ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policy Opportunities: Advancing Comprehensive School Mental Health Systems to Support Students
Author: Mays, Alex
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Mental Health Programs,Mental Health,Student Needs,State Policy,School Community Programs,School Community Relationship,Educational Policy,Children,Youth,State Action,Opportunities,Change Strategies

&quot;State Policy Opportunities: Advancing Comprehensive School Mental Health Systems to Support Students&quot; aims to help state leaders understand their role, as well as the urgency, in addressing student mental health needs. The specific recommendations, and the numerous state examples and resources provided, identify policy opportunities for states to advance comprehensive school mental health (CSMH) systems -- a multi-tiered approach that integrates mental health services and supports within school settings and uses school-community collaborations to provide a continuum of mental health services. A broad range of experts on education, health, substance use, parent and family partnership, racial equity, and other related areas helped to inform policy opportunities along three system-building stages: establishing infrastructure and priorities, building structure and scale, and promoting effective implementation. They focus specifically on how the governor and state legislators -- as well as select state agency directors such as the chief state school officer, state secretary of health and human services, and state Medicaid director -- can set a promising policy foundation and, through collaboration, drive sustained and effective school strategies. [This report was co-produced by Mental Health America with funding from the Bainum Family Foundation.]
Austin Partners in Education Annual Evaluation Report, 2015-2016. Publication 15.77
Author: Looby, Karen
Date: 2016-11-00
Type: Reports - Evaluative
Subjects: Middle School Students,Mathematics Achievement,College Readiness,Coaching (Performance),Grade 8,Mathematics Instruction,Volunteers,Attitudes,Program Effectiveness,Grade 7,Grade 12,Program Implementation,Self Esteem,Student Attitudes,Learner Engagement,Student Characteristics,College Entrance Examinations,High School Seniors,Language Arts,Academic Achievement,Gender Differences,Racial Differences,Ethnicity,English Language Learners,Low Income Students,Students with Disabilities,Student Interests

This evaluation report describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2015-2016 school years.
Austin Partners in Education Annual Evaluation Report, 2016-2017. Publication 16.48
Author: Looby, Karen
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,High School Seniors,College Entrance Examinations,Volunteers,Attitudes,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Language Arts,Academic Achievement,Tutoring

This evaluation report describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2016-2017 school years. A separate executive summary also was published. [For the executive summary, see ED626454.]
Austin Partners in Education Annual Evaluation Report, 2016-2017. Executive Summary. Publication 16.48
Author: Looby, Karen
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,High School Seniors,College Entrance Examinations,Volunteers,Attitudes,Student Characteristics,Language Arts,Academic Achievement,Self Esteem,Learner Engagement,Tutoring

This executive summary provides highlights from the full evaluation report (published separately) that describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2016-2017 school years. [For the full report, see ED626453.]
Austin Partners in Education Annual Evaluation Report, 2017-2018. Publication 17.52
Author: Bonazzo, Claude
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,High School Seniors,College Entrance Examinations,Volunteers,Attitudes,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Self Esteem,Student Interests,Learner Engagement,Language Arts,Academic Achievement,Tutoring

This evaluation report describes program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2017-2018 school year. [For the executive summary, see ED626456.]
Austin Partners in Education Annual Evaluation Report, 2017-2018. Executive Summary. Publication 17.52
Author: Looby, Karen
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,High School Seniors,College Entrance Examinations,Student Characteristics,Language Arts,Academic Achievement,Student Interests

This executive summary provides a brief overview of results from the full evaluation report, describing program outcomes for students in APIE's Middle School Math and College Readiness Coaching Programs in the 2017-2018 school year. [For the full report, see ED626455.]
Austin Partners in Education Annual Evaluation Report, 2018-2019. Publication 18.47
Author: Coco, Marlena
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,College Entrance Examinations,Volunteers,Attitudes,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Self Esteem,Student Interests,Learner Engagement,Grade 6,Grade 9,Grade 10,Grade 11,High School Students,Tutoring,Mentors,Language Arts,Academic Achievement,Grade 7

This report includes results for Austin Partners in Education (APIE) programs in 2018-2019 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic support programs serving students in 8th grade math classroom coaching and 12th grade college readiness programs, as well as, provides baseline data of pilot programs and expansion. [For the executive summary, see ED626458.]
Austin Partners in Education Annual Evaluation Report, 2018-2019. Executive Summary. Publication 18.48
Author: Coco, Marlena
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,College Readiness,Grade 12,Student Characteristics,Language Arts,Academic Achievement,Grade 6,Grade 9,Grade 10,Grade 11,High School Students,Mentors,Grade 7

This is an executive summary of a full report that includes results for Austin Partners in Education (APIE) programs in 2018-2019 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic support programs serving students in 8th grade math classroom coaching and 12th grade college readiness programs, as well as, provides baseline data of pilot programs and expansion. [For the full report, see ED626457.]
Austin Partners in Education Annual Evaluation Report, 2019-2020. Publication 19.57
Author: Looby, Karen
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,Student Attitudes,College Readiness,Grade 12,College Entrance Examinations,Volunteers,Attitudes,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Low Income Students,English Language Learners,Students with Disabilities,Self Esteem,Student Interests,Learner Engagement,Grade 6,Grade 9,Grade 10,Grade 11,High School Students,Tutoring,Mentors,Language Arts,Academic Achievement,Grade 7,COVID-19,Pandemics,Academic Persistence

This report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction transitioned to remote format due to the pandemic, APIE staff transitioned services to assist in the development of online curriculum, communication with students, and facilitation of instruction in a virtual format. A separate executive summary report also was published. [For the executive summary, see ED626460.]
Austin Partners in Education (APIE) Annual Evaluation Report, 2019-2020. Executive Summary. Publication 19.57
Author: Orr, Aline
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Grade 8,Middle School Students,Coaching (Performance),Mathematics Instruction,Program Effectiveness,Mathematics Achievement,College Readiness,Grade 12,Student Characteristics,Grade 6,Grade 9,Grade 10,Grade 11,High School Students,Grade 7,Academic Persistence,COVID-19,Pandemics,Learner Engagement,Language Arts,Academic Achievement

This executive summary report includes results for Austin Partners in Education (APIE) programs in 2019-2020 including math classroom coaching, GEAR UP tutoring, college readiness, and mentoring. It highlights continued academic programs serving students in middle and high school and describes APIE support provided to teachers' instruction. As classroom instruction transitioned to remote format due to the pandemic, APIE staff transitioned services to assist in the development of online curriculum, communication with students, and facilitation of instruction in a virtual format. A separate full report also was published. [For the full report, see ED626459.]
Austin Partners in Education Summary Report, 2020-2021. Publication 20.38
Author: DeBaylo, Paige
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Change,COVID-19,Pandemics,Career Readiness,College Readiness,Coaching (Performance),College Entrance Examinations,Outcomes of Education,Mentors,Tutoring,Academic Persistence,Academic Achievement

In 2020-2021, APIE aimed to align programs and resources to help AISD students navigate the new educational landscape brought on by the COVID-19 pandemic and school closures. While APIE's goals continued to focus on supporting ECHS students in acquiring the knowledge and skills needed to enroll, persist, and succeed in postsecondary education, priorities were free to be adjusted based on the shifting needs of students and campuses. As planned, APIE supported academic and college readiness programs through multiple academic coaching services focused on taking college readiness exams.
Academic Key Performance Indicators, 2022 Report
Author: Garcia, Brian
Date: 2022-10-00
Type: Reports - Research
Subjects: Urban Schools,Educational Indicators,School Districts,Urban Education,Educational Trends,Enrollment,Preschool Education,Kindergarten,Elementary School Students,Secondary School Students,Academic Failure,Grade Point Average,Attendance,Graduation Rate,Suspension,Academic Achievement,Mathematics Achievement,Discipline,Advanced Placement,Advanced Placement Programs,Placement Tests,Scores

Over the years, the nation's large urban school districts have consistently learned from the progress of their peer districts across the country. Great City School districts that have embraced the challenge of educating America's urban children have recognized the value of benchmarking their performance and growth against the progress of others. This report presents a number of different ways that member districts can analyze the data themselves by disaggregating results, showing trends, and combining variables. The companion online dashboard adds the ability to conduct several comparisons and analysis beyond what is presented in this report. To access this system, go to www.edwires.org. This report focuses on the data collection and analysis of the following Academic KPIs: (1) Pre-K enrollment relative to Kindergarten enrollment; (2) Algebra I completion rates for credit by grade 9; (3) Ninth grade course failure rates -- at least one core course; (4) Ninth graders with B average (GPA) or better; (5) Absentee rates by grade level; (6) Suspension rates; (7) Instructional days missed per 100 students due to suspensions; (8) AP participation rates; (9) AP-equivalent participation rates; (10) AP exam pass rates; and (11) Four-year graduation rate. [For the 2021 report, see ED617442.]
Promising Practices: A School District Guide to Advocating for Equity in American Rescue Plan Spending
Author: Education Trust
Date: 2022-10-00
Type: Guides - General
Subjects: School Districts,Equal Education,Emergency Programs,COVID-19,Federal Aid,Pandemics,Educational Legislation,Elementary Secondary Education,Federal Legislation,Expenditures,Resource Allocation,Educational Planning,Web Sites,Evidence Based Practice,Minority Group Students,Low Income Students,Guides,Advocacy,Academic Standards,Educational Strategies,School Safety,Tutoring,Academic Support Services,Teacher Shortage,Teacher Effectiveness,Teacher Recruitment,Teacher Persistence,Family School Relationship,School Community Relationship

Since March 2021, school district leaders have been developing and implementing plans to spend their &quot;ARP dollars,&quot; that is, the historic $122 billion allocated from the American Rescue Plan to help districts recover from the devastating effects of the pandemic. The money, also referred to as ESSER funds (Elementary and Secondary School Emergency Relief), is intended to help with schools' reopening and recovery. But the district planning and spending processes have been murky and difficult to follow. Some districts clearly report ARP spending on their websites, while others lack detail, leaving advocates and families wondering where all this federal money is going. Also unclear is whether districts are spending their funds on programs and practices rooted in evidence, and if they are prioritizing equity -- that is, targeting funds to students who need it most. This federal investment is crucial for students, especially students of color and students from low-income backgrounds, who are not only more likely to live in communities most impacted by the pandemic, but also who have been long underserved by our nation's schools. This guide is designed to help advocates ask district leaders questions about the details of their ARP spending plans to ensure their school district is prioritizing rigor and equity and using funds on practices and strategies that have been proven to work.
An Investigation of Undergraduate L2 Writers&apos; Motivational Writing Regulation Strategies in Relation to Collaborative Learning Beliefs
Author: Irgatoglu, Aydan
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Undergraduate Students,Second Language Learning,Writing (Composition),Writing Skills,Writing Strategies,Self Efficacy,Student Motivation,Writing Attitudes,English (Second Language),Writing Instruction,Collaborative Writing,Metacognition

The concept of motivational regulation has always been on the agenda of researchers; however, the role of motivational regulation has received relatively little attention in terms of writing skills. Hence, the present study aims to investigate the potential correlations between motivational writing regulation strategies concerning collaborative writing beliefs of undergraduate L2 writers. To this end, a total of 102 undergraduate L2 writers were surveyed. To collect the data, two research tools were used. The first one is &quot;the Writing Strategies for Self-regulated Learning Questionnaire&quot; (&quot;WSSRLQ&quot;) (Teng and Zhang 2016a). This questionnaire conceptualizes motivational writing regulation strategies in terms of cognitive, metacognitive, and social-behavioral factors. The second data collection tool employed in the present study was the &quot;Collaborative Learning Beliefs Survey,&quot; which was prepared based on Roskams (1999). According to the findings of the study, there is a correlation between self-regulated writing strategies and collaborative learning beliefs. Hence, it is suggested that EFL writing instructions focus on motivational regulation strategies and other aspects of self-regulated strategies to ensure effective L2 writing instruction.
Show Me the Data 2022 Deep Dive: Postsecondary Pathways
Author: Data Quality Campaign (DQC)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,High School Graduates,Employment,Military Service,Data Collection,Data Analysis,Career Readiness,College Readiness,High School Students,Career Pathways,Vocational Education

Students have many options as they leave high school and enter postsecondary education or the workforce. But during the six years that the Data Quality Campaign has reviewed report cards from all 50 states and the District of Columbia, it has been found that states have struggled to provide a robust picture of all of these options on their report cards. Instead, states have historically focused on information about students who move from K-12 education directly to four-year, public universities. Report cards can provide clarity about a student's options by providing information on the pathways that students in their district and state have taken--and their readiness to do so. States should prioritize collecting and sharing information on all of a student's postsecondary readiness opportunities and outcomes in ways that help students make the best decisions for their futures. This report briefly presents what was found in the 2021 review of report cards. [For &quot;Show Me the Data 2022 Deep Dive: Data for Equity,&quot; see ED629865. For &quot;Show Me the Data 2022 Deep Dive: Making Data Meaningful,&quot; see ED629871.]
Inclusive Design Principles for Learning and Employment Records: Co-Designing for Equity
Author: Cacicio, Sarah
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Information Technology,Credentials,Information Storage,Influence of Technology,Personnel Data,Educational Experience,Employment Experience,Inclusion,Higher Education,Job Skills,Educational Technology,Employment Potential,Gender Bias,Racism,Information Security,Design

Learning and Employment Records (LERs) require careful, deliberate design to ensure that workers benefit from their adoption and use. If designed without the inclusion of individuals who are most marginalized in the workforce, LERs could reproduce existing inequities in the talent pipeline. Digital Promise collaborated with workers in frontline sectors--along with leaders in higher education, design, and technology--to explore how LERs could be designed to promote greater equity in the emerging skills-based economy. The result is a set of worker-generated inclusive design principles and user profiles for LER technology developers. This report outlines the process for creating the principles and profiles for LERs, as well as key learnings and implications for future work.
Exploring the Factors That Influence Undergraduate Retention: What Do We Need to Know?
Author: Burge, Jennifer Gruening
Date: 2023-02-20
Type: Reports - Research
Subjects: Undergraduate Students,School Holding Power,Private Colleges,Decision Making,Student Experience,Racial Differences,Gender Differences,First Generation College Students,Institutional Characteristics,Financial Needs,Social Environment,College Environment

This study was designed to understand the factors that influenced undergraduate students to return to a midwestern private university for their second year. The study was designed to (1) explore how undergraduate students identify and describe the factors that influenced them to return to the university for their second year, and (2) explore how the factors that influenced students to return to the university for a second year differ by demographic group. The study was guided by two research questions: (1) What factors influenced undergraduate students' decisions to return to the university for a second year? (2) How do the factors that influenced undergraduate students to return to the university for a second year differ by demographic group? This study was unique in that it focused on the whole student experience and the aspects of the institution that influenced their return to the university. The theoretical framework that guided the study was Tinto's (1993) model of student departure. The study was designed as a quantitative study using action research through survey research. The Fall 2021 Retention Survey was administered to students who entered the institution in the Fall 2020 semester and chose to return for their second year in Fall 2021. The results demonstrated that the student's decisions were influenced by academic factors, social factors, and financial factors. There were some differences in how the students described their experiences when the results were reviewed by race/ethnicity, gender identity, first-generation status, college with which they identified, and financial need. Implications for practice include establishing support structures for faculty and staff, such as professional development workshops, and reviewing student financial aid awards.
Five Lessons to Consider When Supporting Returning Students
Author: Coca, Vanessa
Date: 2022-12-00
Type: Reports - Research
Subjects: Reentry Students,College Students,Educational Policy,Educational Practices,Administrators,Student Recruitment,Social Support Groups,Student Needs,Educational Strategies,Financial Needs,Holistic Approach,Cooperation

Over the past 20 years, an estimated 30 to 35 million Americans have left college with some academic credit but no postsecondary credential. Such students are more likely to be students of color, have dependents, face unmet financial needs, or experience other hardships that cause them to struggle in degree programs. A study team drawn from across the College Completion Network conducted a policy and practice scan to better understand how colleges support returning students. The team conducted focus groups with administrators at 59 2-year and broad-access 4-year colleges across the United States. The focus groups centered on strategies colleges use to identify, recruit, and support students who left college without a degree. Based on the information learned, this brief shares five lessons for practitioners interested in supporting returning college students.