ethanporcaro/eric-fulltext-meta huggingface dataset:
What Matters for Student Achievement? Exploring Teacher Instructional Practices and the Role of School-Level and Student-Level Characteristics
Author: Richman, Scott
Date: 2019-08-27
Type: Reports - Research
Subjects: Academic Achievement,Teaching Methods,Institutional Characteristics,Student Characteristics,Correlation,Teacher Student Ratio,Enrollment,Race,Ethnicity,Teacher Effectiveness,English Teachers,Language Arts,Socioeconomic Status,Program Effectiveness,Elementary School Students,Middle School Students,Reading Instruction,Writing Instruction,Classroom Techniques,Learner Engagement,Diversity (Institutional)

The purpose of this exploratory study is to provide evidence on how teaching practices might contribute to student learning in different ways for different groups of students or in different kinds of schools. Two overarching research questions guide the study: (1) What instructional practices used by ELA teachers are related to higher levels of student achievement?; and (2) To what extent are the relationships between teacher instructional practices and student achievement influenced by school-level and student-level characteristics? In this study, the authors used the data collected from 10,716 students taught by 214 ELA teachers in 63 schools that participated in their first year of the Teacher Potential Project evaluation (during the 2015-2016 or 2016-2017 school years). Findings from this study include the following: (1) Among the 32 teacher instructional practice measures examined in this analysis, aspects of teachers' general instruction and classroom management, and not reading and writing instruction, had statistically significant associations with student achievement after controlling for other school-level and student-level characteristics; (2) Specifically, fostering student engagement, having students participate in discussion, experiencing fewer class period disruptions, and instilling a classroom climate conducive to instruction each was associated with higher levels of student achievement; and (3) The moderation analysis showed that schools' racial and ethnic diversity, student-teacher ratios, and total number of students influence how teacher instructional practices are associated with student achievement. [This report was submitted to EL Education.]
Retention of Reading Intervention Effects from Fourth to Fifth Grade for Students with Reading Difficulties
Author: Wanzek, Jeanne
Date: 2019-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Elementary School Students,Grade 4,Grade 5,Reading Difficulties,Reading Comprehension,Reading Improvement,Response to Intervention,Reading Tests,Reading Instruction,Instructional Effectiveness,Retention (Psychology)

This study examined and quantified the maintenance of reading comprehension effects from a fourth grade intervention for students with reading difficulties across the summer into the fall of fifth grade. Fourth grade students with reading comprehension difficulties were randomly assigned to a multi-component reading intervention (Passport) or to typical school services. Students in the treatment received daily intervention in small groups of 4-7 students across the fourth grade school year. Students (n = 269) were followed into their fifth grade year. Groups were equivalent at baseline and the treatment group significantly outperformed the comparison group at posttest. Students in the treatment continued to grow in reading comprehension over the summer at a rate of approximately 25% of the original growth, suggesting partially fleeting effects of the intervention. Treatment students maintained the higher levels of reading comprehension from the end of the fourth grade intervention to the beginning of fifth grade. [This paper was published in &quot;Reading and Writing&quot; v35 p277-288 2019 (EJ1216573).]
Title I, Part A Student Achievement, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-03-26
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Achievement Tests,Standardized Tests,Norm Referenced Tests,Academic Achievement,Poverty,Economically Disadvantaged,Educational Improvement,Federal Aid,Educational Finance,Equal Education,Social Studies,Mathematics Achievement,Reading Achievement,Science Achievement,Writing Achievement,School Districts,Tables (Data)

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools. This report reflects student performance on the State of Texas Assessments of Academic Readiness (STAAR), Stanford 10, and Aprenda 3 and is required under Title I regulations. Differences in student performance from 2012-2013 to 2013-2014, by the total number of students tested, grade level, and subject area are presented at the campus, school office, and district levels. Student demographic data are also noted.
Title I, Part A Student Achievement, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-11-19
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Achievement Tests,Standardized Tests,Norm Referenced Tests,Academic Achievement,Poverty,Economically Disadvantaged,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Social Studies,School Districts,Tables (Data),Educational Finance,Federal Aid

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is accomplished by providing supplemental funding for educational programs to Title I, Part A schools This report reflects student performance on the State of Texas Assessments of Academic Readiness (STAAR), Iowa, and Logramos and is required under Title I regulations. Differences in student performance from 2013-2014 to 2014-2015, by the total number of students tested, grade level, and subject area are presented at the campus, school office, and district levels. Student demographic data are also noted.
Title I, Part A Student Achievement, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-07
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Academic Achievement,Educational Improvement,Standardized Tests,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Social Studies,School Districts,Achievement Tests,Poverty,Economically Disadvantaged,Federal Aid,Educational Finance,Tables (Data)

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act (ESEA), as amended by the Every Student Succeeds Act (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on state academic achievement standards and assessments. The program's goal is to provide supplemental funding for educational programs and interventions for students struggling academically in high-poverty schools as a means to address equitable access to a high-quality education. This report describes the performance levels for Title 1 students enrolled in Title I schools within Houston Independent School District, as reported by STAAR grades 3-8 and End of Course Exams. The data are aggregated by grade level (STAAR grades 3-8), school, school office, and district.
Title I, Part A Student Achievement, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2019-11-20
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Standardized Tests,Achievement Tests,Academic Achievement,Reading Achievement,Science Achievement,Mathematics Achievement,Writing Achievement,Achievement Gains,Educational Improvement,Poverty,Educational Finance,Federal Aid,Tables (Data)

The Improving Basic Programs effort in Title I, Part A (Title I) of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act of 2015 (ESSA), is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on state academic achievement standards and assessments. The program's goal is to provide supplemental funding for educational programs and interventions for students struggling academically in high-poverty schools to address equitable access to a high-quality education. This report describes the academic performance of students enrolled in Title I schools within the Houston Independent School District (HISD). Student performance was measured on the State of Texas Assessments of Academic Readiness (STAAR) grades 3-8 (English and Spanish combined) and End-of-Course (EOC) assessments. Results presented were aggregated by school year, school office, grade, and campus level.
Title I, Part A Student Achievement, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-09-20
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Academic Achievement,Standardized Tests,Norm Referenced Tests,Achievement Tests,Poverty,Educational Improvement,Federal Aid,Educational Finance,Economically Disadvantaged,Supplementary Education,Equal Education,Social Studies,Tables (Data),Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,School Districts

The purpose of this report is to evaluate the student achievement performance on the state's standardized tests and Houston Independent School District's (ISD's) norm-referenced tests for students in Title I, Part A schools. This report discusses student performance on the State of Texas Assessments of Academic Readiness (STAAR), Texas Assessment of Knowledge and Skills (TAKS), Stanford 10, and Aprenda 3. Results are aggregated by school, school office, and district. Title I, Part A school programs are implemented on either a schoolwide or targeted assistance basis. According to the Guidance for the Implementation of Title I, Part A (Texas Education Agency, 2010), a schoolwide program permits a school with 40 percent or greater of its students at the poverty level to use funds from Title I, Part A and other federal education program funds and resources to improve the educational program of the entire school in order to raise academic achievement for all students. This contrasts with the targeted assistance program, through which Title I, Part A funds are used only to provide supplementary educational services for eligible students who are economically disadvantaged. In 2012-2013, all Houston ISD Title I schools were designated as schoolwide campuses.
Title I, Part A Student Achievement, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-01-23
Type: Reports - Research
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Academic Achievement,Standardized Tests,School Districts,Reading Achievement,Mathematics Achievement,Writing Achievement,Science Achievement,Social Studies,Achievement Gains,Tables (Data),Poverty,Economically Disadvantaged,Educational Improvement,Federal Aid,Educational Finance

The Title I, Part A program is designed to ensure that all children have a fair, equal, and significant opportunity to obtain a high-quality education and achieve, at a minimum, proficiency on challenging state academic achievement standards and assessments. The program's goal is to provide supplemental funding for educational programs and interventions in schools as a means to address equitable access to a high-quality education. This report describes the performance levels for students enrolled in Title I schools within Houston Independent School District, as reported by STAAR grades 3-8 and End of Course Exams. The data are aggregated by school, school office, and district.
Balanced Leadership®. Intervention Report. School Leadership Topic Area. NCEE WWC 2020-008
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Professional Development,Leadership Training,Principals,Program Effectiveness,Labor Turnover,Educational Research,Elementary Secondary Education,Rural Schools,Public Schools,Adult Education

Research has shown that school leaders can substantially influence student outcomes, including student achievement, and that some school leaders improve student outcomes at a much faster rate than others do. The strong influence of school leaders on student outcomes has led to the creation of student outcome-focused professional development programs for current and aspiring school leaders. &quot;Balanced Leadership&quot;® is one such professional development program. Current and aspiring school leaders participate in professional development sessions with trained facilitators over one or two years, practice what they learn between sessions, and can receive additional coaching and online support. McREL International, the company that developed the &quot;Balanced Leadership&quot;® program, based the framework and content of the professional development on research identifying key actions and behaviors of school leaders that are associated with improved student outcomes. This What Works Clearinghouse (WWC) report, part of the WWC's School Leadership topic area, explores the effects of &quot;Balanced Leadership&quot;® on student, teacher, and school leader outcomes. The WWC identified three studies of &quot;Balanced Leadership&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Balanced Leadership&quot;® on school principals in schools with a range of grades--from kindergarten to grade 12--in rural school districts in the state of Michigan. [For the Intervention Brief, see ED603650. For the Intervention Snapshot, see ED603653.]
Listening to Teachers: Sample Focus Group and Survey Materials. Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2015-00-00
Type: Guides - Non-Classroom
Subjects: School Districts,Testing,Evaluation Methods,Test Construction,Focus Groups,Teacher Surveys,Teacher Attitudes,Teachers

The &quot;Student Assessment Inventory for School Districts&quot; supports a process to evaluate the assessments students currently take and then determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes. The process should also lead to actions that ensure that every district-mandated assessment is of high quality, provides the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps that will help students are taken. Teachers are the primary administrators, interpreters and users of assessments, and their front-line perspectives are essential for &quot;taking the temperature&quot; on the assessment environment in the district and building the case for action. This resource is designed to guide districts in the steps necessary to design and use focus groups and surveys to incorporate teacher perspectives, experiences and expertise in the inventory process. It includes two types of information: (1) Instructions--Achieve recommends following a set of steps to design, build, use and analyze teacher surveys and focus groups to effectively incorporate this information in the inventory process and build toward actionable recommendations; and (2) Inventory tools--this resource provides sample teacher focus group and survey questions that district leaders can use or adapt as part of their local assessment inventory process.
Balanced Leadership®. Intervention Brief. School Leadership Topic Area. NCEE WWC 2020-008
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Professional Development,Leadership Training,Principals,Program Effectiveness,Labor Turnover,Educational Research,Elementary Secondary Education,Rural Schools,Public Schools,Adult Education

Research has shown that school leaders can substantially influence student outcomes, including student achievement, and that some school leaders improve student outcomes at a much faster rate than others do. The strong influence of school leaders on student outcomes has led to the creation of student outcome-focused professional development programs for current and aspiring school leaders. &quot;Balanced Leadership&quot;® is one such professional development program. Current and aspiring school leaders participate in professional development sessions with trained facilitators over one or two years, practice what they learn between sessions, and can receive additional coaching and online support. McREL International, the company that developed the &quot;Balanced Leadership&quot;® program, based the framework and content of the professional development on research identifying key actions and behaviors of school leaders that are associated with improved student outcomes. This What Works Clearinghouse (WWC) report, part of the WWC's School Leadership topic area, explores the effects of &quot;Balanced Leadership&quot;® on student, teacher, and school leader outcomes. The WWC identified three studies of &quot;Balanced Leadership&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Balanced Leadership&quot;® on school principals in schools with a range of grades--from kindergarten to grade 12--in rural school districts in the state of Michigan. [For the full report, see ED603648. For the Intervention Snapshot, see ED603653.]
Student Assessment Inventory for School Districts
Author: Achieve, Inc.
Date: 2014-10-08
Type: Reports - Descriptive
Subjects: School Districts,Testing,Evaluation Methods,Planning,Evaluation Criteria,Evaluation Utilization

Across the country, educators, parents and students are saying that there is too much testing in our schools and that testing is taking valuable time away from teaching and learning. These concerns are legitimate and merit attention. School district officials have the opportunity to respond to concerns about over-testing by leading a conversation among educators and the broader community that directly addresses the amount of testing -- and points the way toward a more coherent, educationally-sound approach to assessment. This &quot;Student Assessment Inventory for School Districts&quot; is a tool district leaders can use to take stock of their assessments and assessment strategy, and do so from a student perspective. The tool supports a process by which districts evaluate the assessments students are taking, determine the minimum testing necessary to serve essential diagnostic, instructional and accountability purposes, and work to ensure that every district-mandated test is of high quality, is providing the information needed for specific school and district purposes, and is supported by structures and routines so that assessment results are actually used and action steps taken that will help students. We encourage local district leaders who use this inventory to discuss the outcome with parents and the school board. What tests have been eliminated? How will the remaining tests be used, and why are they important?
Accelerating Pathways to Careers: For Adult Learners
Author: Jobs for the Future
Date: 2019-07-15
Type: Reports - Descriptive
Subjects: Adult Students,Acceleration (Education),Vocational Education,Community Colleges,Adult Education,Educational Innovation,Prior Learning,Remedial Instruction,Experiential Learning,Electronic Learning,Competency Based Education,Job Placement,Two Year College Students,Student Personnel Services,Academic Support Services

This brief highlights examples of career pathway models funded by TAACCCT [Trade Adjustment Assistance Community College and Career Training] that were designed for adult students who require accelerated timelines because they are often under pressure to enter or reenter the workforce quickly to support their families. In each of the cases chosen, the models went on to be scaled up on a state or national level, or were recognized by third parties as potential models for future replication.
Balanced Leadership®. Intervention Snapshot. School Leadership Topic Area. NCEE WWC 2020-008
Author: What Works Clearinghouse (ED)
Date: 2020-03-00
Type: Reports - Evaluative
Subjects: Professional Development,Leadership Training,Principals,Program Effectiveness,Labor Turnover,Educational Research,Elementary Secondary Education,Rural Schools,Public Schools,Adult Education

Research has shown that school leaders can substantially influence student outcomes, including student achievement, and that some school leaders improve student outcomes at a much faster rate than others do. The strong influence of school leaders on student outcomes has led to the creation of student outcome-focused professional development programs for current and aspiring school leaders. &quot;Balanced Leadership&quot;® is one such professional development program. Current and aspiring school leaders participate in professional development sessions with trained facilitators over one or two years, practice what they learn between sessions, and can receive additional coaching and online support. McREL International, the company that developed the &quot;Balanced Leadership&quot;® program, based the framework and content of the professional development on research identifying key actions and behaviors of school leaders that are associated with improved student outcomes. This What Works Clearinghouse (WWC) report, part of the WWC's School Leadership topic area, explores the effects of &quot;Balanced Leadership&quot;® on student, teacher, and school leader outcomes. The WWC identified three studies of &quot;Balanced Leadership&quot;®. One of these studies meets WWC standards. The evidence presented in this report is from one study of the impact of &quot;Balanced Leadership&quot;® on school principals in schools with a range of grades--from kindergarten to grade 12--in rural school districts in the state of Michigan. Findings on &quot;Balanced Leadership&quot;® from the one study that meets WWC standards is shown in this Snapshot. For the one outcome in this study that met WWC standards, the table reports on the performance of the &quot;Balanced Leadership&quot;® intervention group relative to the comparison group and the number of studies and principals that contributed to the finding. [For the full report, see ED603648. For the Intervention Brief, see ED603650.]