Acceleration (Education),Reading Instruction,Mathematics Instruction,Intervention,Elementary School Students,Middle School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Standardized Tests,Reading Achievement,Mathematics Achievement,Program Effectiveness,Summer Schools,Achievement Gains,Grade 8,At Risk Students

This report summarizes Austin Independent School District's 2008-2009 school year student success initiative efforts to support students who are academically at risk in reading and math.
AISD K-7 Accelerated Reading and Mathematics Instruction Evaluation Report, 2006-2007. Publication Number 06.45
Author: Curry, Janice
Date: 2007-12-00
Type: Reports - Research
Subjects: Acceleration (Education),Reading Instruction,Mathematics Instruction,Intervention,Elementary School Students,Middle School Students,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Standardized Tests,Reading Achievement,Mathematics Achievement,Program Effectiveness,Summer Schools,Achievement Gains,Barriers,Attendance

Of the 1,828 grade 6 students who received accelerated instruction outside of the regular classroom, 27% participated in both reading and math interventions. Of the 1,872 grade 7 students who participated in accelerated instruction outside of the classroom, 26% participated in both reading and math interventions. The overall state test results for intervention students in grades 6 and 7 showed that 48% passed reading and 42% passed mathematics.
Afterschool Centers on Education: Cycle 9 Austin Independent School District. Final Report, 2020-2021. Publication 20.29
Author: dela Cruz, William
Date: 2021-11-00
Type: Reports - Research
Subjects: School Districts,After School Programs,21st Century Skills,State Departments of Education,Educational Quality,Educational Opportunities,Attendance,Academic Achievement,Family Involvement,Discipline,Program Effectiveness,Educational Policy,Teacher Attitudes,Program Implementation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Reading Achievement,Mathematics Achievement,Elementary School Students,Middle School Students

The Texas Afterschool Centers on Education is the program administered through the Texas Education Agency (TEA) for the federally funded 21st Century Community Learning Center (CCLC) grants. The Texas ACE Austin Cycle 9 program is composed of a compilation of activities at 10 AISD campuses that provide a comprehensive range of high quality and innovative out-of-school time opportunities for students and families. This report examines outcomes of program participants for school year 2020-2021.
Question: What Impact Did the New Teacher Academy in August 2009 Have on Its Teacher Participants 3 Months Later When They Were Teaching in the Classroom? DPE Publication Number 09.08
Author: Doolittle, Martha
Date: 2010-01-00
Type: Reports - Research
Subjects: Beginning Teacher Induction,Beginning Teachers,Program Effectiveness,Teacher Surveys,Elementary School Teachers,Middle School Teachers,High School Teachers,School Policy,Program Evaluation

Newly hired Austin Independent School District teachers who attended the district's new teacher training in August 2009 were surveyed in November 2009 about the training and their needs for training and support.
Summary of Parent Survey on Love and Logic Training, 2009-2010. Publication 09.38
Author: Doolittle, Martha
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Districts,Parent Surveys,Parent Education,Curriculum,Parent Attitudes,Child Behavior,Behavior Change,Parent Child Relationship,Outcomes of Education,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities

Austin Independent School District supported parent training in the Love and Logic curriculum during the 2009-2010 school year, and survey results indicated that most parents reported improvements in their children's behavior and their own behavior after completing training.
Parent and Community Involvement Summary Report, 2006-2007. Publication Number 06.37
Author: Washington, Wanda
Date: 2007-11-00
Type: Reports - Research
Subjects: Parent Participation,Community Involvement,School Districts,Parent School Relationship,Parent Attitudes,Access to Information,Elementary Secondary Education,Parent Teacher Cooperation,Professional Development,Specialists,Accountability,Resource Centers,Adult Literacy,Best Practices,Board of Education Policy

This report summarizes many of Austin Independent School District's parent and community involvement activities for the 2006-2007 school year.
Question: How Did Currently Enrolled AISD Students Who Took the NCLB School Choice Transfer Option Perform on TAKS 2007 Reading/English Language Arts and Mathematics? NCLB School Choice Series: Question 1. DPE Publication Number 06.38
Author: Doolittle, Martha
Date: 2007-11-00
Type: Reports - Descriptive
Subjects: Enrollment,Educational Legislation,Federal Legislation,School Choice,Transfer Students,Academic Achievement,Reading Achievement,Mathematics Achievement,Achievement Tests,Elementary Secondary Education

This report summarizes an analysis of Fall 2007 Austin ISD students who took the No Child Left Behind (NCLB) school choice option in the past four years and how these students performed on the Texas state assessment (TAKS) in reading/English language arts and mathematics in the year prior to and after they took the school choice option.
Question: How Did Currently Enrolled 12th Grade Students (September 2008) Participating in the New Tech High Program at Akins High School Perform on Their TAKS 2007 and 2008 Tests, Compared with Other 12th Graders Enrolled in Akins High School and across the District? DPE Publication Number 08.06
Author: Doolittle, Martha
Date: 2008-09-00
Type: Reports - Research
Subjects: High School Seniors,Academic Achievement,Achievement Tests,Mathematics Achievement,Science Achievement,Grade 12,Institutional Characteristics,Differences

Senior high school students participating in the New Tech High program at Akins High School had higher 2008 Texas state test (TAKS) passing rates and made greater gains on TAKS from 2007 to 2008 in most subjects when compared with other seniors at Akins High School and across the district.
2014-2015 STEM Pathways Evaluation: First-Year Results of an Informal STEM Education Partnership, in Conjunction with Minneapolis Public Schools and Minnesota Department of Education
Author: Gozali-Lee, Edith
Date: 2015-12-00
Type: Reports - Research
Subjects: STEM Education,Partnerships in Education,Student Interests,Institutional Cooperation,Grade 4,Grade 5,Elementary School Students,Student Attitudes,Program Effectiveness,Knowledge Level,Self Esteem,Vocational Interests,Academic Achievement,Student Characteristics,Public Schools,Administrator Attitudes,Program Implementation

STEM Pathways aims to increase youths' long-term interest, learning and achievement in STEM through a deliberate and interconnected system of STEM learning opportunities. STEM Pathways is a partnership of Minneapolis Public Schools (MPS), the Minnesota Department of Education (MDE), The Bakken, The Bell Museum of Natural History, Minnesota Zoo, STARBASE Minnesota, and The Works that tests a model for collaboration that could be expanded and replicated across more grade levels, schools, organizations, and communities. As part of a three-year project, STEM Pathways partner organizations began the first year in 2013-2014 with an intensive collaboration process to learn about each other's program and make concept and theme connections, develop shared tools and strategies, and plan for project implementation. Partner organization refers to informal STEM education organizations, working in conjunction with the Minnesota Department Education and Minneapolis Public Schools. STEM Pathways began offering activities to fourth- and fifth-grade students at six MPS elementary schools: Bryn Mawr, Emerson, Jefferson, Keewaydin, Loring, and Pillsbury in 2014-2015. A core component of STEM Pathways is the inclusion of an ongoing evaluation that can be used to inform programming. STEM Pathways participates in a rigorous, independent evaluation conducted by Wilder Research. Evaluators assess the implementation and outcomes of the project, using student survey and academic data and interviews with MPS leaders and STEM Pathways partner representatives. This report reflects evaluation findings in 2014-2015. [For &quot;2015-16 STEM Pathways Evaluation: Final Results of a Three-Year Pilot Project of Informal STEM Education Partnership,&quot; see ED619425.]
2015-16 STEM Pathways Evaluation: Final Results of a Three-Year Pilot Project of Informal STEM Education Partnership
Author: Gozali-Lee, Edith
Date: 2016-12-00
Type: Reports - Research
Subjects: STEM Education,Partnerships in Education,Student Interests,Institutional Cooperation,Grade 4,Grade 5,Elementary School Students,Student Attitudes,Program Effectiveness,Knowledge Level,Self Esteem,Vocational Interests,Academic Achievement,Student Characteristics,Public Schools,Administrator Attitudes,Program Implementation

STEM Pathways is a partnership between five informal STEM organizations--The Bakken Museum, Bell Museum of Natural History, Minnesota Zoo, STARBASE Minnesota, and The Works--with the Minneapolis Public Schools (MPS) and the Minnesota Department of Education (MDE). The purpose of this collaborative effort is to raise the access, enthusiasm, and academic achievement of young people in STEM and their preparation for future STEM careers through a deliberate and interconnected system of STEM learning opportunities. Further, STEM Pathways tests a model for collaboration and its potential for expansion and replication across more grade levels, schools, organizations and communities. As part of a three-year pilot project, STEM Pathways partner organizations (informal STEM education organizations working with MPS and MDE) began the first year in 2013-14 with an intensive collaboration process to learn about each other's programs, make concept and theme connections, develop shared tools and strategies, and plan for project implementation. STEM Pathways began offering activities to fourth- and fifth-grade students at six MPS elementary schools in 2014-15 and continued in 2015-16. A core component of the STEM Pathways project is ongoing evaluation to inform programming as well as future efforts for the STEM Pathways collaborative. STEM Pathways participates in rigorous, independent evaluation conducted by Wilder Research during the three-year pilot project. Evaluators assess the implementation and outcomes of the project using a student survey, small-group interviews, academic data, a teacher survey, and interviews with MPS leaders and STEM Pathways partner representatives. This report summarizes outcome findings from student surveys and academic data over the two years of program implementation (2014-15 and 2015-16), as well as evaluation findings from data collected through surveys and interviews with students, MPS teachers and leaders, and partners during the second program implementation year. [Funding from Department of Defense STARBASE and Boston Scientific supported the evaluation and the project coordination throughout the three-year STEM Pathways project. Pentair Foundation provided additional funding to support the project in 2016. For &quot;2014-2015 STEM Pathways Evaluation: First-Year Results of an Informal STEM Education Partnership, in Conjunction with Minneapolis Public Schools and Minnesota Department of Education,&quot; see ED619424.]
How Much Does Universal Digital Learning Cost? Policy Brief
Author: Yao, Haogen
Date: 2021-00-00
Type: Reports - Research
Subjects: Access to Education,Electronic Learning,Educational Finance,Costs,Distance Education,Blended Learning,Energy,Access to Computers,Internet,Financial Support,Foreign Countries

COVID-19 school closures initially revealed more than 75% of children lacked access to critical digital learning opportunities. Three out of four were living in the poorest 40% of households. Digital learning is impossible without connectivity and electricity. However, in places like Chad, Malawi and Niger, the proportion of people with access to electricity is below 1 in 5. What efforts will ensure these children are not further left behind in future crises if schools are again closed? How much will universal access to digital learning cost? The answer is US$1.4 trillion. This paper estimates the cost of universalizing digital learning by 2030, in alignment with the conceptual framework of the Reimagine Education initiative. It provides a rationale for cost assumptions; classifies costs into enabling digital learning and delivering digital learning; and, finally, discusses financing achievability by comparing the estimated costs with current spending in education and other sectors.
Preventing a Lost Decade: Urgent Action to Reverse the Devastating Impact of COVID-19 on Children and Young People
Author: United Nations Children's Fund (UNICEF)
Date: 2021-12-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Social Bias,Barriers,Disadvantaged Youth,Access to Education,International Cooperation,International Programs,Poverty,Child Health,Immunization Programs,Child Safety,Nutrition,Mental Health,Access to Health Care,Resilience (Psychology),Hunger,Educational Quality,Foreign Countries

Almost two years into the pandemic, its widespread impact continues to deepen, increasing poverty and entrenching inequality. While some countries are recovering and rebuilding in a 'new normal', for too many, COVID-19 remains a catastrophe. The unequal rollout of COVID-19 vaccines is putting entire communities at risk. And as new variants continue to emerge, children and their communities continue to face health risks. Increases in poverty have set back progress toward realizing children's rights and achieving the Sustainable Development Goals. Children's diets have deteriorated, and families struggle to find ways to find enough food and safe water for their children. By September 2021, schoolchildren around the world have lost an estimated 1.8 trillion hours of in-person learning due to COVID-related school closures, which will have profound long-term, unequal social and economic effects. Essential nutrition and health services such as routine immunization programmes and maternal and childcare continue to be disrupted. School closures, job losses among families and increased stress and anxiety have affected the mental health of children and young people. COVID-19 remains an urgent crisis for children that requires sustained, focused action. This report lays out the work in front of us by taking stock of the ongoing impact of COVID-19 on children and the road to respond and recover to reimagine the future for every child. [This report was produced by UNICEF's Division of Global Communication and Advocacy.]
Utah&apos;s Early Intervention Reading Software Program: 2016-2017 K-3 Program Evaluation Results
Author: Utah State Board of Education (USBE)
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Computer Software,Literacy,Computer Assisted Instruction,Program Evaluation,Academic Achievement,Program Implementation,Early Intervention,Elementary School Students,Student Characteristics,Institutional Characteristics,At Risk Students,Kindergarten,Grade 1,Grade 2,Grade 3,Outcomes of Education

The Utah state legislature established the Early Intervention Software Program (&quot;EISP&quot;) to aid in the development of Utah students' literacy skills through computer-based, adaptive reading software programs designed to meet students' unique learning needs. The Evaluation and Training Institute (ETI) conducts an annual evaluation of how the reading software programs were used and how students' participation is associated with literacy achievement, including the combined impact of all the software programs and a comparison of the relative effects on literacy achievement of each of the software providers (&quot;vendors&quot;). This report includes findings from the 2016-2017 academic year, the EISP's fourth year of implementation. These findings are intended to help the Utah State Board of Education (USBE) and Local Education Agencies (LEAs) understand how well the program is working, identify potential areas of improvement in program implementation, and make informed decisions about the future direction of the program.
What&apos;s Next? Lessons on Education Recovery: Findings from a Survey of Ministries of Education amid the COVID-19 Pandemic
Author: Chang, Gwang-Chol
Date: 2021-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Coping,Crisis Management,Well Being,Academic Achievement,Elementary Secondary Education,Preschool Education,Foreign Countries,Government Role,Governance,Achievement Tests,Distance Education,Teachers,School Personnel,Educational Finance,Decision Making,Remedial Instruction,Instructional Effectiveness,Teacher Recruitment,Dropout Prevention

United Nations Educational, Scientific and Cultural Organization (UNESCO), the United Nations Children's Fund (UNICEF), the World Bank and the Organisation for Economic Co-operation and Development (OECD) have collaborated in the third round of the Survey on National Education Responses to COVID-19 School Closures, administered by the UNESCO Institute for Statistics (UIS) and OECD to Ministry of Education officials. The questions covered four levels of education: preprimary, primary, lower secondary and upper secondary. While the first two rounds of the survey were implemented during the periods May-June and July-October 2020, respectively, the third round was implemented during the period February-June 2021. In total, 143 countries responded to the questionnaire. Thirty-one countries submitted responses to the OECD (&quot;OECD survey&quot;) and 112 countries responded to the UIS (&quot;UIS survey&quot;). Seven countries responded to both surveys. In these instances, the more complete set responses were used in analysis.
Remote Learning during COVID-19: Lessons from Today, Principles for Tomorrow
Author: Muñoz-Najar, Alberto
Date: 2021-00-00
Type: Reports - Research
Subjects: School Closing,Distance Education,Online Courses,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,Elementary Secondary Education,World Problems,Program Effectiveness,Blended Learning,Synchronous Communication,Asynchronous Communication,Cultural Differences,Foreign Countries,Partnerships in Education,Curriculum Development,Socioeconomic Influences,Barriers,Supply and Demand,Access to Computers,Faculty Development,Family School Relationship,Student School Relationship,Interpersonal Communication,Teacher Effectiveness,At Risk Students,Socioeconomic Status,Educational Policy

School closures during COVID-19 led to an unprecedented global experiment in the delivery of remote learning. This report seeks to assess what lessons can be drawn from experiences of remote learning during COVID-19 in K-12 education, with a focus on low- and middle-income countries. It focuses on the period from March 2020 to October 2021 and addresses the following key questions: (1) Was remote learning during COVID-19 taken up and if so, was it effective? That is, did children learn as much as they did during pre-pandemic, in-person learning? (2) What lessons can governments derive from this wide-spread experience? and (3) How might policymakers use these lessons to reimagine learning as schools begin to reopen? Following the introduction (Section 1), the report is organized as follows: Section 2 describes the conceptual framework, underscores what matters for remote learning take-up and effectiveness, and explains the types of learning experiences considered. Section 3 assesses how countries responded to school closures induced by COVID-19. Section 4 discusses what is being learned from country responses. Section 5 presents key principles that school systems can draw on to reimagine learning going forward. This report is part of a larger effort led by the World Bank to provide guidance and technical assistance to optimize country effectiveness in the design and execution of remote learning strategies. It has been developed in conjunction with &quot;Remote Learning During the Global School Lockdown: Multi-Country Lessons&quot; (see ED619477), a qualitative study conducted between May and November 2020 to understand the perceived effectiveness of remote and remedial learning solutions implemented across 17 countries.