ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District. Study Snapshot. REL 2021-099
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Descriptive
Subjects: Attendance,Intervention,Public Schools,School Districts,Program Implementation,Fidelity,Program Effectiveness,Telecommunications,Mentors,Handheld Devices,Parent School Relationship,Elementary Secondary Education,English Language Learners,Parent Participation,Student Characteristics,Letters (Correspondence),Barriers

This Study Snapshot highlights key findings from a study that explored attendance supports aimed at reducing chronic absenteeism that Rhode Island's Providence Public School District (PPSD) schools implemented in the 2018/19 school year. The study investigated what attendance supports were most commonly implemented with fidelity in 2018/19 by schools in which chronic absenteeism decreased between 2017/18 and 2018/19. Schools in which chronic absenteeism decreased implemented text messaging, phone calls, and mentorship programs with fidelity more frequently than schools in which chronic absenteeism increased. The study also looked more closely at one support in particular--text messaging to parents and guardians of students--to examine how implementation varied across schools. Descriptive analyses showed that during the 2018/19 school year the use of attendance-related text messaging increased more quickly in schools in which chronic absenteeism decreased between 2017/18 and 2018/19 than in schools in which chronic absenteeism increased, where the use of attendance-related text messaging remained flat. [For the full report, see ED614715. For the appendixes, see ED614717.]
Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District. Appendixes. REL 2021-099
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-09-00
Type: Reports - Research
Subjects: Attendance,Intervention,Public Schools,School Districts,Program Implementation,Fidelity,Program Effectiveness,Telecommunications,Mentors,Handheld Devices,Parent School Relationship,Elementary Secondary Education,English Language Learners,Parent Participation,Student Characteristics,Letters (Correspondence),Barriers

The &quot;Exploring Implementation of Attendance Supports to Reduce Chronic Absenteeism in the Providence Public School District&quot; study examined attendance supports aimed at reducing chronic absenteeism that Rhode Island's Providence Public School District (PPSD) schools implemented in the 2018/19 school year. The study investigated what attendance supports were most commonly implemented with fidelity in 2018/19 by schools in which chronic absenteeism decreased between 2017/18 and 2018/19. Schools in which chronic absenteeism decreased implemented text messaging, phone calls, and mentorship programs with fidelity more frequently than schools in which chronic absenteeism increased. Descriptive analyses showed that during the 2018/19 school year the use of attendance-related text messaging increased more quickly in schools in which chronic absenteeism decreased between 2017/18 and 2018/19 than in schools in which chronic absenteeism increased, where the use of attendance-related text messaging remained flat. This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analyses. [For the full report, see ED614715. For the Study Snapshot, see ED614716.]
On the Influence of British/American English in the Dominican EFL College Education
Author: Tavarez Dacosta, Pedro
Date: 2021-09-04
Type: Reports - Research
Subjects: Foreign Countries,North American English,English,World History,Land Settlement,Language Usage,Creoles,Spanish,English (Second Language),Second Language Instruction,Higher Education,Monolingualism,Official Languages

The present work is a historical/linguistic account of an unprecedented fact regarding the existence of two English Speaking Communities [British English and American English], in a country like the Dominican Republic, where Spanish is the official and most used language, to the extent of being considered a monolingual nation or country. It is analyzed within its five chapters, how the Hispaniola Island was split into two different territories due to different treaties (Aranjuez, Ryswick, among others), held in the old European Metropolis and how the island came to be a French Colony (the territory of what is Haiti now), a Haitian Creole/French speaking country to the West, and the Dominican Republic, a Spanish speaking country to the East of the Isla Hispaniola. The main goal or objective it is not only the historical facts ad events that conspired to produce two countries out of one island, but how by some other historical and linguistic circumstances the Dominican Nation ended up in harboring two English speaking communities in its territory, by means of the settlement occurred in the Dominican city of Samana, and that of the Dominican cities of Puerto Plata and San Pedro de Macorix., where as a direct consequence of those human settlements, historically distant, one from the other, British English and American English were established in a permanent way, and testing, to a certain extent, the pass of the time. One of the aspect treated in this research, was in determining, in the lights of the most enlightening linguistic theories and historical accounts, not only of the differences between British English and American English as World English Languages of extreme importance for today's society, the society of knowledge and of globalization, but also how this historical fact later influenced the Dominican education system, in terms of the EFL Teaching/Learning Process at the college level, specifically at the Universidad Autonoma de Santo Domingo, where surveys shown an enormous influence on students interviewed who were born in those cities. But this task would have been incomplete if they were not analyzed, on how those referred languages were transplanted into the very heart of a monolingual society, thus enriching and diversifying its language and culture, and thus influencing the learning process of the English language at our universities.
Supporting Student Storytelling as a Form of Advocacy for Inclusive Postsecondary Education. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 48
Author: Hanson, Ty
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Students,Students with Disabilities,Intellectual Disability,Developmental Disabilities,Inclusion,Postsecondary Education,Access to Education,Self Advocacy,Story Telling,Personal Narratives,Public Speaking,Drills (Practice)

Since 2007, when the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) was launched, college students with intellectual and developmental disabilities (IDD) have been involved in advocacy efforts to promote inclusive postsecondary education. These efforts include informing legislators, higher education personnel, school administrators, and school individual education program (IEP) team members, as well as parents and prospective students, that inclusive postsecondary education is not only possible but an effective transition services model. By sharing their personal accounts of college, students supported through MAICEI partnerships have broadened awareness of this opportunity in their schools and local communities, advocated for funding at local school committee meetings, and promoted expansion of MAICEI programs throughout the Commonwealth to state legislators. In this brief, the authors outline recommendations to increase opportunities for students with IDD to engage in advocacy efforts for inclusive postsecondary education. These include: (1) Recognizing advocacy opportunities; (2) Supporting presenters' preparations; (3) Choosing a presentation format; (4) Rehearsing effectively; (5) Getting started with storytelling; and (6) Developing student-directed stories.
Michigan School Privatization Survey 2020. A Mackinac Center Report
Author: Hohman, James M.
Date: 2020-00-00
Type: Reports - Research
Subjects: School Surveys,Privatization,School Districts,Educational Resources,Superintendents,School Business Officials,Services,Contracts,Outsourcing,Food Service,School Maintenance,Transportation,School Administration

This is the 18th edition of the Mackinac Center's annual school privatization survey. The Center asks every school district in the state if they outsource one of the three main noninstructional services -- custodial, transportation and food services. Responses from officials in all 539 public school districts between June 2 and September 24 were received for this year's survey. The results show that 69.9% of school districts contract out for at least one of these services. [For the 2019 report, see ED603608.]
HISD Remote Learning Parent Survey, November 2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-12-11
Type: Reports - Research
Subjects: School Districts,School Closing,COVID-19,Pandemics,Online Courses,Distance Education,Educational Technology,Technology Uses in Education,Parent Attitudes,Preschool Education,Elementary Secondary Education,Family School Relationship,Access to Information,Access to Computers,Assignments,Cooperative Learning,Academic Achievement,Disease Control

With the health and safety of students, families, and staff as the top priority, the Houston Independent School District (HISD) announced in July of 2020 that all students would begin the 2020-2021 school year virtually on September 8, 2020, and that virtual instruction for all students would continue for six weeks through Friday, October 16, 2020. The decision to begin the 2020-2021 school year virtually and delay the start of the school year for two weeks was due to the rising number of positive COVID-19 cases in the area. HISD gathered feedback about experiences with remote learning during the first six weeks of the 2020-2021 school year when all students were learning remotely through the Fall 2020 HISD Remote Learning Parent Survey. The survey was active from November 9 through November 17, 2020. Survey respondents were asked to complete the survey online. Because respondents did not have the option to complete the survey over the phone, it is likely that families without internet access may be underrepresented in these results. This report analyzes survey responses collected from November 9-17, 2020.
Migrant Education Program, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-08-04
Type: Reports - Research
Subjects: Migrant Education,School Districts,Elementary Secondary Education,Educational Legislation,Federal Legislation,Program Evaluation,Outcomes of Education,Program Effectiveness,Academic Achievement,Enrollment Trends,Student Recruitment,Standardized Tests,Achievement Tests,Scores

The Migrant Education Program (MEP) is authorized under Title I, Part C of Every Student Succeeds Act (ESSA) of 2015. Title I, Part C states that the purpose of the MEP is to assist states in their efforts to meet the special needs of migrant students by providing migratory children with the opportunity to meet the same challenging State content and performance standards that the State has established for all children (U.S. Department of Education [USDE], 2016). In general, the MEP attempts to &quot;support high-quality and comprehensive educational programs for migrant children to help reduce the educational disruptions and other problems that result from repeated moves&quot; (USDE, 2016). A migrant student, according to the Every Student Succeeds Act of 2015 sections 1309(2)(A) refers to any child whose parent/guardian/spouse works in one of the aforementioned industries and has crossed school district lines within the previous 36 months for the purpose of temporary or seasonal employment in the agricultural or fishing industries (U.S. Department of Education [USDE], 2016). This evaluation was designed to provide data regarding outcomes obtained and services provided by the HISD Migrant Education Program for the 2020-2021 program year. It is one component of the Houston Independent School District (HISD) MEP's ongoing work to determine the effectiveness of services to migrant children and youth. This report discusses findings related to service delivery and program outcomes as it relates to the academic achievements of migrant students. The evaluation seeks to provide a district perspective on services and their impact to enable the MEP to make programmatic decisions based on data.
System Rules Manual of the Illinois Community College Board
Author: Illinois Community College Board
Date: 2019-12-00
Type: Guides - Non-Classroom
Subjects: Community Colleges,Governing Boards,Administration,Two Year College Students,Educational Finance,Financial Support,Reverse Transfer Students,High School Equivalency Programs,Records (Forms),Administrative Organization,Civil Rights Legislation,Disabilities,Federal Legislation,Grievance Procedures,Program Validation,Emergency Programs,Violence,Prevention,School Personnel

These administrative rules of the Illinois Community College Board are divided into eight sections. Under Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter VII: Illinois Community College Board: (1) Part 1501 Administration of the Illinois Public Community College Act; (2) Part 1502 Joint Rules of the Board of Higher Education and Illinois Community College Board: Rules on Reverse Transfer of Credit; and (3) Part 1506 High School Diploma for Adult Learners. Under Title 2: Governmental Organization, Subtitle F: Educational Agencies, Chapter VIII: Illinois Community College Board, two parts are included: (4) Part 5175 Public Information, Rulemaking and Organization, Subpart A: Public Information; and (5) Part 5176 Access to Records of the Illinois Community College Board. The remaining sections include: (6) Title 4: Discrimination Procedures, Chapter XXXIX: Illinois Community College Board, Part 1050 Americans with Disabilities Act Grievance Procedure; (7) Title 23: Education and Cultural Resources, Subtitle A: Education, Chapter II: Board of Higher Education, Part 1050 Approval of New Units of Instruction, Research and Public Service at Public Institutions; and (8) Title 29: Emergency Services, Disasters, and Civil Defense, Chapter I: Illinois Emergency Management Agency, Subchapter C: Administration and Organization of Local Political Subdivision Emergency Services and Disaster Agencies, Part 305 All Hazards Campus Emergency Plan and Violence Prevention Plan. [For the October 2018 Manual, see ED588615.]
Building an Inclusive Postsecondary Model of Services. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 47
Author: Raeke, Tina
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Access to Education,Inclusion,Intellectual Disability,Developmental Disabilities,High School Students,Severe Disabilities,Transitional Programs,Professional Development,College Environment,Information Dissemination,Expertise,Dormitories,Social Life,Student Participation

Since 2011, Bridgewater State University (BSU) has received funds through the Massachusetts Inclusive Concurrent Enrollment Initiative (MAICEI) to support students with intellectual and developmental disabilities (IDD) to attend college. This BSU-MAICEI partnership, named EXCEL (Extraordinary Expectations for Career, Education and Life), offers up to 30 eligible students from partnering school districts the opportunity to share the same experiences as their college-age peers in the areas of academics, socialization, career development, and residential life. Nationally, this kind of initiative is known as inclusive postsecondary education, or IPSE. In this brief, the authors focus on the work EXCEL program staff have accomplished to build an IPSE model, department by department, at BSU.
School Building Administrator Reports of Screening Practices across Academic, Behavioral, and Health Domains
Author: Briesch, Amy M.
Date: 2021-03-29
Type: Reports - Research
Subjects: Elementary Secondary Education,School Districts,Screening Tests,Administrator Role,Best Practices,Behavior Problems,Emotional Problems,Interpersonal Competence,Health,Academic Achievement,Educational Practices,At Risk Students,Data Use,Intervention,Students with Disabilities,Disability Identification,Incidence,Measurement Techniques,Special Education,Principals,Assistant Principals

Research conducted to date provides a limited understanding of the landscape of school-based screening practices across academic, behavioral, and health domains, thus providing impetus for the current survey study. A total of 475 K-12 school building administrators representing 409 unique school districts across the United States completed an online survey, which assessed current school-based screening practices across domains from the point of data collection to intervention selection. Whereas 70% to 81% of respondents reported the use of universal screening across health and academic domains respectively, only 9% of respondents endorsed the use of universal social, emotional, and behavioral screening. Additionally, discrepancies were identified across domains with regard to such factors as (a) who reviews screening data, (b) how screening data are used to determine student risk, and (c) how interventions are designed for those students demonstrating risk. The lack of consensus in practice calls for dissemination concerning best practices in the implementation of social, emotional, and behavioral screening, risk identification, and Tier 1 intervention. [This paper will be published in &quot;Journal of Positive Behavior Interventions.&quot;]
Investigating the Utility of a Kindergarten Number Line Assessment Compared to an Early Numeracy Screening Battery
Author: Sutherland, Marah
Date: 2020-12-05
Type: Reports - Research
Subjects: Mathematics Tests,Screening Tests,Test Reliability,Test Validity,Numbers,Kindergarten,Young Children,Numeracy,Predictive Validity,Classification,Accuracy

Drawing from the developmental and cognitive mathematics literature, the purpose of this study was to investigate the reliability, validity, and diagnostic utility of a widely-researched number line task in kindergarten. Specifically, the Number Line Assessment 0-100 (NLA 0-100) as compared to an established kindergarten screening measure was examined using (a) regression models and (b) classification accuracy. Five-and six-year-old students (n = 154) were assessed on numeracy measures in the fall and spring of their kindergarten year. The NLA 0-100 had lower predictive validity and lower classification accuracy compared to an early numeracy screening measure. The findings have implications for practice and future research using number line screening assessments. [This paper was published in &quot;Early Childhood Research Quarterly&quot; v55 p119-128 2021.]
Adding up the Extra COVID-19 Funding for Michigan Public Schools. Policy Brief
Author: DeGrow, Ben
Date: 2021-04-20
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,School Closing,Public Schools,Educational Finance,Financial Support,School Districts,Elementary Secondary Education,Federal Aid,Federal Legislation,Resource Allocation,Funding Formulas,State Aid

Governor Whitmer's April 2020 decision to extend the shutdown of school buildings through the remainder of the academic year came with a guarantee to preserve districts' 2019-2020 funding levels, provided they met a few basic conditions. One condition was to continue paying all district employees, even if staff members needed to be redeployed to carry out plans for remote instruction and related services. But calls for additional funding increased. Education officials expressed fears about interruptions to schools' state funding sources and anticipated extra expenses to reach students through internet-based distance instruction and to abide by added safety protocols to return to classrooms. This report describes the extra funding school districts in Michigan have received and will receive as part of various state and federal reactions to the COVID-19 pandemic. On average, totaling all extra funds resulting from funding relief efforts, public schools in Michigan will receive more than $4,600 extra per pupil.
Recognizing Trauma: Why School Discipline Reform Needs to Consider Student Homelessness
Author: Erb-Downward, Jennifer
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Trauma,Suspension,Expulsion,Homeless People,At Risk Students,Socioeconomic Status,Discipline,Housing,Racial Factors,Ethnicity,School Policy,Disproportionate Representation,Disadvantaged Youth,Elementary Secondary Education

This brief uses data from the Michigan Department of Education to explore suspension and expulsion rates among students who have experienced homelessness compared to their housed peers. Key takeaways from the analysis include: (1) Greater economic and housing instability is associated with higher rates of disciplinary action; (2) The association between homelessness and higher rates of disciplinary action persisted even after stable housing was found; (3) A strong intersection exists between race, economic security, and housing stability when it comes to disciplinary action rates for Michigan's students; and (4) Even very young elementary students who experienced homelessness faced high rates of suspension. The brief concludes with policy implications and recommendations.
Better Connecting Secondary to Postsecondary Education: Lessons and Policy Recommendations from the Great Lakes
Author: Maag,Taylor
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Secondary Education,Postsecondary Education,Alignment (Education),College School Cooperation,Partnerships in Education,Career Readiness,College Readiness

The secondary-to-postsecondary transition is a critically important step on a student's path toward economic success. The majority of jobs in the United States continue to require some sort of postsecondary attainment, whether that be a bachelor's degree, associate's degree, or other college coursework. However, the nation loses students as they progress through secondary and postsecondary education. Further, this problem disproportionately affects students of color, particularly Black and Latinx students, who are 20 percent less likely than other students to earn a college-level credential. This brief offers policy-based solutions and examples that can support greater alignment and partnerships across K-12 and postsecondary education, promote scaling, and, ultimately, ensure that every young person has the support necessary for success.