ethanporcaro/eric-fulltext-meta huggingface dataset:
An Evaluation of State Compensatory Education, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-05-25
Type: Reports - Research
Subjects: Compensatory Education,At Risk Students,Remedial Instruction,Dropout Prevention,Academic Achievement,Academic Support Services,Achievement Tests,Standardized Tests,Elementary Secondary Education,Financial Support,School Districts,Program Effectiveness,Graduation Rate,Performance,Costs,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Pregnancy,Nontraditional Education

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the Iowa Test of Basic Skills (ITBS) and Logramos Third Edition (formerly Stanford Tenth Edition and Aprenda Third Edition) served as the assessment measures for grades 1 and 2, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8, STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2014-2015 school year. The purpose of this report is to describe and evaluate the SCE-funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the ITBS, Logramos, STAAR, and STAAR EOC and disparities in the rates of high school completion between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the ITBS, Logramos, STAAR, and STAAR EOC with the performance of their not-at-risk counterparts. As required by the Texas Education Agency (TEA) (2004), differences in passing rates between at-risk and not-at-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD.
An Evaluation of State Compensatory Education, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-03-31
Type: Reports - Research
Subjects: Compensatory Education,At Risk Students,Remedial Instruction,Dropout Prevention,Academic Achievement,Academic Support Services,Achievement Tests,Standardized Tests,Elementary Secondary Education,Financial Support,School Districts,Program Effectiveness,Graduation Rate,Performance,Costs,Gender Differences,Racial Differences,Ethnicity,Socioeconomic Status,Pregnancy,Nontraditional Education,English Language Learners

The State Compensatory Education (SCE) program is designed to reduce dropout rates and increase academic performance of students identified as being at-risk of dropping out of school. SCE operates as a funding source to supplement instructional services and offer academic support to students who meet the SCE at-risk criteria established by the state. For this year's evaluation of SCE, the State of Texas Assessments of Academic Readiness (STAAR) served as the state assessment measures for grades 3 through 8 and the STAAR End-of-Course (EOC) served as the state assessment measures for grades 9 through 11 for the 2015-2016 school year. The completion status of the class of 2015 was also assessed. Because the district no longer administers a norm-referenced test, such as the Stanford or Iowa (for English speakers) or Aprenda or Logramos (for Spanish speakers) given in prior years, there was no assessment measure for grades 1 and 2. The purpose of this report is to describe and evaluate the SCE-funded programs in HISD as required by law. The district must evaluate and document the effectiveness of instructional programs in reducing any disparities in performance on the STAAR and STAAR EOC, as well as disparities in the rates of high school completion, between students at-risk of dropping out of school and all other district students. This evaluation compares at-risk students' performance on the STAAR and STAAR EOC with the performance of their notat-risk counterparts. As required by the TEA (2010), differences in passing rates between at-risk and notat-risk students are reported for the past three years when data are available so that movement in reducing the disparity in passing rates can be ascertained. In compliance with guidelines specified by the TEA (2010), high school completion rates are reported for at-risk and not-at-risk students attending HISD.
Addressing a Major Barrier to Dual Enrollment: Strategies to Staff Up and Scale Up
Author: Hooker, Sarah
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Barriers,Dual Enrollment,Teacher Shortage,Adjunct Faculty,Teacher Role,High School Teachers,Postsecondary Education,Teacher Qualifications,Faculty Development,Graduate Study,Grants,Incentives,Tuition,State Policy,School Districts,Community Colleges,Colleges

This brief is intended for policymakers, education system leaders, and dual enrollment advocates who are considering what it will take to build long-term strategies that significantly expand the supply of instructors qualified to teach college in high school. The author's recommendations are rooted in Jobs for the Future's (JFF's) recent partnership with two very different sites--Denver Public Schools (Colorado) and Mounds View Public Schools (Minnesota)--that shared the aim of increasing this pool of educators. Following an overview of JFF's work that addresses the dual enrollment staffing shortage, this brief is organized into four sections. Section I describes the innovative efforts of Denver and Mounds View to upskill current teachers to serve as college adjuncts. Section II then analyzes the competing stakeholder interests that must be taken into account when developing solutions for a problem that crosses the secondary-postsecondary divide. Section III provides short-term recommendations for increasing state-level coordination and forging solutions at scale. Finally, section IV recommends longer-term, systemic approaches that could build and sustain a teaching force for college in high school.
Learning Frameworks: Tools for Building a Better Educational Experience. Lumina Issue Paper
Author: Travers, Nan L.
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Technology Uses in Education,Educational Innovation,Educational Technology,Educational Objectives,Competence,Knowledge Level,Job Skills,Industry,Education,Employers,Military Personnel,Students,Postsecondary Education,Curriculum Development,Barriers,Employment Qualifications,Global Approach,21st Century Skills,Associate Degrees,Bachelors Degrees

Learning frameworks are tools that specify learning outcomes and/or competencies that define, classify, and recognize educational, learner, and industry expectations of knowledge, skills, and abilities at increasing levels of complexity and difficulty. They allow for alignment, translation, and mapping of learning through various spaces in order to capture learning that can be valued and recognized by education, industry, and the military. This paper outlines the roles that learning frameworks play in the emerging ecosystem of connected learning--why they matter and how they can bring disparate pieces of the learning ecosystem together for greater portability and documentation of learning in all the places it unfolds. It concludes with a focus on technological innovations as a source of future directions for learning frameworks connectivity.
Community College Career Education: Scaling a New Approach. Lumina Issue Paper
Author: Jacoby, Tamar
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,Career Education,Two Year College Students,Job Skills,Labor Force Development,Articulation (Education),Public Policy,Financial Support,Information Dissemination,Employment Qualifications,Certification,Employers,Lifelong Learning

A new landscape is emerging at community colleges across the country -- a new approach that puts preparing students for the workforce at the center of the college's mission and culture. Occupational education has always been part of the mission at community colleges. What's changing today: New technology is putting a new premium on occupational skills, and educators focused on preparing students for the workplace have a new set of tools at their disposal. Encouraged by this new trend and eager to advance it, Lumina Foundation convened a group of innovative community college leaders to talk about shared challenges and strategize for the future. The half-day session took place in Indianapolis in February 2019. The educators around the table had questions, but they also had answers. This paper is a report on their conversation. The educators feel they are on the edge of a new, exciting universe -- a new way of serving students and delivering skills to fuel economic growth. They want to bring others -- other educators and more employers -- with them into this new world, and they want help from policymakers. This brief consists of two parts: first, a description of the new landscape emerging on community college campuses, and second, an inventory of the recommendations offered by the group in Indianapolis.
Pre-Service EFL Teachers&apos; Observation-in-Action during School Experience: Implications for Professional Development
Author: Kani, Zeynep Gülsah
Date: 2018-00-00
Type: Journal Articles
Subjects: Observation,Language Teachers,English (Second Language),Second Language Learning,Second Language Instruction,Student Teaching,Student Teacher Attitudes,Supervisors,Task Analysis,Teaching Methods,Preservice Teacher Education,Foreign Countries,Skill Development,Teaching Experience

Observation skills and strategies which prospective teachers acquire during their school experience are of paramount importance for the development of their experiential knowledge about the teaching profession in the field of English as a foreign language (EFL). The intent of the present study is to explore the effect of different types of observation on the professional development of twenty pre-service EFL teachers during their school experience under the supervision of two EFL teacher trainers as the researchers in the current situation. To this end, the unstructured and structured forms of observation which pre-service teachers completed according to a twelve-week observation task schedule, student teachers' and supervisors' field notes and an opinion questionnaire provided a wide range of data in a qualitative research design. Also, in-depth interviews were conducted with six participants willing to reflect more on the contributions of these tools on their professional development. The tasks of observations consisted of both learner-centred and teacher-centred areas such as the learner, the lesson, learning, materials, teaching skills, and classroom management, and each task demanded pre-service teachers to pay attention to different elements of what went on in the classroom. The pre-service teachers were encouraged to explore teaching in the areas of their interest and choice in addition to the areas specified by the supervisors; therefore, each of them chose one extra area in the last week of observation they conducted unstructurally. The findings point out that both unstructured and structured types of observation are beneficial for the professional development of pre-service teachers from different aspects. While the first gives way to them to see the whole picture of a classroom and record the important points according to their own perceptual differences in particular teaching situations, the latter facilitates their concentration on more specific issues about the teaching profession and methodology. The study concludes by showing the fruitful sides of bringing both kinds of observation together and suggesting the need to develop such tools of observation-in-action for the possible integration into the training of prospective teachers.
English Language and Literacy Acquisition-Validation (ELLA-V) i3 Evaluation (Valid 22). Final Report
Author: Wolf, Rebecca
Date: 2018-08-00
Type: Reports - Research
Subjects: Literacy,English (Second Language),Second Language Learning,Program Evaluation,Faculty Development,Coaching (Performance),Elementary School Teachers,English Language Learners,Grants,College Faculty,Curriculum Development,Program Development,School Districts,Science Instruction,Literacy Education,Academic Language,Language Proficiency,Second Language Instruction,Intervention,Best Practices,Standards,Teaching Methods,Outcomes of Education,Oral Language,Phonological Awareness,Educational Quality,Self Esteem,Elementary School Students,Academic Achievement,Grade 3,Grouping (Instructional Purposes),Individualized Instruction,Vocabulary Development,Visual Aids,Comparative Analysis

The English Language and Literacy Acquisition--Validation (ELLA-V) study was a five-year evaluation of a program that provided professional development, coaching, and curricula that targeted English-as-a-second-language (ESL) instruction for teachers of K-3 English learners (ELs). ELLA-V was implemented in 10 school districts in Texas in the 2013-14 through 2016-17 school years. The project was federally funded by a grant from the U.S. Department of Education's Investing in Innovation (i3) Fund (PR/Award Number U411B120047). Professors at Texas A&amp;M University were the recipients of the grant and developed the professional development, the coaching program, and the curricula. Researchers at the Center for Research and Reform in Education (CRRE) at Johns Hopkins University were contracted to conduct the independent evaluation. The evaluation of ELLA-V was a multi-site cluster randomized trial designed to meet the What Works Clearinghouse (WWC) standards for rigorous education research (WWC, 2017). The study used a mixed method design to estimate program impacts on student and teacher outcomes and document the fidelity of implementation and perceived quality of the program. [This report was published at the Center for Research and Reform in Education (ED594703). Principal Investigators were Rafael Lara-Alecio, Beverly Irby, and Fuhui Tong. Cindy Guerrero and Laura Cajiao-Wingenbach were Lead Coordinators.]
Co-Teaching: Loss of Professional Space from the Perspectives of Special Education and General Education Teachers
Author: Yates, Cordelia A.
Date: 2018-00-00
Type: Reports - Research
Subjects: Teacher Collaboration,Special Education Teachers,Regular and Special Education Relationship,Professional Autonomy,Professional Identity,Adoption (Ideas),Resistance (Psychology),Teacher Attitudes,Teacher Student Relationship,Participative Decision Making,Inclusion,Program Development,Program Implementation,Teacher Selection,Faculty Development,High School Teachers,Educational Change,Teacher Responsibility

This study investigated the perspectives of special and general education teachers on the loss of their professional space because of the co-teaching program. This was accomplished through the qualitative methods of data collection and analysis, by in-depth semi-structured face-to-face interviews that were recorded using an electronic device and note taking. The interviews were conducted individually with six high school teachers from public schools, of which four were special education teachers and two were general education teachers. These interviews revealed that teachers defined professional space as personal identity and felt that the loss of their professional space emotionally affected them. The interviews further revealed the lack of acceptance of the program by the teachers, who felt that administrative support was insufficient. Also, the findings revealed that the special education teachers felt marginalized and disrespected by the students in the co-taught classroom. This was largely because of the visual impact of the small space allocated to them in the co-taught general education classroom; while the general education teachers felt inconvenienced and pressurized into making space for the SPED teachers. The study concludes that school leaders, program developers, and policymakers should consider the perspectives of co-teachers and include them in the decision-making process before program implementation, thereby fostering teacher acceptance and program effectiveness, which would ultimately benefit the students. The key suggestions of this study are the need for the school district to hire new teachers, specifically for the co-taught program, and to provide training for both school leaders and the teachers.
Evaluation of EFL Textbook &apos;Traveller Elementary&apos; from the Perspective of Instructors and University Students
Author: Cesur, Kürsat
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Second Language Instruction,Second Language Learning,English (Second Language),Textbook Evaluation,Textbook Selection,Selection Criteria,Evaluation Criteria,Teacher Attitudes,Student Attitudes,College Faculty,College Students,Textbook Content,Instructional Effectiveness,Language Skills,Usability,Readability

Undoubtedly, foreign language teaching intends to make students obtain the required competence so as to get the linguistic knowledge needed in a foreign language. With this respect, a textbook should supply to the users as much as possible, be satisfactory to fit into the syllabus, and meet all the needs and expectations of the students during the learning process in order to achieve required targets in foreign language learning. Particularly in English Language Teaching, textbooks as the basic instructional materials are expected to build learners' four skills that are speaking, listening, reading and writing. Depending on this basic assumption, this study attempts to get in-depth evaluation of the textbook in terms of methodology and language content, language skills, practicality, topic, social and cultural values by taking into consideration university first year students and their instructors' evaluations, observations, beliefs, and suggestions on the textbook. From the students' perspectives, results reveal that the textbook is moderately efficient in terms of methodology and language content, language skills, practicality, topic, social and cultural values; however, instructors find some parts of the textbook weak; especially some aspects of language skills, practicality, social and cultural values. As a result, the textbook is neither completely insufficient nor perfectly adequate. At the end of the study some suggestions for instructors and material writers are provided.
Why Do Universities Need Either Happiness Education or Religion Education?
Author: Lee, Jeong-Kyu
Date: 2019-09-16
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Universities,Psychological Patterns,World Views,Religious Education,Religious Factors,Religion,Cross Cultural Studies,Confucianism,Buddhism,Christianity,Curriculum Design,Life Satisfaction,Well Being,College Students

This article examines why universities need either happiness education or religion education. To discuss this study systematically, four research questions are stated. First, what are the concepts of religion and happiness? Second, what is the relation between religion and happiness? Third, why do universities need happiness education or religion education? Last, what are the implications for Korean universities? In order to defend the research questions, a descriptive content analysis method will be utilized with a cross cultural approach. As for the limitations of this study, the subject of happiness is adjusted the focus of two lenses of religion and education. The field of religion is limited to three major religions, such as Buddhism, Confucianism, and Christianity, which greatly influencing Korean religion and culture. This paper is especially focused on &quot;The Analects&quot; in Confucian Classics, &quot;Dahmmapada&quot; in Buddhist Sutras, and &quot;The Gospels&quot; in the Christian Bible. Additionally, education is directed the lens to South Korean higher education. One of research results is that educational administrators and policy makers in Korean higher education should design &quot;Teaching &amp; Research Happiness Frameworks,&quot; providing useful &quot;happiness curricula&quot; and &quot;religious programs&quot; for their students to boost their life satisfaction and well-being.
Relation between MVRC and ELA Standards: Exploration of One-Year Data from a High-Poverty Urban School District. White Paper
Author: Kloos, Heidi
Date: 2019-09-17
Type: Reports - Research
Subjects: Poverty,Urban Schools,Language Arts,Educational Technology,Technology Uses in Education,Gender Differences,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Correlation,Scores,Program Effectiveness,Racial Differences,Ethnicity,Predictor Variables,Institutional Characteristics,Elementary Schools,Secondary Schools,Reading Instruction,Reading Fluency,Reading Achievement,Screening Tests

A data set from an urban Midwestern school district was mined to explore how the technology-based reading enrichment known as Mindplay Virtual Reading Coach (MVRC) affects children's performance on the English Language Arts (ELA) Standards state-wide assessment (N = 6098 students from Grades 3 to 9). ELA data from two times points were available, approximately one year apart. ELA data were correlated with various data points obtained from MVRC, including the benchmark assessment administered at the beginning and at the end of the year. Results revealed large correlations across grade levels for the MVRC Composite score obtained from the MVRC Universal Screener, 0.40 &lt; r &lt; 0.74. Results also revealed that the amount of MVRC exposure was linearly related to an increase in ELA performance at the end of the year, largely independent of grade level and students' initial reading competence. Girls and boys benefited equally from MVRC exposure, as did children from different ethnicities. The most prevalent factor in predicting the ELA-MVRC relation was the type of school, with MVRC exposure having the highest benefits in non-failing elementary schools, compared to high schools.
A Seven-Year Switch: Charter Management Perils in the Troubled Highland Park District
Author: DeGrow, Ben
Date: 2019-07-10
Type: Reports - Descriptive
Subjects: Charter Schools,School Administration,School Districts,Urban Schools,Emergency Programs,Public Schools,Boards of Education,Organizational Change

Seven years ago, Highland Park Schools went through a highly publicized period of turmoil and organizational upheaval. The troubled time for that Detroit-area district was brought on by a steep drop in enrollment and the deep financial crisis that followed. By contrast, the district's newest upheaval is rooted less in obvious signs of distress than in conflicting visions of what success looks like. The state enacted a charter school law in 1994, and the first charter school, known in state law as a &quot;public school academy,&quot; opened a year later. By 2012, the idea of governing a school through a contract, or charter, had expanded beyond individual schools to encompass entire districts. Highland Park, in metro Detroit, and Muskegon Heights, on the state's west side, both came under state emergency management because of their fiscal woes. The emergency manager for Highland Park decided to convert the conventional district into a &quot;public school academy system.&quot; When the manager sought outside help to oversee the schools' operations and instruction, only the Leona Group, a Michigan-based charter management company, stepped forward. This report describes what happened when the district became under a charter management system.