ethanporcaro/eric-fulltext-meta huggingface dataset:
Austin Partners in Education Evaluation Report, 2008-2009. Publication Number 08.62a
Author: Looby, Karen
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: School Districts,Partnerships in Education,Elementary Secondary Education,Success,College Readiness,Elementary School Students,Middle School Students,High School Students,Mathematics Achievement,Reading Achievement,Spanish Speaking,Reading Skills,Mathematics Skills,At Risk Students,Minority Group Students,English Language Learners,Low Income Students,Volunteers,School Community Programs,College Entrance Examinations,Standardized Tests,Scores

Austin Partners in Education, a nonprofit organization, helps the community and AISD classrooms work together to ensure academic excellence and personal success for students. Academic outcomes, student engagement, and other variables for school year 2008-2009 were examined in this report.
Revenues and Expenditures for Public Elementary and Secondary Education: FY 21. Finance Tables. NCES 2023-301
Author: Cornman, S. Q.
Date: 2023-05-00
Type: Reports - Research
Subjects: Public Education,Elementary Secondary Education,Income,Expenditures,Educational Finance,Federal Aid,State Aid,Federal Legislation,Educational Legislation,COVID-19,Pandemics,Geographic Location,Expenditure per Student

This set of tables introduces new data for national and state-level public elementary and secondary revenues and expenditures for fiscal year (FY) 2021. Specifically, these tables include the following school finance data: (1) revenue and expenditure totals; (2) revenues by source; (3) expenditures by function and object; (4) current expenditures; (5) revenues and current expenditures per pupil; (6) expenditures from Title I funds; and (7) revenues and expenditures from COVID-19 Federal Assistance Funds. The tables chosen for this report demonstrate the range of information available when using the National Public Education Financial Survey (NPEFS). [For &quot;Revenues and Expenditures for Public Elementary and Secondary Education: FY 20. Finance Tables. NCES 2022-301,&quot; see ED619372.]
&quot;Class-Wide Function-Related Intervention Teams (CW-FIT).&quot; Intervention Report. Social, Emotional, and Behavioral Interventions. WWC 2023-005
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Intervention,Standards,Teamwork,Rewards,Skills,Objectives,Student Behavior,Behavior Change,Positive Behavior Supports,Educational Research,Evidence Based Practice,Educational Strategies,Program Effectiveness,Teacher Improvement,Outcomes of Education,Program Implementation,Program Costs,Social Development,Emotional Development,Elementary Secondary Education,Preschool Education

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. &quot;Class-Wide Function-Related Intervention Teams (CW-FIT)&quot; is one such strategy. As part of &quot;CW-FIT,&quot; teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills, all with the aim of improving student behavior and creating a positive learning environment. &quot;CW-FIT&quot; seeks to reinforce appropriate behaviors, minimize social attention to inappropriate behaviors, and provide self-management tools to individual students who need extra support. The What Works Clearinghouse (WWC) reviews existing research on educational interventions to identify evidence-based programs and practices. This WWC intervention report summarizes the available evidence on the effects of &quot;CW-FIT&quot; on student and teacher outcomes. Eight studies of &quot;CW-FIT&quot; meet WWC standards and contribute to the effectiveness ratings in this report. Based on the eight studies, there is strong evidence that &quot;CW-FIT&quot; positively impacted student behavior and promising evidence that &quot;CW-FIT&quot; positively impacted teacher practice. [For the Intervention Brief, see ED628224. For the Single-Case Design Appendix, see ED628225.]
&quot;Class-Wide Function-Related Intervention Teams (CW-FIT).&quot; Intervention Brief. Social, Emotional, and Behavioral Interventions. WWC 2023-005
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Evaluative
Subjects: Classroom Techniques,Intervention,Standards,Teamwork,Rewards,Skills,Objectives,Student Behavior,Behavior Change,Positive Behavior Supports,Educational Research,Evidence Based Practice,Educational Strategies,Program Effectiveness,Teacher Improvement,Outcomes of Education,Program Implementation,Program Costs,Social Development,Emotional Development,Elementary Secondary Education,Preschool Education

Educators can employ a variety of classroom management strategies in their efforts to foster a classroom environment in which all students can learn. &quot;Class-Wide Function-Related Intervention Teams (CW-FIT)&quot; is one such strategy. As part of &quot;CW-FIT,&quot; teachers establish classroom rules, provide instruction on target skills, place students into teams, and then reward teams for demonstrating target skills, all with the aim of improving student behavior and creating a positive learning environment. &quot;CW-FIT&quot; seeks to reinforce appropriate behaviors, minimize social attention to inappropriate behaviors, and provide self-management tools to individual students who need extra support. This Intervention Brief provides an overview of the full Intervention Report, which summarizes the available evidence on the effects of &quot;CW-FIT&quot; on student and teacher outcomes. [For the Intervention Report, see ED628223. For the Single-Case Design Appendix, see ED628225.]
&quot;Class-Wide Function-Related Intervention Teams (CW-FIT).&quot; Single-Case Design Appendix. WWC 2023-005
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES), What Works Clearinghouse (WWC)
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Classroom Techniques,Intervention,Standards,Teamwork,Rewards,Skills,Objectives,Student Behavior,Behavior Change,Positive Behavior Supports,Educational Research,Educational Strategies,Program Effectiveness,Teacher Improvement,Outcomes of Education,Social Development,Emotional Development,Research Reports,Teacher Behavior,Positive Reinforcement,Preschool Children,Elementary School Students,At Risk Students,Middle School Students,Special Education,High School Students,Immersion Programs,Art Education,Music Education

This appendix provides additional characteristics of the studies of &quot;Class-Wide Function-Related Intervention Teams (CW-FIT)&quot; that meet What Works Clearinghouse (WWC) single-case design standards, including six studies that contribute to the findings in the &quot;CW-FIT&quot; intervention report and six studies that do not contribute to the findings because the WWC could not calculate a design-comparable effect size for any of the outcomes. [For the Intervention Report, see ED628223. For the Intervention Brief, see ED628224.]
Intensive Intervention Practice Guide: Self-Monitoring Systems to Improve Behavior Outcomes for Students with Comorbid Academic and Behavior Difficulties
Author: Avina, Ashleigh
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Intervention,Student Behavior,Program Effectiveness,Students with Disabilities,Comorbidity,Learning Disabilities,Behavior Disorders,Self Management,Self Evaluation (Individuals),Self Determination,Behavior Modification,Program Implementation

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide discusses the purpose of self-monitoring systems, which is to develop students' self-determination skills by improving the awareness of their own behavior. Crucial components of a self-monitoring system include students observing, evaluating, and recording their own behavior that is explicitly defined; students striving for independence and maintaining positive outcomes; and generalization of these skills beyond the initial training setting. Among the two most common self-monitoring approaches include: (1) a student monitors and records the presence of a behavior; and (2) a student rates their own behavior according to a set of pre-specified criteria. This practice guide provides the benefits of self-monitoring and these two common approaches.
Intensive Intervention Practice Guide: Mathematics-Language Instruction for Emergent Bilingual Students with Mathematics Difficulty
Author: Lariviere, Danielle O.
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Bilingualism,Students with Disabilities,Intervention,Special Education,Consortia,Mathematics Skills,College Faculty,Guides,Faculty Development,Preservice Teacher Education,Inservice Teacher Education,Mathematics Instruction,Academic Language,Definitions,Second Language Learning,Second Language Instruction,English (Second Language),Vocabulary Development,Word Problems (Mathematics),Problem Solving,Instructional Effectiveness

The National Center for Leadership in Intensive Intervention (NCLII), a consortium funded by the Office of Special Education Programs (OSEP), prepares special education leaders to become experts in research on intensive intervention for students with disabilities who have persistent and severe academic (e.g., reading and math) and behavioral difficulties. By the end of the first year of their program, scholars in each cohort work in cross-institutional collaborative groups to create an Intensive Intervention Practice Guide. In each guide, scholars identify an approach to intensive intervention for a select population of students with disabilities, describe the existing evidence base behind it, and discuss the next steps in research needed to improve the understanding of designing and delivering the intervention. The &quot;Intensive Intervention Practice Guides&quot; are created for practitioners as well as faculty engaged in instructing pre- and in-service teachers. This practice guide considers mathematics language to include all terminology with mathematics-specific definitions, including those that also have alternative meanings. Given the complex language demands embedded in learning mathematics, it is essential to provide students with high-quality mathematics-language instruction. Emergent bilingual (EB) students, particularly those who exhibit mathematics difficulty (MD), may also benefit from tailored mathematics-language instruction. This practice guide focuses specifically on EB students with MD and outlines evidence and research gaps on mathematics-language instruction. This guide specifically describes how to support mathematics-language development in the context of word-problem solving. This practice guide can serve as an extension to Zagata et al.'s guide (ED619745) by offering additional insight into the specific needs of EB students.
Linking Inclusive Narratives to Create STEM Synergy (LINCSS): A Framework for Culturally Responsive STEM Education and Engagement
Author: Chavarria, Sara P.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Undergraduate Students,Teaching Methods,Guidelines,Educational Change,Educational Experience,Facilitators (Individuals),College Faculty,Inclusion,Disproportionate Representation,Case Studies,Student Projects,Active Learning,High School Students,Summer Programs,Research Training,Equal Education,Learner Engagement,Culturally Relevant Education,Cues,Curriculum Design,Introductory Courses,Program Descriptions,Biology,Microbiology,Hispanic American Students,American Indian Students,Archaeology,Heritage Education,School Counselors

This paper introduces a novel framework aimed at supporting non-education faculty and facilitators in creating inclusive educational programs and learning opportunities that address the needs, interests, and priorities of underrepresented individuals and communities in the field of STEM. The framework centers on the fundamental concept of understanding the learner's &quot;why&quot; to assist faculty in developing effective teaching strategies. The article outlines how this framework can be applied in various academic settings and contexts and provides educators and program facilitators with guidance to foster meaningful student connections. Each element of the framework is discussed, accompanied by a set of reflective questions that encourage educators to rethink and redesign their educational experiences. Furthermore, the paper illustrates the practical application of the framework through three distinct case studies that include a project-based learning program for high school students, a college undergraduate STEM course, and a summer research experience for undergraduates. By employing this framework, educators and facilitators can enhance their pedagogical practices, ensuring that traditionally marginalized voices and perspectives are elevated, acknowledged, and valued within STEM education. Ultimately, this work can contribute to a more equitable and inclusive educational landscape, fostering increased engagement and success among underrepresented learners in STEM fields.
A Trial Emulation Approach for Policy Evaluations with Group-Level Longitudinal Data
Author: Ben-Michael, Eli
Date: 2021-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Public Policy,Disease Control,Data Analysis,Epidemiology

To limit the spread of the novel coronavirus, governments across the world implemented extraordinary physical distancing policies, such as stay-at-home orders, and numerous studies aim to estimate their effects. Many statistical and econometric methods, such as difference-in-differences, leverage repeated measurements and variation in timing to estimate policy effects, including in the COVID-19 context. While these methods are less common in epidemiology, epidemiologic researchers are well accustomed to handling similar complexities in studies of individual-level interventions. &quot;Target trial emulation&quot; emphasizes the need to carefully design a non-experimental study in terms of inclusion and exclusion criteria, covariates, exposure definition, and outcome measurement -- and the timing of those variables. We argue that policy evaluations using group-level longitudinal (&quot;panel&quot;) data need to take a similar careful approach to study design, which we refer to as &quot;policy trial emulation.&quot; This is especially important when intervention timing varies across jurisdictions; the main idea is to construct target trials separately for each &quot;treatment cohort&quot; (states that implement the policy at the same time) and then aggregate. We present a stylized analysis of the impact of state-level stay-at-home orders on total coronavirus cases. We argue that estimates from panel methods -- with the right data and careful modeling and diagnostics -- can help add to our understanding of many policies, though doing so is often challenging. [This paper was published in &quot;Epidemiology&quot; v32 n4 Jul 2021.]
Measuring Restorative Practices to Support Implementation in K-12 Schools
Author: Darling-Hammond, Sean
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Restorative Practices,Program Implementation,Student Experience,Teacher Behavior,Educational Research,Discipline,Racial Factors,Racism,Academic Achievement,Achievement Gap,Educational Environment,Measurement Techniques,Educational Benefits

School leaders across the state of California seek tools to reduce the use of exclusionary discipline and improve school climates. Research suggests that restorative practices (RPs) have the potential to achieve these ends, particularly when staff throughout the school implement, and students throughout the school experience, these practices. Research also indicates that schools often struggle to achieve widespread adoption of RPs. In many cases, schools will see selective adoption of RPs--some teachers use these practices while others do not (resulting in only some students experiencing these practices). And districts will see some schools implementing these practices while others struggle to do so. How can schools overcome these implementation challenges? The first step is to identify sticking points in implementation. To do this, school and district leaders need simple, reliable means of measuring the extent to which teachers are using and students are experiencing RPs. At present, though, many leaders lack measures of RP utilization and exposure. This report provides detailed guidance regarding why, when, and how to measure the use of RPs in schools. In the first section, the authors briefly describe what RPs are and summarize research regarding the potential of these practices to decrease the use of discipline, reduce racial disparities in discipline and academic achievement, and improve school climates. In the second section, they discuss why measuring RP implementation is essential to employing RPs in a manner that is likely to achieve the intended impacts. In the third section, the authors provide detailed guidance on how to measure the extent to which teachers are using and students are being exposed to these potent practices.
Engaging Schools to Improve Ninth-Grade Outcomes: CORE&apos;s Approach
Author: Gallagher, H. Alix
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Grade 9,Models,Transitional Programs,Evidence Based Practice,Outcomes of Education

Busy educators are often faced with a dilemma--staying up to date with evidence-based practices and initiatives that support their professional growth while combating a constant barrage of superficial ideas from other contexts. Continuous improvement approaches to change offer methods for testing new ideas and adapting them to local contexts. If seen as add-ons to educators' roles, however, these approaches are unlikely to yield deep engagement and sustained improvement. This practice brief explains the CORE Districts' five-driver model, a modified approach that deepened educators' ownership of the work and positioned schools to sustain improvement over time.
Innovating High School Math through K-12 and Higher Education Partnerships
Author: Reed, Sherrie
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Partnerships in Education,Mathematics Education,High School Students,Advanced Courses,Grade 12,State Aid,Financial Support,Philanthropic Foundations,Equal Education,Outcomes of Education,Mathematics Teachers,College Preparation,Access to Education,Elementary School Teachers,Secondary School Teachers

Despite clear evidence of the benefits of taking advanced math courses in high school, access to and success in these courses are not experienced equally. Only about half of California high school seniors enroll in an advanced math course, and nearly one-quarter of seniors do not take any math. To increase equitable access to advanced math, six partnerships between university faculty and high school math specialists have developed advanced innovative math (AIM) courses as viable alternatives to traditional 12th-grade math courses. This report highlights the ways in which these partnerships demonstrate and benefit from the common features of successful intersegmental partnerships including: (1) investment of state resources; (2) shared purpose; (3) commitment to equity; (4) community building; (5) capacity development; and (6) improved educational outcomes.
Disparities in Unexcused Absences across California Schools
Author: McNeely, Clea
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Attendance,School Policy,Grading,Credits,Extracurricular Activities,Student School Relationship,Family School Relationship,Equal Education,Truancy

Finding effective ways to improve school attendance is more important than ever given the dramatic increases in chronic absence nationwide and in California. This report presents a compelling case for using data about unexcused absences to advance a more preventive, problem-solving, and equitable response to poor attendance. When an absence is labeled unexcused, it affects how a student and their family are treated. Although students face no negative consequences for excused absences, they can be denied credit for missed work, excluded from extracurricular activities, and eventually taken to court and fined for unexcused absences. As absences accumulate, responses generally become more punitive. Yet punitive responses are unlikely to improve attendance when absences occur for reasons beyond the control of the student and their family. Rather, overuse of the unexcused-absence label could undermine efforts to partner with students and families to improve attendance. This report concludes with recommendations for how stakeholders can use data to detect and address disparities in the labeling of unexcused absences and advance more equitable opportunities to learn. [This report was written with Joshua Childs, Cecelia Leong, and Janet E. Rosenbaum.]
Newcomer Education in California
Author: Finn, Sam
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Immigrants,English Language Learners,Low Income Groups,Trauma,Language Proficiency,Socioeconomic Status,Financial Support,State Aid,Federal Aid,Elementary Secondary Education,Educational Finance,Educational Legislation,Federal Legislation,Access to Education,Refugees,Undocumented Immigrants,Court Litigation,Enrollment,Spanish Speaking,Student Diversity,Language Usage,Second Language Instruction,Foreign Countries,Teaching Methods,Student Needs,Curriculum,Social Emotional Learning,Teacher Role,Administrator Role,Student Evaluation,Social Services,Counties,School Districts

The term &quot;newcomers&quot; is commonly used to describe students who have recently arrived in U.S. schools. Depending on usage, newcomers may mean students in their first 6 months in U.S. schools, in their first 4 years, or anywhere in between. A majority arrive speaking little to no English, most are from socioeconomically disadvantaged backgrounds, and a large but unknown proportion have experienced trauma. Unfortunately, reliable national data are not available on language proficiency or socioeconomic status. This report gives an overview of newcomer education in California and makes recommendations to support improved student outcomes. The report is informed by a special data request to the California Department of Education (CDE), interviews with staff from 12 California school districts, and a literature review. Sam Finn's perspective is further contextualized by Finn's experience as an elementary school teacher in three cities, a consultant for the California Newcomer Education and Well-Being (CalNEW) program, and a researcher and advocate for Oakland Unified School District. [For &quot;Newcomer Education in California. Report Summary with Recommendations,&quot; see ED628245.]