ethanporcaro/eric-fulltext-meta huggingface dataset:
Twilight High School Program, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-03-26
Type: Reports - Research
Subjects: School Districts,High School Students,Graduation Requirements,At Risk Students,Program Effectiveness,Student Characteristics,Online Courses,Virtual Classrooms,Distance Education,Educational Technology,Graduation Rate,Withdrawal (Education),Enrollment Trends,Student Needs,Nontraditional Students,Instructional Program Divisions,Gender Differences,Racial Differences,Ethnicity,Special Education,Economically Disadvantaged,Dropout Prevention,Academically Gifted,Age Differences,Information Sources,Place of Residence,Parents,Employment Level,Student Motivation,Attendance,College Attendance,Career Readiness,Intellectual Disciplines

The Advanced Virtual Academy Twilight High School (Twilight High School) provides Houston Independent School District (HISD) high school students with opportunities to earn credits toward graduation and targets students who are at risk of not completing courses required to earn a high school diploma. This 2013-2014 Twilight High School program report describes program outcomes in the fourth year of program implementation. It describes characteristics of program participants, participant assessment of the program, and academic outcomes for the 2013-2014 school year in comparison to the 2012-2013 school year. The Twilight High School program began operations in November 2010.
Twilight High School Program, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-05-27
Type: Reports - Research
Subjects: School Districts,High School Students,Graduation Requirements,At Risk Students,Program Effectiveness,Student Characteristics,Online Courses,Virtual Classrooms,Distance Education,Educational Technology,Graduation Rate,Withdrawal (Education),Enrollment Trends,Student Needs,Nontraditional Students,Instructional Program Divisions,Gender Differences,Racial Differences,Ethnicity,Special Education,Economically Disadvantaged,Dropout Prevention,Academically Gifted,Age Differences,Information Sources,Place of Residence,Parents,Employment Level,Student Motivation,Attendance,College Attendance,Career Readiness,Intellectual Disciplines

The Advanced Virtual Academy (AVA) Twilight High School (THS) provides Houston Independent School District (HISD) high school students opportunities to earn credits toward graduation and pass state-mandated assessments. The program targets students who are at risk of not completing courses required to earn a high school diploma. This 2014-2015 Twilight High School program report describes program outcomes in the fifth year of program implementation. It describes characteristics of program participants and their assessments of the program and academic outcomes for the 2014-2015 school year in comparison to the 2013-2014 school year. The Twilight High School program began operations in November 2010.
An Evaluation of Partnering for Early Access for Success (PEAS) -- Project PEAS in HISD, 2018-2019. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2019-09-26
Type: Reports - Research
Subjects: Program Evaluation,Early Childhood Education,Child Care Centers,Partnerships in Education,Child Health,Health Services,School Health Services,Immunization Programs,Physical Examinations,Screening Tests,Diabetes,Dental Health,Health Education,Parent Participation,Outcomes of Treatment,Access to Health Care,Obesity,Reading Readiness,Achievement Gains,Child Development

This program evaluation assessed the implementation of Project PEAS toward improving health care and related outcomes for students and their families at Fonwood, Laurenzo, and Mistral early childhood centers. Among the 1,170 students enrolled at targeted schools during the 2018-2019 academic year, 356 were provided health-related services, such as immunizations and well child exams by physicians at Texas Children's Hospital (TCH). Moreover, 473 students were screened for Type 2 Diabetes. Health and medical screenings were conducted for 346 students through the TCH mobile unit. Students who visited the mobile unit were distributed a book to support reading readiness. Preventative dental care, including sealants, was provided to 415 children, while 1,234 children received oral health education. Parents in the targeted schools were surveyed to determine the program's ability to empower them to improve their child's healthy development. More than 80.0% of parents were in agreement that the program helped them access better services for their families. More specifically, parents strongly agreed that the program has helped them get education (52.5%), health (49.7%), and social services (46.7%) for their children. A paired samples analysis of the program's impact on reducing overweight/obesity revealed an increase in the percentage of normal and healthy weight children (55.2% to 72.4%) and a decrease in the percentage of overweight/obese children (37.9% to 27.6%) from baseline (2015-2016) to 1-year after program implementation (2016-2017). Gains in academic readiness were achieved for Project PEAS students on English and Spanish language CIRCLE assessments relative to Alliteration, Rapid Letter Naming, and Rapid Vocabulary subtests. Students at each school also achieved gains on the Spanish language Letter Sounds subtest. Continued efforts to expose young children and their families to health care and related services may improve access and boost achievement at early stages of child development.
The Impact of the &quot;Education Galaxy&quot; Online Assessment, Practice, and Instruction Programs on Fourth Grade Mathematics and Reading Achievement
Author: McREL International
Date: 2019-08-17
Type: Reports - Research
Subjects: Program Effectiveness,Mathematics Achievement,Reading Achievement,Electronic Learning,Elementary School Students,Achievement Gains,Grade 3,Grade 4,Achievement Tests

The purpose of this study was to conduct a rigorous, external evaluation of the impact of the &quot;Education Galaxy&quot; Online Assessment, Practice, and Instruction programs on mathematics and reading achievement. Specifically, the study used a quasi-experimental (matched comparison) design that conforms with the requirements of the Every Student Success Act (ESSA) evidence standards for providing &quot;Tier 2 Moderate Evidence.&quot; The outcomes of interest were grade-level gain (from third to fourth grade) on the mathematics and reading scales of the State of Texas Assessment of Academic Readiness (STAAR) assessment. Achievement gain of &quot;Education Galaxy&quot; user schools was compared to gain of non-user schools from the 2016-17 to 2017-18 school years, controlling for prior achievement and other school-level demographic variables to ensure baseline equivalence of the two groups. Results of the study revealed a positive impact of &quot;Education Galaxy&quot; on grade level gain from third to fourth grade on both mathematics and reading subscales of the STAAR compared to non-user matched comparison schools, with statistical significance levels (p-values) of &lt;0.001 for mathematics and 0.068 for reading. The effect sizes of 0.58 and 0.30 for mathematics and reading, respectively, are considered &quot;substantively important positive effects,&quot; according to What Works Clearinghouse Evidence Standards (WWC, 2017).
Current Approaches to Systems of Assessments in Science: Themes and Models. Transforming Science Assessment: Systems for Innovation
Author: Achieve, Inc.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Secondary School Science,Science Instruction,Science Tests,State Policy,Educational Assessment,Educational Policy,Science Achievement,Educational Change,Student Evaluation,Outcomes of Education,Academic Standards,Summative Evaluation,Formative Evaluation,State Standards,Science Teachers,State Departments of Education,State School District Relationship,Program Implementation,Program Development,Program Descriptions,School Districts,Models,Educational Objectives,Stakeholders,Elementary School Science

&quot;Transforming Science Assessment: Systems for Innovation,&quot; is a series of resources designed to provide state education leaders with: (1) Information about how states are currently pursuing statewide assessment systems in science; (2) Analyses of what features influence different approaches, with an eye to supporting state leaders as they make their own decisions regarding science assessment systems; (3) Detailed state profiles that highlight how and why some states have made decisions regarding designing and enacting different examples of systems of assessment; and (4) A how-to guide for policymakers looking to enact systems of assessment in science. This brief describes some of the ongoing efforts in states across the country to develop and enact assessment systems in science and to provide state and district leaders with assessment system models to consider as they implement new science standards. The brief focuses on two primary models that are emerging across state and district efforts: (1) State-led assessment systems, and (2) Distributed assessment systems.
Fast Facts 2019-2020
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,Gender Differences,Racial Differences,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,Bachelors Degrees,Masters Degrees,Associate Degrees,Student Certification,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Ethnicity,Student Financial Aid,Doctoral Degrees

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2019, 77,893 students enrolled in Mississippi's Universities, with an operating budget of $4.58 billion. The system awarded 19,162 degrees in Academic Year 2018-19. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2019 Headcount Enrollment; (5) 2019-20 Financial Information; (6) 2018-2019 Student Financial Aid; (7) 2019-20 Annual Cost of Education; (8) 2019-20 Buildings/Facilities; (9) 2018-2019 Degrees Awarded (by Degree); and (10) 2018-2019 Degrees Awarded (by Ethnicity and Gender). [For &quot;Fast Facts 2018-2019,&quot; see ED593972.]
Teacher Incentive Fund STEM Grant in Houston ISD: A Descriptive Overview. Research Educational Program Report
Author: Price, Lauren E.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Incentive Grants,STEM Education,Human Capital,Master Teachers,Teacher Effectiveness,Educational Improvement,School Districts,Program Evaluation,Outcomes of Education,Instructional Materials,Student Projects,Active Learning,Interdisciplinary Approach,Capacity Building,Science Curriculum,Faculty Development

Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education has supported human capital strategies &quot;to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas&quot; such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). Houston Independent School District's (HISD) approach to STEM education -- described in this report -- is an innovative policy response to the national challenges of preparing students for 21st century global citizenship. In HISD, the TIF4 grant supported program activities that reached students, teachers, and school-wide systems. This descriptive overview of activities and interventions unique to the TIF4 project schools sets the context for a meaningful discussion of programmatic impact. Additional reports in this series will investigate specific outcomes of interest, including: how student outcomes for science and math at project schools compare to outcomes at similar schools not participating in TIF4, teachers' readiness (self-efficacy) for STEM instruction, and human capital outcomes for science and math teachers at project schools. [For the other two reports in this series, see ED603680 and ED603681.]
Celebrating Reading for Enjoyment: Findings from Our Annual Literacy Survey 2016. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2017-06-00
Type: Reports - Research
Subjects: Recreational Reading,Reading Achievement,Gender Differences,Reading Attitudes,Reading Habits,Reading Interests,Reading Programs,Age Differences,Literature Appreciation,Social Differences,Racial Differences,Adolescents,Early Adolescents,Preadolescents

In 2016, we recorded the highest levels of reading enjoyment to date, with nearly 6 in 10 saying that they enjoy reading either very much or quite a lot. Read more about children's and young people's reading enjoyment, based on our seventh annual literacy survey which we conducted in November/December 2016. 42,406 children and young people aged eight to 18 participated. The report also shows that children who enjoy reading are more likely to do better at reading than their peers who do not enjoy it. At age 14, children who enjoy reading have an average reading age of 15.3 years, while those who do not enjoy reading have an average reading age of just 12 years, a difference of 3.3 years.
Teacher Incentive Fund STEM Grant in Houston ISD: A Matched-Comparison Analysis of Math and Science STAAR Scores. Research Educational Program Report
Author: Price, Lauren E.
Date: 2019-01-11
Type: Reports - Research
Subjects: Incentive Grants,STEM Education,Program Evaluation,Human Capital,Educational Improvement,Outcomes of Education,Academic Achievement,Achievement Tests,Standardized Tests,Scores,Elementary School Students,Middle School Students,Mathematics Tests,Science Tests

Since established by an Appropriations Act in 2006, the Teacher Incentive Fund (TIF) competitive grant program in the U.S. Department of Education (USDE) has supported human capital strategies &quot;to ensure that students attending high-poverty schools have better access to effective teachers and principals, especially in hard-to-staff subject areas&quot; such as science and math. Responding to the national agenda to improve STEM education, in 2012, the fourth cohort of the Teacher Incentive Fund federal grant competition (TIF4) included special consideration for projects designed to improve STEM education by identifying, developing, and utilizing master teachers as leaders of broader improvements (OESE, 2012a). A human capital approach to strengthening STEM education addressed the TIF4 project schools' need for high-quality supports for student learning, and the systemic challenges to teacher retention, development, and recruitment in hard-to-staff subjects. The previous report in this series provided a descriptive overview of activities and interventions unique to the TIF4 project schools, setting the context for a meaningful discussion of programmatic impact. This analysis addresses student outcomes for State of Texas Assessments of Academic Readiness (STAAR) Mathematics (grades three through eight) and STAAR Science (grades five and eight), during the grant period of 2012-2013 to 2016-2017. On the whole, this report suggests that the complex programmatic aspects of the TIF4 program produced substantive and reproducible results for student achievement through human capital strategies. [For the first and third reports in this series, see ED603678 and ED603681, respectively.]
Teacher Incentive Fund STEM Grant in Houston ISD: A Human Capital Approach to Improving STEM Education. Research Educational Program Report
Author: Price, Lauren E.
Date: 2019-01-11
Type: Reports - Research
Subjects: Incentive Grants,STEM Education,School Districts,Program Evaluation,Human Capital,Master Teachers,Teacher Effectiveness,Mathematics Teachers,Science Teachers,Teacher Persistence,Faculty Mobility,Educational Improvement

The fourth cohort of the Teacher Incentive Fund federal grant competition (&quot;TIF4&quot;) included special consideration for projects that would identify, develop, and utilize master teachers as leaders of STEM education. In September 2012, the Houston Independent School District (HISD) was awarded a TIF4 grant for $15.9 million to implement a human capital approach to improving STEM education. The TIF4 project schools were among the HISD schools serving grades K-8 with the highest student economic disadvantage and the most risk factors for chronic absenteeism. A human capital approach to strengthening STEM education addressed the TIF4 project schools' need for high-quality supports for student learning, and the systemic challenges to teacher retention, development, and recruitment in hard-to-staff subjects. This report overviews the performance-based compensation strategies implemented through the TIF4 grant, and situates the TIF4 schools in the context of HISD's historic challenges for new teacher retention, effective teacher retention, and the retention of math and science teachers. [For the first two reports in this series, see ED603678 and ED603680.]
Stories in Schools: Reading Engagement Outcomes. National Literacy Trust Research Report
Author: Picton, Irene
Date: 2019-10-00
Type: Reports - Research
Subjects: Foreign Countries,Reading Programs,Recreational Reading,Reading Attitudes,Reading Motivation,Program Effectiveness,Grade 4,Grade 5,Grade 6,Grade 7,Reading Ability,Elementary Schools,Secondary Schools,Literature Appreciation,Literacy Education,Control Groups,Workshops,Student Attitudes,Teacher Attitudes,Learner Engagement

Read for Good commissioned the National Literacy Trust to evaluate the outcomes of their new pilot intervention, Stories in Schools. Stories in Schools uses professional storytellers to deliver enjoyable literacy workshops targeted at reluctant or struggling readers over a six-week period, in particular pupils eligible for free school meals (FSM) or pupil premium (PP). The programme aims to increase reading enjoyment and improve reading behaviour, motivating participants to read for pleasure in their own time. This report evaluates the impact of the Stories in Schools pilot programme on the reading engagement of 440 pupils aged 9 to 13 in 11 schools (six primary schools and five secondary schools) across the UK during the 2018-19 academic year. Key findings include: (1) Children who participated in Stories in Schools felt that the workshops had inspired them to read and write more; (2) Comparisons with peers who had not taken part showed that pupils who took part in Stories in Schools improved their levels of reading enjoyment slightly at the end of the six-week intervention period, with levels of enjoyment remaining stable until the end of the academic year, and fewer pupils who took part in Stories in Schools read daily at the beginning of the year compared with their peers who did not take part; (3) These positive changes were more pronounced for young people aged 11 to 14 than those aged eight to 11; (4) There is also some indication that reluctant readers (those who only enjoyed reading a bit or not at all in the pre-assessment) also benefit from taking part in Stories in Schools; and (5) Teachers also observed changes, with 87.5% seeing an increase in participating pupils' reading motivation, while 37.5% felt pupils enjoyed reading more and were more confident writers. [Read for Good commissioned National Literacy Trust to conduct this evaluation.]
Supporting Learning in Educational Games: Promises and Challenges
Author: Shute, Valerie
Date: 2019-06-29
Type: Reports - Research
Subjects: Educational Games,Computer Games,Game Based Learning,Middle School Students,High School Students,Physics,Playgrounds,Instructional Design,Computer Simulation,Usability,Instructional Effectiveness

Digital, educational games have many promises (e.g., increasing students' content knowledge as well as competencies like problem-solving, spatial skills, and persistence). However, there are challenges to overcome before using these games more broadly in educational settings. One challenge involves identifying effective, theoretically based learning supports that do not reduce the fun/engagement inherent in gameplay. In our chapter, we focus on the design, development, and testing of various types of embedded learning supports (e.g., animations, worked examples, formulas, interactive definitions, and videos). We contextualize this discussion in terms of our ongoing research with the game &quot;Physics Playground&quot;, currently being tested with middle- and high school students. We additionally elaborate on some of the challenges that we, as well as other educators and educational game designers, have faced in the design of optimal supports, concluding with ideas for future research. [This chapter was published in: Paloma Díaz, Andri Ioannou, Kaushal Kumar Bhagat, and J. Michael Spector (Eds.), &quot;Learning in a Digital World&quot; (p59-81). Singapore: Springer.]
Writer Visits and Children and Young People&apos;s Reading and Writing Engagement. National Literacy Trust Research Report
Author: Clark, Christina
Date: 2019-00-00
Type: Reports - Research
Subjects: Authors,Writing Attitudes,Reading Attitudes,Children,Adolescents,Learner Engagement,Poets,Childrens Attitudes,Program Effectiveness,Reading Skills,Self Efficacy,Foreign Countries,Elementary Schools,Secondary Schools,Institutional Characteristics,Gender Differences,Age Differences,Socioeconomic Status,School Location,Reading Habits,Literature Appreciation

This report uses data from the National Literacy Trust's 2019 Annual Literacy Survey and the Great School Library Campaign to determine how many schools in the UK have had a writer visit in the last year, their reasons for organising the visit, and the relationship the visit had with children and young people's engagement with reading and writing. Using data from the National Literacy Trust's ninth Annual Literacy Survey of 56,905 children and young people aged 9 to 18 across the UK, conducted between January and March 2019, the authors explored how many children and young people say that they have had a writer visit and what the relationships are between a writer visit and children and young people's reading and writing enjoyment, behaviours, and attitudes. Key findings include: (1) 1 in 4 (26.9%) children and young people said in 2019 that they had had a writer visit at school; (2) Fewer children and young people who receive free school meals (FSM) said that they had a writer visit compared with their peers who do not receive FSM (23.7% vs. 27.6%); (3) Around twice as many children and young people attending independent schools (54.7%) reported having had a writer visit than children and young people attending other schools; (4) Twice as many children and young people who had an writer visit to their school read above the expected level for their age compared with their peers who did not have such a visit (30.8% vs 16.5%); (5) Children who had an author visit to their school reported higher levels of reading enjoyment (68.2% vs 47.2%) and writing enjoyment (43.9% vs 32.4%) than their peers who did not receive a visit; and (6) Children who had an author visit to their school were also more likely to have high levels of confidence in their reading (36.8% vs 25.1%) and writing (21.9% vs 16.9%) capabilities than their peers who didn't receive a visit.