ethanporcaro/eric-fulltext-meta huggingface dataset:
Professional Development Incentives for Oregon&apos;s Early Childhood Education Workforce: A Randomized Study. Appendixes. REL 2021-111
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Research
Subjects: Preschool Education,Preschool Teachers,Child Care,Disadvantaged Youth,Faculty Development,Teacher Competencies,Career Development,Teacher Persistence,Electronic Mail,Incentives,College Credits,Scholarships,Training,Postsecondary Education,Barriers,Intervention,Teacher Participation,Teacher Characteristics,Geographic Location,Institutional Characteristics,Professional Identity

The &quot;Professional Development Incentives for Oregon's Early Childhood Education Workforce: A Randomized Study&quot; examined whether professional development incentives for the Oregon early childhood education (ECE) workforce members increased career lattice sign-up and increased education and training levels or workplace retention. The study found that sending emails encouraging career lattice sign-up had no detectable impact on career lattice sign-up or workplace retention. Sending emails about automatic enrollment in a scholarship program had no detectable impact on scholarship use, career lattice movement, college credit hours earned, or workplace retention. The findings suggest that low-touch interventions such as emails have promise for increasing training hours but are not sufficient to induce changes in career lattice sign-up, continuing postsecondary education, or workplace retention for Oregon ECE workforce members. The results have implications for future research, in addition to demonstrating how better messaging and supports can mitigate barriers to further education and training and how email campaigns can be leveraged for workforce communication efforts. This document presents the following three appendixes that accompany the study: (1) About the study; (2) Methods; and (3) Supporting analysis. [For the full report, see ED614624. For the Study Snapshot, see ED614625.]
FSSE 2021 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2021-09-02
Type: Reports - Evaluative
Subjects: College Faculty,Teacher Surveys,Learner Engagement,College Students,Student Experience,Institutional Characteristics,Teacher Characteristics,Intellectual Disciplines,Data Collection

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in this year's FSSE administration, and highlights ways institutions can use their results. The first section compares the characteristics of FSSE-participating institutions to those of NSSE-participating institutions and the U.S. profile of bachelor's-granting institutions. This section also compares the characteristics of FSSE respondents to those of faculty members at U.S. bachelor's-granting institutions and provides general information about response rates. The second section provides guidelines for using and interpreting FSSE results, and highlights resources for analyzing and presenting FSSE findings. [For the 2020 report, see ED607597.]
Literacy by 3 Classroom Practices and Campus Literacy Growth
Author: Thrash, Courtney
Date: 2021-05-00
Type: Reports - Research
Subjects: Literacy Education,School Districts,Classroom Techniques,Program Effectiveness,Preschool Children,Kindergarten,Elementary School Students,Achievement Gains,Correlation,Teaching Methods,Family Literacy,Student Characteristics,Institutional Characteristics,Reading Achievement,Scores,Achievement Tests,Phonics,Reading Programs,Economically Disadvantaged,Reading Tests

Greater utilization of certain Literacy by 3 classroom practices is associated with the increased likelihood of a campus exceeding district average growth in reading. Though the Literacy by 3 program has been in the Houston Independent School District (HISD) since the 2014-2015 school year, this study is the first to examine the relationship between Literacy by 3 practices and campus literacy growth in HISD. Specifically, this study aimed to identify which, if any, instructional practices contributed to literacy growth for a campus, by looking at the relationship between literacy practices in the classroom, student literacy practices at home, campus composition, and growth in literacy.
Predictors of School Year Student Mobility in the Houston Region
Author: Gill, Patrick
Date: 2021-09-00
Type: Reports - Research
Subjects: Predictor Variables,Student Mobility,Individual Characteristics,Elementary School Students,Gender Differences,Academic Achievement,African American Students

This study identified student characteristics associated with school year mobility for more than 260,000 students in grades 4 through 8 who began the 2016-17 school year at a school in one of ten Houston area school districts. Of these students, 20,154, or just under 8%, changed schools at least once during the school year. Three characteristics stood out in predicting whether a student changed schools. First, Black students were more likely to be mobile during the year than students from other race/ethnicity groups, but a portion of these differences were explained by other characteristics. Second, students with lower STAAR scores in the prior school year were more likely to change schools than their peers with higher STAAR scores. Finally, prior mobility predicted future mobility as students who changed schools in the previous school year were more likely to be mobile again than their non-previously mobile peers.
First-Year Effects of Early Indicator and Intervention Systems in Oregon. REL 2021-097
Author: Sepanik, Susan
Date: 2021-08-00
Type: Reports - Research
Subjects: Program Effectiveness,Identification,Early Intervention,Graduation Rate,High School Students,Dropout Prevention,Predictor Variables,Attendance Patterns,Student Behavior,Academic Achievement,Program Implementation,Discipline

Although Oregon has made recent gains in its overall high school graduation rate, 21?percent of public school students entering grade?9 in 2014 did not graduate within four years, by 2018. To improve graduation rates, Oregon voters approved Ballot Measure 98 in 2016 to fund dropout prevention and college and career readiness initiatives in high schools. Many districts used the funding to adopt an early indicator and intervention system (EIIS) to identify students who are not on track to graduate on time by monitoring related indicators, such as chronic absenteeism, disciplinary infractions, course progression, and academic performance, through a frequently updated data system. Districts can tailor the system by setting their own on-track thresholds for each indicator to identify students at risk of not graduating on time, assigning those students to interventions, and monitoring student response to the interventions. This study took advantage of the additional funding being offered to districts across the state to look at first-year effects on chronic absenteeism, disciplinary infractions, course progression, and academic performance by comparing the outcomes in 65 districts that adopted an EIIS to the outcomes in a set of similar districts that used the additional funding for other dropout prevention or college and career readiness initiatives. The study offers insight into the effectiveness of early efforts to scale up EIISs, a popular school-level intervention. EIIS adoption appears to have reduced the percentage of students who were chronically absent by 3.9?percentage points but does not appear to have had positive effects on the three other student outcomes during the first year: the percentage of students with disciplinary infractions, the percentage of grade?10 students who had acquired enough credits by the end of grade?9 to be considered on track for on-time graduation, or the percentage of grade?11 students meeting or exceeding proficiency standards on state math and English language arts tests. The findings offer the Oregon Department of Education information on the early effects of its efforts to promote EIIS across Oregon. The findings can also be used by other state and district education leaders to inform their considerations to scale up EIIS or other similar programs. [For the Study Snapshot, see ED614631. For the appendixes, see ED614632.]
First-Year Effects of Early Indicator and Intervention Systems in Oregon. Study Snapshot. REL 2021-097
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Descriptive
Subjects: Program Effectiveness,Identification,Early Intervention,Graduation Rate,High School Students,Dropout Prevention,Predictor Variables,Attendance Patterns,Student Behavior,Academic Achievement,Program Implementation,Discipline

Although Oregon has made recent gains in its overall high school graduation rate, 21 percent of public school students entering grade 9 in 2014 did not graduate within four years, by 2018. To improve graduation rates, Oregon voters approved Ballot Measure 98 in 2016 to fund dropout prevention and college and career readiness initiatives in high schools. Many districts used the additional funding to adopt an early indicator and intervention system (EIIS). Districts can use an EIIS to identify students who are not on track to graduate on time by monitoring related indicators, such as chronic absenteeism, disciplinary infractions, course progression, and academic performance, through a frequently updated data system. After identifying students who are not on track, educators assign interventions designed to support the specific challenge students are experiencing, such as daily first period check-ins to address chronic absenteeism. Districts then monitor student response to interventions and modify supports as needed. This Study Snapshot highlights key findings from a study that provides information to the Oregon Department of Education and Oregon districts that are adopting or considering adopting an EIIS, as well as to other interested state and district education leaders who are considering a similar system. [For the full report, see ED614630. For the appendixes, see ED614632.]
First-Year Effects of Early Indicator and Intervention Systems in Oregon. Appendixes. REL 2021-097
Author: National Center for Education Evaluation and Regional Assistance (NCEE) (ED/IES)
Date: 2021-08-00
Type: Reports - Research
Subjects: Program Effectiveness,Identification,Early Intervention,Graduation Rate,High School Students,Dropout Prevention,Predictor Variables,Attendance Patterns,Student Behavior,Academic Achievement,Program Implementation,Discipline

The &quot;First-Year Effects of Early Indicator and Intervention Systems in Oregon&quot; study provides information to the Oregon Department of Education and Oregon districts that are adopting or considering adopting an early indicator and intervention system (EIIS), as well as to other interested state and district education leaders who are considering a similar system. This appendix provides an overview of the literature on EIISs, including key indicators of high school dropout and graduation; which grade levels to focus on, as identified in the research for preventing high school dropout; and the evidence on EIISs that was available before this study. It then summarizes the history of Oregon Ballot Measure 98 and the High School Success Initiative during its first two years to provide additional context. Finally, it offers a more detailed description of each component of an EIIS. [For the full report, see ED614630. For the Study Snapshot, see ED614631.]
Guam Department of Education Citizen Centric Report Fiscal Year 2020
Author: Guam Department of Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,Elementary Secondary Education,Early Childhood Education,Graduation Rate,Student Evaluation,Accreditation (Institutions),COVID-19,Pandemics,Breakfast Programs,Lunch Programs,Disease Control,Educational Finance,Retrenchment,School Closing

The Guam Department of Education (GDOE) is a single unified and accredited school district consisting of Kindergarten through 12th grade, which administers Head Start, pre-Kindergarten GATE programs, and is piloting Pre-Kindergarten classes at selected schools. The 26 elementary, 8 middle, 6 high and 1 alternative schools serve about 30,000 students and are managed by the Superintendent. GDOE is accredited by the Western Association of Schools and Colleges, and uses the following two standards-based or criterion-referenced testing to assess student progress: ACT Aspire, based on the Common Core Standards in English/Language Arts &amp; Math for grades 3-10; and Standards-Based Assessments (SBA) for grades 1-12 in English/Language Arts, Math, Science and Social Studies content areas. This report provides Fiscal Year 2020 institutional performance statistics, Fiscal Performance 2020 statistics, and the future outlook. [For the FY 2019 report, see ED611039.]
Methodological Brief: An Alternative Approach to Measuring Student Immigrant Generation
Author: Baumgartner, Erin
Date: 2021-05-00
Type: Reports - Research
Subjects: Immigrants,Student Characteristics,Measurement Techniques,Computation,Elementary Secondary Education,Preschool Education,Language,Parent Background

Student immigrant generation can be estimated using an alternative method when data to calculate a traditional indicator are not available. An alternative method to determine immigrant generation may be helpful to school districts as they support and plan services for immigrant students and their families. Traditionally, child and parent birthplace are used to calculate an indicator of immigrant generation, with children classified as first generation if they and their parent(s) are born outside the United States, second generation if they are born in the United States and their parent(s) are foreign-born, and third (or higher) generation if both they and their parent(s) are born in the United States. The Texas Education Agency (TEA) relies on a definition provided by the federal government that describes an immigrant student as one who is not born in the United States and has not attended U.S. schools for more than three years, essentially creating an indicator that only identifies recently-arrived first generation students (2015). Because of this narrow definition, local education agencies may miss opportunities to provide important resources to second generation students who are also children of immigrants. The data needed to calculate immigrant generation using traditional approaches are often not available to school districts -- specifically, parent birthplace. Using parent language as a proxy for parent birthplace provides a means of approximating student immigrant generation in the face of these data limitations. An indicator of generation that extends goes beyond federal and state definitions of &quot;immigrant&quot; may be helpful to districts when planning services and outreach to students and their families, particularly when considering culturally-appropriate strategies for communication.
Preventing and Reducing Delinquency to Support Academic Performance among Fifth Ward Youth through the Center for Urban Transformation (CUT) Juvenile Justice Diversion (JJD) Program in the Houston Independent School District (HISD), 2020-2021. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2020-12-15
Type: Reports - Research
Subjects: Delinquency,Prevention,Academic Achievement,Juvenile Justice,Attendance,Program Effectiveness,Suspension,Correlation,Referral,Family Needs,Prosocial Behavior,Behavior Change,Student Behavior,At Risk Persons,Community Programs,Urban Areas,Caseworker Approach,Middle School Students,High School Students,Agency Cooperation,Food,Resources,Family Programs,Family Involvement,Student Promotion,Student Characteristics

The CUT Juvenile Justice Diversion Program serves youth at risk of involvement in the criminal justice system. Targeted students are enrolled at five HISD secondary campuses in Fifth Ward, Texas. During the 2019--2020 academic year, the first year of the program, 60 students and their families were engaged in community support services guided by needs assessments. Fifty-nine students were provided some case management (98.3%); 43 were distributed resources, such as food, rental assistance, and technology (71.7%); 40 were referred to other organizations for services (66.7%); 32 received a gift card to ease the impact of COVID (53.3%), and at least 6 attending one school received tutoring (about 10%). Paired t-test analyses, using a pre-post design, revealed an increase in the mean attendance rate for program students by 4.8 percentage points, a decrease relative to in-school suspensions by 3.1 days, and a decrease in out-of-school suspensions by nearly one day. Changes in attendance and in-school suspension rates were statistically significant. Difference-in-Differences analyses revealed that if non-program students in the targeted schools had participated in the program, their attendance rate would have increased by 3.6 percentage points. Among 34 middle-school program students, 100% were promoted to the next grade by summer 2020, while 75% of 20 high-school students were promoted by the end of the school year. Higher attendance rates were positively correlated with referrals to organizations for services, successful case management contacts, and families receiving resources. Students perceived higher rates of prosocial behavior after compared to before the program, suggesting that prosocial habits can be developed within a relatively brief time span. Program benefits were highly emphasized by student and parent participants. Arrests associated with McReynolds MS dropped substantially, by 4.0 percentage points, over the past two years. Integrating follow-up services as a program component would allow youth more time to transfer skills acquired in the program and build positive family and peer relationships within the community.
Assessments: Measuring Student Learning Can Lead to More Equitable Schools. What&apos;s Next: Policy Recommendations from the Bush Institute
Author: Wicks, Anne
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Student Evaluation,Standardized Tests,Testing,State Programs,Equal Education,Alignment (Education),Assessment Literacy,Educational Assessment,Federal State Relationship,Innovation,Communication (Thought Transfer)

State standardized exams help parents, educators, and policymakers understand which students are on track -- and who is falling behind -- so that the adults can intervene to meet the needs of all students. This information is more crucial than ever given that COVID-19 upended traditional schooling. This report's recommendations for federal and state policymakers, as well as school district leaders, will maximize the power of tests to support all children through and beyond this school year.
Reimagining School: Rethink the School Day and Year to Better Serve Students and Families. What&apos;s Next: Policy Recommendations from the Bush Institute
Author: Kuzmich, Holly
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Educational Policy,Educational Change,School Schedules,Community Needs,School Role,Educational Finance

Despite warnings that the school schedule that has been around for more than 100 years is not optimal for serving students' needs, little has changed. The needs of kids and families look very different today than they did 50 years ago. One-size-fits-all prescriptions do not meet the needs of a diverse student population. Rethinking the school schedule could address these issues. This can be accomplished by proactively surveying parents to understand who schools are serving and what their specific needs are, examining state laws and regulations that sometimes make more flexible scheduling impossible, reimagining how time is used within the hours that kids are in school, and using existing funding streams, such as Title I, to support innovative school schedules. Policy recommendations put forth in this report include: (1) The education community needs to gain a better understanding of the needs of families; (2) States should make more flexible scheduling possible; (3) Schools should rethink their roles in communities; and (4) Funding streams can be used to support innovative school schedules.
State Data Systems: Worth the Legislative Investment to Connect Workforce and Education. What&apos;s Next: Policy Recommendations from the Bush Institute
Author: Wicks, Anne
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: State Legislation,Data Analysis,Learning Analytics,Longitudinal Studies,Labor Force,Higher Education,Kindergarten,Elementary Secondary Education,Decision Making,Access to Education,Governance,Educational Policy,Education Work Relationship,Information Systems,Privacy,Reports

Determining whether a state's young people are on track for a life with opportunity is a critical -- but diffcult -- task for governors and state leaders. States can be both awash in data and unable to easily access and use that data to inform policy. State longitudinal data systems that meaningfully connect workforce, higher education, K-12, and early childhood outcome data are foundational to strong decision-making by state leaders. State leaders should prioritize legislation that follows the recommendations in this report for state longitudinal data systems. The recommendations are adapted from &quot;Time to Act: Making Data Work for Students&quot; (see ED568716) and are the foundation of the George W. Bush Institute's rating of the State Longitudinal Data Systems.