ethanporcaro/eric-fulltext-meta huggingface dataset:
2015 ACT Campus-Level Results Summary. Austin Independent School District. 2014-2015. Publication 14.122 RB
Author: Looby, Karen
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Student Participation,High School Students,Scores,School Districts,College Readiness,Reading Achievement,Science Achievement,English,Academic Achievement,Mathematics Achievement,High Schools

The report brief describes campus-level ACT test results for AISD students in the 2014-2015 school year. A separate report provides a district-level summary. [For the main report, see ED626796.]
Afterschool Centers on Education: Cycle 7 Austin Independent School District. Final Report 2014-2015. Publication 14.89a
Author: Naik, Reetu
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Achievement Gains,Attendance,Discipline,Student Behavior,Grade Point Average,Elementary Schools,Middle Schools,High Schools,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Parent Attitudes,Enrichment Activities,Family Environment,College Readiness,Career Readiness,Program Implementation,Program Evaluation,Student Attitudes,Program Design,Youth Programs

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.
Afterschool Centers on Education: Cycle 7 Boys and Girls Club of the Greater Austin Area. Final Report 2014-2015. Publication 14.89b
Author: Naik, Reetu
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Achievement Gains,Attendance,Discipline,Student Behavior,Grade Point Average,Elementary Schools,Middle Schools,High Schools,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Parent Attitudes,Enrichment Activities,Family Environment,College Readiness,Career Readiness,Program Implementation,Program Evaluation,Student Attitudes,Program Design,Youth Programs

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.
Afterschool Centers on Education: Cycle 8 Austin Independent School District. Final Report 2014-2015. Publication 14.89c
Author: Naik, Reetu
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Achievement Gains,Attendance,Discipline,Student Behavior,Grade Point Average,Elementary Schools,Middle Schools,High Schools,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Parent Attitudes,Enrichment Activities,Family Environment,College Readiness,Career Readiness,Program Implementation,Program Evaluation,Student Attitudes,Program Design,Youth Programs

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.
Afterschool Centers on Education: Cycle 8 Boys and Girls Club of the Greater Austin Area. Final Report 2014-2015. Publication 14.89d
Author: Naik, Reetu
Date: 2015-07-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,Achievement Gains,Attendance,Discipline,Student Behavior,Grade Point Average,Elementary Schools,Middle Schools,High Schools,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Parent Attitudes,Enrichment Activities,Family Environment,College Readiness,Career Readiness,Program Implementation,Program Evaluation,Student Attitudes,Program Design,Youth Programs

This report presents outcomes for students who participated in the Afterschool Centers on Education (ACE) program in 2014-2015. The report compares student outcomes over two years by level of program participation.
Senior FAFSA and TASFA Submission: Summary of District and Campus Results. 2014-2015. Publication 14.146 RB
Author: Looby, Karen
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: School Districts,Financial Aid Applicants,Student Financial Aid,Federal Aid,College Applicants,Eligibility,High School Seniors

The FAFSA is an application to be completed annually by anticipating college students to determine their eligibility for federal student financial aid. This report provides a summary of financial aid applications submitted by AISD seniors in 2015.
Creative Learning Initiative (CLI). Annual Evaluation Report 2014-2015. Publication 14.121
Author: Wang, Crystal
Date: 2015-10-00
Type: Reports - Evaluative
Subjects: Program Evaluation,School Districts,Partnerships in Education,Creative Teaching,Art Education,Theater Arts,Access to Education,After School Programs,Fine Arts,Academic Achievement,Faculty Development

This report presents findings from the 2014-2015 school year, the second year of comprehensive data collection of the Creative Learning Initiative (CLI) in the Austin Independent School District (AISD). Data suggest participating in the CLI had a positive impact on both teachers and students, as well as on the district. Teachers reported positive experience with the program activities and positive changes in student engagement, behavior, and student achievement. Student outcomes included increased student access to arts opportunities, improved student attendance, decreased discipline incidents, and better academic performance. Our findings indicated that 37% of AISD schools were arts-rich, which exceeded the benchmark goal for schools meeting the arts-rich standard.
2015 SAT Test Results Summary. Austin Independent School District. 2014-2015. Publication 14.118 RB
Author: Looby, Karen
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Test Results,College Entrance Examinations,High School Students,Scores,Racial Differences,Asian American Students,African American Students,Hispanic American Students,White Students,Reading Tests,Mathematics Tests,Writing Tests

This report describes SAT test results for Austin Independent School District (AISD) students in the 2014-2015 school year.
2015 High School Exit Survey: Comparison of Responses of Career and Technical Education Concentrators with Those of Their Peers. Publication 14.145
Author: Pazera, Carol
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Exit Examinations,High Schools,High School Seniors,Vocational Education,Intention,Postsecondary Education,Enrollment,Socioeconomic Status,College Applicants

Many survey responses of CTE and non-CTE seniors were very similar, including their plans to enroll in postsecondary education. Some differences in responses may be explained by differences in economic status.
Postsecondary Persistence: Class of 2013. Austin Independent School District. Publication 14.136 RB
Author: Wiggins, Afi Y.
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: School Districts,High School Graduates,Academic Persistence,College Attendance,Trend Analysis,Undergraduate Students,Student Financial Aid,Grade Point Average,Educational Attainment,Mothers,Algebra,Mathematics Achievement,Predictor Variables,Socioeconomic Status

This report summarizes postsecondary enrollment persistence for Austin Independent School District's (AISD) Class of 2013 graduates and the factors influencing their persistence in college.
HILO[superscript TM] Pre-K Spanish Enrichment Program: An Overton Group Pilot Program at Pickle Elementary School. Publication 14.120
Author: Fowler, Laura T. Sanchez
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Elementary Schools,Spanish,Enrichment Activities,Second Language Learning,Preschool Children,Attendance,Academic Achievement,Parent Attitudes,Pilot Projects,African American Students,Cultural Differences,Program Evaluation

This report highlights the HILO pre-K pilot Spanish language enrichment program at Pickle Elementary School during Spring, 2015.
Results of the 2015 Student Substance Use and Safety Survey. Austin Independent School District Report. Publication Number 14.124
Author: Stelling, Laura
Date: 2015-10-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Drug Use,Drinking,Bullying,School Safety,Smoking,After School Programs,Athletics,Student Participation,Weapons,Violence,Student Behavior,Health Behavior,Information Sources,Racism,Juvenile Gangs,Attendance,Student Attitudes

Every year, the Austin Independent School District (AISD) administers the Student Substance Use and Safety Survey to a random, representative sample of middle and high school students. The survey tracks student knowledge, attitudes, and behavior over time. These results are from the 2014-2015 school year.
A First Look at Impacts of the College Housing Assistance Program at Tacoma Community College
Author: Goldrick-Rab, Sara
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Community Colleges,Community College Students,College Housing,Student Costs,Housing Needs,Partnerships in Education,Homeless People,Government Role,Public Housing,Student Experience,Barriers,Program Evaluation,Program Implementation,Academic Achievement,Grade Point Average

Affording living expenses presents a major barrier to degree completion for many community college students. Food, affordable housing, transportation, and childcare are central conditions for learning. Yet with stagnant incomes, rising tuition and living costs, and insufficient support from financial aid and the social safety net, approximately one in two community college students struggle to afford these basic needs. Additionally, as many as one in five experience homelessness. The College Housing Assistance Program (CHAP), operated by the Tacoma Housing Authority (THA) and Tacoma Community College (TCC), is at the forefront of the nationwide fight to ameliorate homelessness among college students. CHAP is one of the country's first partnerships between a housing authority and a community college and offers a unique model. In contrast to other programs such as student-run shelters, rapid-rehousing, and college-owned affordable apartments, CHAP utilizes government-subsidized housing assistance to provide housing to homeless and near-homeless community college students. This report offers the initial lessons learned from the first external evaluation of CHAP. Successful program implementation is crucial to providing benefits for students, and can be especially challenging in housing programs. We therefore focus on how students experienced the program, where they faced barriers, and where they found support. It is too early in the evaluation process to draw conclusions about the program's efficacy; these are short-term insights.
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2012-13
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Adult Education,Adult Literacy,Family Literacy,Accountability,Adult Basic Education,Secondary Education,Enrollment,Literacy Education,Federal Programs,Grants,Academic Achievement,Program Effectiveness,Federal Aid,Employment,Outcome Measures,Late Adolescents,Student Characteristics

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2012-13 program year (PY). When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education (Department) established the National Reporting System for Adult Education (NRS) in program year (PY) 2000-01 to implement the accountability requirements of AEFLA and act as a reservoir of data collected under these measures. This report covers the 13th year of implementing the AEFLA requirements using the NRS. OCTAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OCTAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing technical assistance to improve data quality; and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OCTAE also has provided specially designed technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2)(C) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2011-2012 annual report, see ED584462.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2013-14
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Adult Education,Adult Literacy,Family Literacy,Accountability,Adult Basic Education,Secondary Education,Enrollment,Literacy Education,Federal Programs,Grants,Academic Achievement,Program Effectiveness,Federal Aid,Employment,Outcome Measures,Late Adolescents,Student Characteristics

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2013-14 program year (PY). When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education (Department) established the National Reporting System for Adult Education (NRS) in PY 2000-01 to implement the accountability requirements of AEFLA and act as a reservoir of data collected under these measures. This report covers the 14th year of implementing the AEFLA requirements using the NRS. OCTAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OCTAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing technical assistance to improve data quality; and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OCTAE also has provided specially designed technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2012-2013 annual report, see ED626810.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2014-15
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Adult Education,Adult Literacy,Family Literacy,Accountability,Adult Basic Education,Secondary Education,Enrollment,Literacy Education,Federal Programs,Grants,Academic Achievement,Program Effectiveness,Federal Aid,Employment,Outcome Measures,Late Adolescents,Student Characteristics

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2014-15 program year (PY). When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education (Department) established the National Reporting System for Adult Education (NRS) in PY 2000-01 to implement the accountability requirements of AEFLA and act as a reservoir of data collected under these measures. This report covers the 15th year of implementing the AEFLA requirements using the NRS. OCTAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OCTAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing technical assistance to improve data quality; and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OCTAE also has provided specially designed technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2013-2014 annual report, see ED626811.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2015-16
Author: Department of Education (ED), Office of Career, Technical, and Adult Education (OCTAE)
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Adult Education,Grants,Federal Legislation,Adult Literacy,Labor Force Development,Labor Legislation,Family Literacy,Accountability,Adult Basic Education,Literacy Education,Program Effectiveness,Outcomes of Education,Vocational Education,Public Agencies,Student Characteristics,Technical Assistance,Outcome Measures,Enrollment Trends,Race,Ethnicity,Federal Aid,Age Groups

The Adult Education--Basic Grants to States program authorized under the &quot;Adult Education and Family Literacy Act of 1998&quot; (AEFLA), enacted as &quot;Title II&quot; of the &quot;Workforce Investment Act of 1998&quot; (WIA) (P.L. 105-220), was the major source of federal support for adult basic education (ABE) and literacy education programs for the 2015-16 program year (PY). When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the law, setting out performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The Office of Career, Technical, and Adult Education (OCTAE) in the U.S. Department of Education (Department) established the National Reporting System for Adult Education (NRS) in PY 2000-01 to implement the accountability requirements of AEFLA and act as a reservoir of data collected under these measures. This report covers the 16th year of implementing the AEFLA requirements using the NRS. OCTAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OCTAE assisted states in meeting the congressionally enacted AEFLA standards by (1) providing technical assistance to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OCTAE also has provided specially designed technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2014-2015 annual report, see ED626812.]
2014-2015 Coordinated School Health (CSH) Implementation Report and FitnessGram Results: Elementary School Summary. Publication 14.90a
Author: Orr, Aline
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Comprehensive School Health Education,Curriculum Implementation,Physical Education,Nutrition,Physical Activities,Educational Environment,Parent Participation,Measures (Individuals),Elementary School Students

The Coordinated School Health (CSH) report describes how the CSH program was implemented at AISD elementary campuses. The report provides summary information about achieved CSH action goals, changes in the percentage of students meeting healthy fitness criteria, and program implementation ratings.
Sustaining a System for High-Quality Teachers. Report 1: Key Characteristics of Austin Independent School District Teacher Leavers and Transfers. Publication 14.119
Author: Schmitt, Lisa N. T.
Date: 2015-09-00
Type: Reports - Evaluative
Subjects: School Districts,Teacher Effectiveness,Faculty Mobility,Elementary Secondary Education,Kindergarten,Teacher Transfer,Teacher Persistence,Career Change,Teacher Qualifications,Teacher Attitudes,Work Environment,Instructional Leadership,Disadvantaged Schools,Institutional Characteristics,Job Satisfaction,Gender Differences,Race,Ethnicity,Teacher Characteristics,Teacher Evaluation,Leadership Styles,Teaching Conditions,Principals,Trust (Psychology),Teacher Administrator Relationship

This report describes how many teachers transferred or changed jobs in AISD, remained at their schools, or left the school district after the 2013-2014 school year, along with characteristics of teachers in each group. Separate research brief and executive summary were published. [For the Research Brief, see ED626818. For the Executive Summary, see ED626820.]