ethanporcaro/eric-fulltext-meta huggingface dataset:
Validity of the IDEA Student Ratings of Instruction Student Characteristic Items. IDEA Research Note #6
Author: Benton, Stephen L.
Date: 2017-07-00
Type: Reports - Research
Subjects: Student Evaluation,Self Evaluation (Individuals),Study Habits,Student Motivation,Student Attitudes,Teacher Attitudes,Prior Learning

In the IDEA Student Ratings of Instruction (SRI) system, students complete self-ratings of their &quot;work habits,&quot; &quot;motivation,&quot; and &quot;background preparation.&quot; Average course ratings on these characteristics are important variables used in adjusting scores on student ratings of progress on relevant objectives (PRO), excellence of the instructor, and excellence of the course (Benton, Li, Brown, Guo, &amp; Sullivan, 2015). The purpose of this study was to examine whether student self-ratings are related to the instructor's corresponding ratings of the class as a whole. The current findings provide evidence of the concurrent validity of student self-ratings on work habits, motivation, and background preparation. Significant and meaningful relationships exist between average student self-perceptions on these characteristics and the instructor's overall impressions of the students enrolled in the course.
Parent Prep Academy, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-12-13
Type: Reports - Research
Subjects: School Districts,Parent Education,Parent School Relationship,Parent Participation,Program Implementation,Academic Achievement,Student Characteristics,Demography,Elementary School Students,Program Evaluation,Middle School Students,Workshops,Mathematics Achievement,Reading Achievement,Science Achievement,Social Sciences,Scores,Achievement Tests,Standardized Tests

The Parent Prep Academy (also referred to as the Academy) is a system of parent trainings and workshops in the Houston Independent School District (HISD). The courses are designed to strengthen families by developing parents as life-long learners. Within the Academy, courses are offered to provide information and resources empowering parents to become informed, engaged, as well as prepared to advocate for their child's education. The Parent Prep Academy aligns with the district's core initiative of fostering a culture of trust through action. This report summarizes the program implementation and the academic performance of students whose parents participated in the Academy compared to their school peers whose parents did not participate in the program. This report focuses on the following: (1) The implementation process of the Parent Prep Academy during the 2012-2013 school year; (2) The demographic characteristics of students whose parents participated in the Parent Prep Academy program during the 2012-2013 school year; and (3) The academic performance rates of students whose parents participated in the Parent Prep Academy program during the 2012-2013 school year.
An Observational Study on Special Education Services in the Houston Independent School District and Performance Outcomes for Students with Disabilities, 2018-2019. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2019-09-09
Type: Reports - Research
Subjects: School Districts,Special Education,Related Services (Special Education),Outcomes of Education,Academic Achievement,Students with Disabilities,Program Evaluation,Incidence,Minority Group Students,Disproportionate Representation,Hispanic American Students,African American Students,Males,Student Evaluation,Psychological Evaluation,Speech Evaluation,Achievement Gains,Reading Achievement,Mathematics Achievement,Science Achievement,Social Studies,Academic Persistence,Tutorial Programs,Elementary School Students,Middle School Students

Longitudinal trends revealed an increase in the prevalence of HISD students with disabilities compared to all students in the district from the 2017-2018 to the 2018-2019 academic year (7.2% to 7.5%). Students with disabilities were more likely to be male and Hispanic with a learning disability. An over-representation of African American students was evident over the past four years compared to other ethnic groups. The Office of Special Education Services (OSES) staff offered more than 1,200 professional development opportunities to school administrators, teachers, parents, and community stakeholders in targeted areas, including reading, math, writing, and behavior. There was a substantial increase in the percentage of initial evaluations (72.6%) and reevaluations (13.7%) for special education services, while the percentage of psychological evaluations more than tripled, and speech evaluations increased by 29.9% from 2018 to 2019. Iowa reading performance of kindergarten students with disabilities revealed a two-percentage point increase in the mean normal curve equivalents (NCEs) from 2018 to 2019; with no change observed in math. Combined STAAR English, Spanish, and Alternate 2 results showed gains in the passing rates for seventh-grade students in reading (eight percentage points), and for seventh and eighth-grade students in math (eight and four percentage points, respectively). Performance gains were also observed for fourth and seventh-grade students in writing by two and eight percentage points, respectively. Eighth-grade students achieved a two percentage-point gain in both science and social studies. Students made the largest gains on the Biology End-of-Course (EOC) exam (six percentage points) compared to U.S. History and English II EOC exams (five percentage points). Surveyed students with disabilities perceived themselves as having lower academic mindsets, including competence as learners, effort, and persistence, compared to students without disabilities. Students noted that resources, such as tutorials and support from others, may facilitate learning in reading and math.
Houston Independent School District Innovations for Learning Tablet Instructions for Early Reading in Kindergarten- and First-Grade Data Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-07
Type: Reports - Evaluative
Subjects: School Districts,Instructional Innovation,Computer Assisted Instruction,Handheld Devices,Beginning Reading,Kindergarten,Grade 1,Elementary School Students,Reading Achievement,Instructional Effectiveness,Benchmarking,Progress Monitoring

This is a data report on the Innovation for Learning (IFL) tablet instruction. The report presents the performance of students who were exposed to the IFL tablet instruction. The IFL tablet instruction involved the teaching of early reading in kindergarten and first grade in 29 elementary schools in the Houston Independent School District (HISD) during the 2015-2016 academic year using digital technology. The report used Istation data for students whose teachers participated voluntarily in the IFL table instruciton and who had all three assessment benchmark indexes: beginning of the year (BOY), middle (MOY), and end of the year (EOY). Istation is a web-delivered computer-adaptive assessment system for continuous progress monitoring of early reading growth for pre-k- to third-grade students (Mathes, Torgesen &amp; Herron, 2016). IFL teachers and students were linked using the Public Education Information Management System (PEIMS) and Istation data.
The Effects of the Literacy By 3 Initiative on the Reading Achievement of Houston Independent School District (HISD) First- to Fifth-Grade Students, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-10-30
Type: Reports - Research
Subjects: Reading Instruction,Program Effectiveness,Reading Achievement,School Districts,Elementary School Students,Reading Strategies,Student Educational Objectives,Reading Tests,Scores,Standardized Tests,Achievement Tests,National Competency Tests,Reading Programs,Literacy,Program Implementation

Literacy By 3 is a comprehensive, literacy initiative implemented in Houston Independent School District's (HISD's) kindergarten- through fifth-grade classrooms during the 2014-2015 school year. Literacy By 3 is a combination of six reading strategies: (1) guided reading; (2) reading to self (independent or silent sustained reading); (3) read to partner; (4) read to class (read-aloud); (5) word work (vocabulary); and (6) writing. The HISD curriculum is the foundation for Literacy By 3, which is based on the Texas Essential Knowledge and Skills (TEKS), College and Career Readiness Standards (CCRS), English Language Proficiency Standards, and the Prekindergarten guidelines (PKG). The ultimate objective of Literacy By 3 is to have, by 2019, all HISD students reading on grade level by the end of third grade. Much of the focus, therefore, has been on the kindergarten to third grades. This focus was in direct response to the slow growth in the district's reading scores on various standardized assessment, including the State of Texas Assessments of Academic Readiness (STAAR), Stanford 10, and the National Assessment of Educational Progress (NAEP) in 2013-2014. It was due also to the critical role reading by third grade plays in later reading and academic achievement. This study was designed to evaluate the effects of the inaugural year of the Literacy By 3 initiative on the reading performances of first- through fifth-grade HISD students.
Theory of Mind Mediates the Relations of Language and Domain-General Cognitions to Discourse Comprehension
Author: Kim, Young-Suk Grace
Date: 2020-00-00
Type: Journal Articles
Subjects: Theory of Mind,Thinking Skills,Short Term Memory,Attention Control,Vocabulary Development,Grammar,Listening Comprehension,Longitudinal Studies,Kindergarten,Grade 2,Young Children,Language Skills,Inferences

Theory of mind has received intensive attention in research as an important skill to develop. Furthermore, recent evidence indicates its role in discourse comprehension. In the current study, we examined the mediating role of theory of mind in the relations of foundational language and cognitive skills (working memory, attentional control, vocabulary, and grammatical knowledge) to discourse comprehension using the direct and indirect effects model of text comprehension and production (Kim, 2016) as a theoretical framework, and using longitudinal data from kindergarten to Grade 2. Structural equation model results showed that theory of mind partially mediated the relations in both grades, and the effects (standardized regression weights) were similar in kindergarten and Grade 2. Interestingly, the relations of language and cognitive skills to theory of mind differed in kindergarten versus Grade 2. Language and cognitive skills had moderate to strong longitudinal stability, and these skills in kindergarten were indirectly related to discourse comprehension in Grade 2 via the language and cognitive skills in Grade 2. These results support the mediating role of theory of mind as well as the nature of structural and longitudinal relations among language and cognitive skills and to discourse comprehension.
EMERGE-HISD Program, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-01-09
Type: Reports - Research
Subjects: Urban Schools,High Achievement,Disproportionate Representation,College Admission,Student Financial Aid,High School Students,High School Seniors,Enrollment,Student Characteristics,Academic Achievement,College Entrance Examinations,Program Effectiveness,College Preparation,Pupil Personnel Services

EMERGE-HISD was established in 2013 to support high achieving, traditionally underserved students in attaining admission to highly selective institutions of higher education as well as financial aid to support their studies. This report serves as a baseline description of the 362 students enrolled in EMERGE-HISD during 2013-2014, its first full year of implementation, and the success of the EMERGE-HISD seniors in gaining admission and financial aid from top-ranked institutions of higher education.
The Impact of Serving Up Lemonade (SUL) on the Development of Assets, Life Skills, Character, and Career Interests among Middle-School Students, 2012-2013. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2013-08-20
Type: Reports - Research
Subjects: Program Effectiveness,Entrepreneurship,Business Skills,Grade 6,Grade 7,Grade 8,Middle School Students,Skill Development,Student Participation,Student Characteristics,Vocational Interests,Goal Orientation,Money Management,Self Efficacy,Career Exploration,Business Administration,Budgeting

Serving Up Lemonade (SUL) was designed to help students establish and operate their own lemonade business, while strengthening life skills related to the 40 Developmental Assets®. SUL has expanded from sixth-grade students during the 2010-2011 academic year to sixth- and seventh-grade students in 2011-2012. In 2012-2013, eighth-grade students were also exposed to the SUL curriculum. SUL was developed through collaboration with Houston Independent School District (HISD) Strategic Partnerships, the HISD Middle School Office, and Prepared 4 Life. The HISD Department of Curriculum, Instruction, and Assessment ensured that lessons were aligned to the Texas Essential Knowledge and Skills (TEKS) standards on financial literacy, reading, English language arts, math, and social studies. Survey data were gathered from a small sample of students regarding engagement in activities related to developmental assets, life skills, character, and career interests before and after SUL. Findings included students' perceptions of increased engagement in goal-setting and financial planning activities after SUL compared to before SUL. Students noted increased financial literacy and financial self-efficacy as well as more interest in careers related to business management, business administration, and finance after SUL.
Experiments in Arts Engagement: Case Studies. Real-World Examples and Practical Tips from the Exploring Engagement Fund
Author: James Irvine Foundation
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Art,Nonprofit Organizations,Diversity,Outreach Programs,Community Involvement,Community Relations,Trust (Psychology),Marketing,Space Utilization,Facilities,Art Activities,Organizational Change,Change Strategies

Many California arts organizations want their participants and artists to reflect the socioeconomic diversity of the state's population. The Exploring Engagement Fund supports new approaches that these nonprofit organizations are using to reach more diverse participants. Through project experiments, Irvine and its grantees are learning valuable lessons about what it takes to engage diverse participants and the types of changes needed to do this work. This report, by Harder+Company Community Research in partnership with strategy consultant Diane Espaldon, provides real-world examples and practical tips that enrich lessons originally identified in the October 2014 publication, &quot;Emerging Lessons and Implications from Exploring Engagement Fund.&quot; The case studies featured in this report reflect the experience of the pool of Exploring Engagement Fund grantees and involve a range of grantees by size, discipline, and geography. Their projects specifically focus on engaging participants from communities of color and low-income groups--two populations of particular interest to the Foundation because they are often underrepresented among nonprofit arts participants. The case studies were informed by interviews with the grantees and review of their grant reports. [For &quot;Emerging Lessons and Implications from the Exploring Engagement Fund: Highlights from a Harder+Company Community Research Interim Report on the First Phase of the Exploring Engagement Fund (2012-2013),&quot; see ED604046.]
Technical Manual for the Revised IDEA Feedback for Administrators System. IDEA Technical Report No. 17
Author: Benton, Stephen L.
Date: 2011-12-00
Type: Reports - Research
Subjects: Feedback (Response),Administrators,Administrator Attitudes,Administrator Evaluation,Leadership Styles,Formative Evaluation,Summative Evaluation,Administrator Role,Performance,Error of Measurement,Individual Characteristics,Test Reliability,Test Validity,Statistics,Interrater Reliability

The IDEA Feedback for Administrators system provides feedback to academic administrators about their performance of relevant administrative responsibilities and their leadership style and interpersonal characteristics. The system is based on a model of reflective practice, which is consistent with The IDEA Center's longstanding approach to professional development. The IDEA Feedback for Administrators system was first made available nationally through The IDEA Center in 1998 to provide information for formative and/or summative evaluation. The administrator completed the &quot;Administrator Information Form&quot; (AIF); personnel completed the &quot;Impressions of Administrator&quot; (IA) survey. The revisions to the of the IDEA Feedback for Administrator System was guided by statistical analyses performed on the 2001 to 2008 database of users, client feedback, review and consultation with an expert panel, and a focus group with users of the IDEA instruments. This technical report explains the process, analyses, and findings that guided the revision of the IDEA Feedback for Administrators system. The report describes the historical background of the system, the revision of the instrument, validity evidence, and reliability and standard errors of measurement.
Relationship between Implementation Fidelity of Imagine Math® and HISD Secondary Students&apos; Educational Achievement, 2018-2019. Research Educational Program Report
Author: Graham, Georgia
Date: 2019-12-16
Type: Reports - Research
Subjects: Mathematics Instruction,Online Courses,Program Implementation,Fidelity,Program Effectiveness,Mathematics Achievement,Middle Schools,High Schools,Predictor Variables,Standardized Tests,Scores,Educational Technology,Technology Uses in Education

Imagine Math® is a standards-aligned, adaptive, interactive online mathematics program designed to supplement in-class instruction for students. This evaluation report examined the fidelity of implementation of Imagine Math® and the associations between its use and student achievement in Houston Independent School District (HISD) secondary schools in the 2018-2019 academic year. Based on teacher results, the research showed that the average levels of adherence to fidelity components were approaching expectations for both middle schools and high schools. At the teacher-level, frequency of use of Imagine Math® by teachers and analysis of the Imagine Math® reports for instructional purposes was low. Nevertheless, student progress and students' use of the program, were approaching expectations. Results of multiple linear regression analyses showed that, at the teacher-level, the Data Analysis component was a consistent statistically significant predictor of student achievement across levels. At the student level, however, the most important predictor of students' 2019 academic achievement was their previous year's STAAR scale score. The number of Imagine Math® lessons attempted with fidelity was also a statistically significant positive predictor of student achievement; the more lessons attempted the better the STAAR scaled score.
Monitoring the Future National Survey Results on Drug Use, 1975-2019: Overview, Key Findings on Adolescent Drug Use
Author: Johnston, Lloyd D.
Date: 2020-01-00
Type: Reports - Research
Subjects: Adolescents,Drug Abuse,College Students,Adults,High School Graduates,Grade 8,Grade 10,Grade 12,Alcohol Abuse,Cocaine,Lysergic Acid Diethylamide,Marijuana,Narcotics,Stimulants,Smoking,Incidence,Student Attitudes,Gender Differences,Racial Differences,Ethnicity,Geographic Regions

Monitoring the Future (MTF) is a long-term study of substance use and related factors among U.S. adolescents, college students, and adult high school graduates through age 60. It is conducted annually and supported by the National Institute on Drug Abuse. MTF findings identify emerging substance use problems, track substance use trends, and inform national policy and intervention strategies. The key findings regarding use of various substances by 8th, 10th, and 12th graders surveyed across the coterminous U.S. in 2019 are summarized. [For &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2018: Overview, Key Findings on Adolescent Drug Use,&quot; see ED594190.]
What Is Competency-Based Education? An Updated Definition
Author: Levine, Eliot
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Definitions,Misconceptions,Student Empowerment,Individualized Instruction,Mastery Learning,Active Learning,Pacing,Equal Education,Expectation,School Culture,Transfer of Training,Beliefs,Formative Evaluation,21st Century Skills,Student Experience,Flexible Progression

The original working definition of competency-based education was developed in 2011 at the National Summit for K-12 Competency-Based Education (Sturgis, Patrick, &amp; Pittenger, 2011). The Summit was hosted by the Aurora Institute (formerly iNACOL) and the Council of Chief State School Officers, with more than 100 education innovators and practitioners attending. Eight years after creating the original working definition, feedback from across the field indicates that it should be updated to reflect a deeper understanding of key issues and developments in the field. This report presents the new definition, which was developed with extensive input from invited attendees at the second National Summit on K-12 Competency-Based Education in 2017 and from a technical advisory group of more than 40 experts and leaders in the field. The report also includes a set of belief statements, answers to frequently asked questions, and a brief discussion of common misconceptions about competency-based education. These provide essential context for understanding the definition and the field in which it is situated. Finally, resources are provided for further exploration of competency-based education policies and practices.
Teaching Methods Associated with Teacher Clarity. IDEA Research Note #7
Author: Li, Dan
Date: 2019-10-00
Type: Reports - Research
Subjects: Teaching Methods,Teacher Effectiveness,Teacher Behavior,Teacher Evaluation,Student Evaluation of Teacher Performance

Teacher clarity is widely considered an essential element of effective teaching and student success. The same holds true in the IDEA Student Ratings of Instruction system (SRI). On Diagnostic Feedback (DF), the item &quot;Explained course material clearly and concisely,&quot; which IDEA considers a measure of teacher clarity, has consistently been the teaching method most highly correlated with student ratings of &quot;Overall, I rate this instructor an excellent teacher.&quot; Moreover, teacher clarity is significantly related to how much progress students report on 11 of the 13 IDEA learning objectives. Nonetheless, in spite of decades of research in the fields of instructional communication and educational psychology, lack of consensus remains about which teaching behaviors most exemplify teacher clarity. This research note examines which of the other 18 DF teaching methods are most strongly related to the single-item teacher clarity measure.