ethanporcaro/eric-fulltext-meta huggingface dataset:
US Department of Education FY 2022 Agency Financial Report
Author: Department of Education (ED), Office of Finance and Operations (OFO)
Date: 2023-01-23
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Institutional Mission,Educational Finance,Federal Aid,Student Financial Aid,Financial Audits,Federal Programs,Grants,Student Loan Programs,Budgets,Operating Expenses,Debt (Financial),Costs,COVID-19,Pandemics,Elementary Secondary Education,Preschool Education,Compliance (Legal),Risk Management,Data Use,Adult Education,Vocational Education

The purpose of the U.S. Department of Education's (Department's) fiscal year (FY) 2022 &quot;Agency Financial Report&quot; (AFR) is to inform Congress, the President, other external stakeholders, and the American people on how the Department used the federal resources entrusted to it to advance the mission of the Department to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access. The Department accomplishes its mission and the related strategic goals and objectives by administering programs that range from preschool education through postdoctoral research; enforcing civil rights laws to provide equal access and treatment; and supporting research that examines ways that states, schools, districts, and postsecondary institutions can improve America's education system. As evidenced by the information contained in this AFR, the Department has demonstrated that it is a good steward of financial resources and has put in place well-controlled and well-managed business and financial management systems, processes, and practices. The AFR is divided into four sections. The Management's Discussion and Analysis section provides provides information about the Department's mission and organizational structure as well as its high-level performance results, financial highlights, management assurances regarding internal controls, and forward-looking information. The Financial Section provides provides a message from the chief financial officer, the financial statements and notes, required supplementary information, and the report from the independent auditors. The Other Information section provides the Office of Inspector General's Management and Performance Challenges for FY 2023, a summary of financial statement audit and management assurances, &quot;Payment Integrity Information Act&quot; reporting details, civil monetary penalty adjustment for inflation, &quot;Grants Oversight and New Efficiency Act of 2016&quot; and grant closeout process reporting, and the FY 2021 Climate Adaptation Plan. Finally, the Appendices section provides a listing of selected Department web links, education resources, and a glossary of acronyms and abbreviations. [For the 2021 Agency Financial Report, see ED617854. For &quot;U.S. Department of Education FY 2022 Annual Performance Report and FY 2024 Annual Performance Plan,&quot; see ED627577.]
Through-Year Assessment: Ten Key Considerations
Author: Dadey, Nathan
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Summative Evaluation,Accountability,Evaluation Methods,Student Needs,Students with Disabilities,English Language Learners,Test Construction,Curriculum,Instruction,State Standards,Standardized Tests,Barriers

Through-year assessment is enjoying a surge of attention. A through-year assessment program is: (1) Administered in multiple distinct sessions during a school year; and (2) Intended to support (a) the production and use of a summative determination, and (b) one additional aim. More than a dozen states are designing, piloting, or implementing versions of this assessment model to replace their current end-of-year summative test for accountability. As an organization that advises states on assessment and accountability, we understand the complexities of these kinds of assessment models. Through-year programs may provide a number of benefits, but these potential benefits must be clearly articulated and evaluated in light of their required trade-offs. The authors urge states to proceed with caution. This paper outlines ten interrelated considerations for states exploring through-year designs for their federally mandated state assessment program.
Advanced Placement (AP) Test Results: A District and Campus Summary, May 2016. 15.69 RB
Author: Looby, Karen
Date: 2016-09-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Advanced Placement,Placement Tests,Test Results,High School Students,Advanced Placement Programs

This report summarizes district Advanced Placement (AP) test results in 2016. AP test results may be used by higher education institutions to place students in courses and extend course credit to students who obtain high scores on the examinations.
Teachers&apos; Perceptions of Social and Emotional Learning Implementation. Publication Number 15.70
Author: Clark, Caitlin
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Elementary School Teachers,High School Teachers,Middle School Teachers,Social Emotional Learning,Program Implementation,Teacher Attitudes,Social Cognition,Educational Change,Educational Environment,Educational Benefits,Teaching Experience

Using qualitative analyses of teachers' open-ended responses, this report describes teachers' perceptions of positive changes on campuses because of social and emotional learning (SEL) and recommendations for the future of SEL at AISD.
Social and Emotional Learning: The Effects of Program Implementation and Longevity, 2011-2012 through 2015-2016. Publication Number 15.73
Author: Lamb, Lindsay M.
Date: 2016-10-00
Type: Reports - Research
Subjects: Social Emotional Learning,Program Implementation,School Districts,Program Length,Outcomes of Education,Academic Achievement,Discipline,Attendance,School Culture,Elementary School Students,Secondary School Students

This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation? A separate research brief also was published. [For the Research Brief, see ED627085.]
Social Emotional Learning. Research Brief: The Effects of Program Implementation and Longevity, 2011-2012 through 2015-2016. Publication 15.73RB
Author: Lamb, Lindsay M.
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Program Implementation,Program Length,Outcomes of Education,Academic Achievement,Discipline,Attendance,School Culture

This longitudinal analysis of SEL in AISD seeks to answer the following question, do program outcomes improve more because of length of time in SEL or because of program implementation? This research brief summarizes key findings from the full report (published separately). [For the full report, see ED627084.]
Fake News and Critical Literacy: The Final Report of the Commission on Fake News and the Teaching of Critical Literacy in Schools
Author: National Literacy Trust (United Kingdom)
Date: 2018-00-00
Type: Reports - Research
Subjects: Elementary School Teachers,Secondary School Teachers,Deception,News Reporting,Media Literacy,Information Literacy,Critical Thinking,Thinking Skills,Well Being,Anxiety,Elementary School Students,Secondary School Students,National Curriculum

The Commission on Fake News and the Teaching of Critical Literacy Skills, run by the All-Party Parliamentary Group (APPG) on Literacy and the National Literacy Trust, as well as partners Facebook, First News and The Day, has gathered a wealth of evidence over the past year on the impact of fake news on children and young people, as well as the skills children need to be able to spot it. This report details the findings of the Commission's primary, secondary and teachers surveys about fake news, includes submissions from our call for written evidence and outlines the Commission's recommendations for specific action areas for government, schools, families, media organisations, commercial and third sector organisations and young people. Key findings include: (1) Only 2% of children have the critical literacy skills they need to tell if a news story is real or fake; (2) Half of children (49.9%) are worried about not being able to spot fake news; (3) Two-thirds of children (60.6%) now trust the news less as a result of fake news; (4) Two-thirds of teachers (60.9%) believe fake news is harming children's well-being, increasing their anxiety levels; and (5) Half of teachers (53.5%) believe that the national curriculum does not equip children with the literacy skills they need to identify fake news. [This report was produced with the All-Party Parliamentary Group on Literacy.]
Research Synthesis: Developing the Educator Assessment Literacy Professional Learning Screener
Author: Shapovalov, Yelisey A.
Date: 2022-08-00
Type: Information Analyses
Subjects: Assessment Literacy,Screening Tests,Pedagogical Content Knowledge,Elementary Secondary Education,Faculty Development,Literature Reviews,Test Construction,Meta Analysis

This document presents a research synthesis for the &quot;Educator Assessment Literacy Professional Learning Screener,&quot; a screening tool developed to help state, district, or school leaders select a high-quality assessment literacy professional learning service by evaluating the quality of content and implementation plans. The purpose of this document is to provide details regarding the research supporting development of the screener and directing interested readers to references for more information. The development of the screening tool was guided by two research questions focusing on assessment literacy content specifications for teachers and leaders, as well as implementation features of professional learning programs: (1) What is the foundational content knowledge and skills K-12 educators (teachers and leaders) need to be considered 'assessment literate' based on the research literature and experts in the field? and (2) What is best practice in implementation of in-service K-12 educator professional development according to reviews of the body of recent literature?
Accountability Systems and the Persistence of School Segregation: Research Evidence and Future Directions. Research Brief 16
Author: Noonan, James
Date: 2023-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Public Schools,School Segregation,Accountability,Educational Research,Evidence,Educational Legislation,Federal Legislation,Educational Trends,School Desegregation

Passed in 2001, the federal No Child Left Behind Act (NCLB) codified the use of educational accountability systems that rely on largely quantitative measures -- standardized tests, especially -- to assess student learning outcomes, rank order districts and schools according to these outcomes, and prescribe sanctions for schools and districts not meeting achievement targets. At the same time, American public schools have rapidly resegregated (Frankenberg et al., 2019) since reaching the height of statistical desegregation in 1988 (Orfield et al., 2014). A 2022 Government Accountability Office (GAO) report found that more than one-third of all K-12 public school students attend a school where at least 75 percent of the enrollment comes from the same racial background. This brief examines recent empirical research to consider what, if any, relationship exists between systems of accountability and the persistence of school segregation. It attempts to answer the following questions: (1) What does empirical evidence suggest about the relationship between contemporary accountability systems and trends in school segregation? and (2) How, if at all, might accountability systems be refined in order to contribute constructively to real integration?
Postsecondary Employment and Earnings Outcomes for 2013 Graduates with Industry Certifications. Publication 15.54 RB
Author: Pazera, Carol
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Employment Opportunities,School Districts,Comparative Analysis,Certification,Salary Wage Differentials,Salaries,High School Students,Industry,Student Characteristics,Workplace Learning,Vocational Education

This report compares employment and earnings outcomes of 2013 graduates in AISD with and without industry certifications and whether graduates with certifications worked in a related field. The supplemental technical report (published separately) describes the methodology. [For the supplemental technical report, see ED627091.]
Technical Supplement to Postsecondary Employment and Earnings Outcomes for 2013 Graduates with Industry Certifications. Publication 15.54b
Author: Pazera, Carol
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Certification,School Districts,Graduates,Postsecondary Education,Salary Wage Differentials,Comparative Analysis,Employment,Vocational Education,Student Characteristics,Two Year Colleges,Universities,Institutional Characteristics,Race,Ethnicity,Special Education,English Language Learners

This supplemental technical report provides methodology for the full report (published separately). The full report compares employment and earnings outcomes of 2013 graduates in AISD with and without industry certifications and whether graduates with certifications worked in a related field. [For the full report, see ED627090.]
52nd Annual Survey Report on State-Sponsored Student Financial Aid: 2020-2021 Academic Year
Author: National Association of State Student Grant and Aid Programs (NASSGAP)
Date: 2022-00-00
Type: Reports - Research
Subjects: State Aid,Student Financial Aid,Grants,National Organizations,National Surveys,Expenditures,Paying for College,Financial Support,Undergraduate Students,Work Study Programs,Student Loan Programs,Tuition,Institutional Characteristics,Merit Scholarships

Each year, the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2020-21 data from the 52nd Annual NASSGAP survey. Data highlights include: (1) In the 2020-21 academic year, the states awarded almost $14.8 billion in total state funded student financial aid, a slight decrease about 0.1 percent in nominal terms and about 1.3 percent in constant dollar terms from the $14.8 billion in aid awarded in 2019-20; (2) The majority of state aid (87 percent) remains in the form of grants. In 2020-21, about 4.1 million grant awards were made representing about 12.9 billion in need and nonneed-based grant aid. This represents a decrease of about 0.4 percent from the $12.95 billion in grants awarded in 2019-20. Of the grant money awarded in 2020-21, about 73 percent was need-based and about 27 percent was nonneed-based, a breakout consistent with historical data; (3) Funding for undergraduate need-based grant aid decreased slightly nationwide from $9.3 billion in 2019-20 to about $9.15 billion in 2020-21, a change of about 1.8 percent in nominal terms; (4) Eight states (California, Texas, New York, Washington, New Jersey, Virginia, Illinois, Pennsylvania) collectively again awarded about 6.3 billion in undergraduate need-based grant aid, accounting for about 69 percent of all aid of this type; and (5) States provided about $1.8 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Tuition waivers represented about 51 percent of nongrant aid. [For the previous report, &quot;51st Annual Survey Report on State-Sponsored Student Financial Aid: 2019-2020 Academic Year,&quot; see ED617839.]
School Turnaround AmeriCorps Initiative: Reagan High School and Travis High School, 2015-2016. Publication 15.75
Author: Cornelius, Chelsea
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: School Districts,School Turnaround,Program Evaluation,High Schools,Program Effectiveness,Grants,Tutoring,Graduation,Academic Advising,Academic Achievement,English Language Learners,Language Proficiency,Reading Tests,Mathematics Tests,English,Language Tests,Attendance,Barriers,High School Students

This report describes the School Turnaround AmeriCorps Initiative and the program's impact on students at Reagan High School and Travis High School during the 2015-2016 school year.
2016 ACT Campus-Level Results Summary. Austin Independent School District. 2015-2016. Publication 15.74 RB
Author: Looby, Karen
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Test Results,College Entrance Examinations,School Districts,Scores,High School Students,Language Tests,Mathematics Tests,Reading Tests,Science Tests

The report brief describes district-level ACT test results for AISD students in the 2015-2016 school year.
Social and Emotional Learning (SEL): An Examination of Model SEL Schools. Publication 15.71
Author: Lamb, Lindsay M.
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Social Emotional Learning,School Districts,Comparative Analysis,Institutional Characteristics,Web Sites,Program Implementation,Student Characteristics,English Language Learners,Special Education,Teaching Methods,Elementary Secondary Education,Attendance,Longitudinal Studies,Achievement Tests,School Surveys,Educational Environment,Student Attitudes,Teacher Attitudes,Student Behavior,Scores,Institutional Evaluation

This report describes characteristics of the 11 model SEL schools in AISD and compares them to nonmodel SEL schools.
2016 SAT Test Results Summary. Austin Independent School District. 2015-2016. Publication 15.72 RB
Author: Looby, Karen
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: School Districts,College Entrance Examinations,Test Results,High School Seniors,Scores,Reading Tests,Mathematics Tests,Racial Differences,Asian American Students,African American Students,Hispanic American Students,White Students,Multiracial Persons

This report describes SAT test results for AISD's graduating seniors, Class of 2016, who took the SAT any time during high school, prior to March 2016 and the implementation of the new SAT test.
Vida Clinic Intervention: Results from the 2015-2016 School Year--Comparing Treatment Students with Matched Control Students. Publication 15.64
Author: Lamb, Lindsay M.
Date: 2016-07-00
Type: Reports - Research
Subjects: School Health Services,Mental Health Programs,Intervention,Outcomes of Treatment,School Districts,Clinics,Attendance Patterns,Substance Abuse,Discipline,Suspension,Expulsion,Secondary School Students

This report summarizes 2015-2016 data for students who received school-based behavioral health services provided by the Vida Clinic as compared with matched comparison students who did not receive these services.
Creative Learning Initiative: Annual Evaluation Report 2015-2016. Publication 15.68
Author: Wang, Crystal
Date: 2017-01-00
Type: Reports - Research
Subjects: School Districts,Creativity,Art Education,Creative Teaching,Program Implementation,Instructional Effectiveness,Teaching Methods,Outcomes of Education,Social Emotional Learning,Teaching Skills,Program Evaluation,Fine Arts,Partnerships in Education

The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and the Austin Independent School District (AISD), CLI designs systemic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Evaluation findings suggest CLI implementation had a positive impact on the district, its teachers and the students it serves. A separate research brief also was published. [For the research brief, see ED627099.]
The Creative Learning Initiative Moves AISD toward Creative Campus Goals: Impact Highlights of the 2015-2016 School Year. Publication 15.68RB
Author: Wang, Crystal
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: School Districts,Creativity,Creative Teaching,Program Evaluation,Program Implementation,Art Education,Instructional Effectiveness,Outcomes of Education,Fine Arts,Partnerships in Education,Teaching Skills,Attendance Patterns,Academic Achievement,Achievement Tests,Social Emotional Learning

The Creative Learning Initiative (CLI) is a community-wide effort to bring creative learning and the arts to each and every student in Austin. Lead by MINDPOP, the City of Austin, and the Austin Independent School District (AISD), CLI designs systemic and sustainable programs that integrate creativity, creative teaching strategies, and the arts with classroom teaching, campus programming, and campus improvement. Evaluation findings suggest CLI implementation had a positive impact on the district, its teachers and the students it serves. This is the research brief for the full report (published separately). [For the full report, see ED627098.]
Social and Emotional Learning (SEL) Skills Survey: Spring 2016 District Report. Publication 15.61a
Author: Lamb, Lindsay M.
Date: 2016-07-00
Type: Reports - Descriptive
Subjects: School Districts,Social Emotional Learning,Elementary School Students,Secondary School Students,Interpersonal Competence,Student Surveys,Self Concept,Self Management,Social Cognition,Interpersonal Relationship,Decision Making Skills

Students in middle and high school as well as elementary school students from model SEL schools (online participants only) were asked 20 questions that assessed their SEL skills. These skills relate to the following SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.
Overview of Enrollment Findings: Spring 2016. Publication 15.38 RB
Author: Christian, Cinda
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: School Districts,Enrollment Rate,Enrollment Trends,Dropouts,Dropout Attitudes,Declining Enrollment,Enrollment Management

During Fall 2015, the Austin Independent School District's (AISD) Department of Research and Evaluation (DRE) supported the work of the Enrollment Innovation Design Team with several reports identifying leaver patterns and reasons. That work is summarized in this document. In Fall 2016, DRE will conduct an environmental scan of campuses with increasing enrollment and will investigate predictors of increasing or decreasing enrollment.
What Does Research Tell Us about Mentoring &amp; Building Youths&apos; Critical Consciousness? Critical Mentoring Supplement to the &quot;Elements of Effective Practice for Mentoring&quot;
Author: MENTOR: The National Mentoring Partnership
Date: 2023-00-00
Type: Information Analyses
Subjects: Mentors,Youth Programs,Consciousness Raising,Critical Theory,Program Development,Program Effectiveness,Research,Theories

There have been many meaningful studies over the last quarter century that have explored how young people build critical consciousness, how mentors and other caring adults can support that process, and the benefits that young people experience when they build their sociopolitical understanding and work to make the world around them a better place. This content summarizes the relevant theory and scholarship to date on these topics -- a body of work that is still somewhat in its infancy. The critical mentoring scholarship to date offers many relevant theories and research findings that can compliment elder/practitioner wisdom and support the development of effective programs and mentoring relationships for young people. [For &quot;Elements of Effective Practice for Mentoring,&quot; see ED594036.]