ethanporcaro/eric-fulltext-meta huggingface dataset:
Rhode Island&apos;s Strategic Plan for Public Education: 2022-2027
Author: Rhode Island Department of Education (RIDE)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Preschool Education,Strategic Planning,Equal Education,Educational Quality,Educational Objectives,Educational Policy,Educational Practices,Partnerships in Education,School Community Relationship,Diversity,Accountability,Governance,Academic Achievement,Graduation Rate,Community Involvement,Preservice Teacher Education,Teacher Education Programs,Program Implementation,College Readiness,Career Readiness

This comprehensive strategic plan lays out a vision for an education system that offers every Rhode Island student the opportunity to be a lifelong learner. While this plan is informed by the events of the pandemic, it looks beyond to address the root issues that impede students from thriving at every level of their education. It lays out ambitious, achievable goals to build a stronger, more resilient educational ecosystem across the state that will allow every Rhode Island student to succeed. This plan is divided into three sections: (1) A strategic plan for PK-12 education; (2) A strategic plan for postsecondary education; and (3) A combined plan that outlines the priorities between both systems. Based on feedback received from communities in every corner of the state, this plan reflects the needs of every Rhode Islander. Education is the cornerstone of a prepared workforce and a flourishing society, and this plan is presented with full certainty that if these goals can be achieved, a better life for all can be created. Laying out the priorities, commitments, and goals, outlined in this document, is only the beginning of the shared efforts to improve Rhode Island's education system. It will take a long, constant effort to bring them to fruition over the next five years and to reach the ambitious benchmarks that are outlined. But there is no doubt that, if the sights are set on a better education system and forging forward as one, it can be made a reality. [This plan was produced with the RI Office of the Postsecondary Commissioner (RIOPC).]
Bilingual and English as a Second Language Academic Performance Summary Report, STAAR and EOC, 2017-2018. Publication 17.42
Author: Jensen, Mishan
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Bilingual Education Programs,Second Language Learning,Second Language Instruction,English (Second Language),School Districts,State Standards,Achievement Tests,Academic Achievement,Graduation Rate,Dropout Rate,Advanced Placement,Second Language Programs,Elementary School Students,Middle School Students,Comparative Analysis,English Language Learners,Classification,Transitional Programs,Mathematics Tests,Science Tests,Reading Tests,Social Studies,High School Students,Writing Tests,Longitudinal Studies,Mastery Learning

This report summarizes the Austin Independent School District bilingual and English as a second language programs students' academic performance during 2017-2018. Students' advanced placement course performance, state academic tests (STAAR and EOC) performance, and graduation and dropout rates are summarized. [For the Executive Summary, see ED620035.]
Bilingual and English as a Second Language Academic Performance Executive Summary, 2017-2018. DRE Publication 17.42
Author: Jensen, Mishan
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education Programs,Academic Achievement,Advanced Placement,State Standards,Achievement Tests,Graduation Rate,Dropout Rate,Spanish,Native Speakers,English Language Learners,Elementary School Students,Middle School Students,Second Language Programs,Comparative Analysis,Longitudinal Studies

This executive summary report highlights the bilingual and English as a second language programs student academic performance during 2017-2018. Students' advanced placement course performance, state academic test performance, and graduation and dropout rates are summarized. A separate full report also was published. [For the full report, see ED620034.]
High School Science Fair: Experiences of Two Groups of Undergraduate Bioscience Students
Author: Grinnell, Frederick
Date: 2021-06-04
Type: Journal Articles
Subjects: Science Fairs,Student Experience,Helping Relationship,Barriers,Student Attitudes,Value Judgment,Program Effectiveness,Undergraduate Students,High School Students,Biology,Competition,Graduation Requirements,Incentives,STEM Education,Engineering,Student Interests

Science fairs offer potential opportunities for students to learn first-hand about the practices of science. Over the past six years we have been carrying out voluntary and anonymous surveys with regional and national groups of high school and post high school students to learn about their high school science fair experiences regarding help received, obstacles encountered, and opinions about the value and impact of science fair. Understanding what students think about science fairs will help educators make science fairs more effective learning opportunities. In this paper, we focus on the findings with two national groups of post high school students--undergraduate research fellows (SURF students) who did research at UT Southwestern Medical Center during 2014-2019 and undergraduates biology students attending the 2019 Howard Hughes Medical Institute Science Education Alliance (SEA) summer symposium. About 25% of the students who completed surveys indicated that they had participated in high school science fair, but more than half attended high schools where science fairs were unavailable. Effectively, 6 out of every 10 students participated in science fair if available. Students who could have participated in high school science fair but chose not to do so identified &quot;not enough time&quot; and &quot;coming up with their project idea&quot; as major reasons why not. About half the SURF students favored requiring non-competitive science fair regardless whether they themselves had participated in science fair. On the other hand, less than 1 in 5 thought that competitive science fair should be required. &quot;Introduction to the scientific process&quot; and &quot;general learning&quot; were mentioned most frequently as the reasons to require non-competitive science fair; these reasons were mentioned rarely in connection with competitive science fair. Unlike the national cohort of high school students we surveyed previously, who mostly did science fair in 9th and 10th grades, SURF students participated in science fair throughout high school and were twice as likely as high school students to have carried out science fair more than once. In conclusion, our findings suggest that participation of the undergraduate bioscience majors in high school science fairs occurs far more frequently than recognized previously and provide insights into how these successful college students (gauged by the fact that they are doing summer science research) view science fairs. The findings emphasize further the importance of incentivizing rather than requiring science fair participation, especially in 9th and 10th grades, and the potential value of developing non-competitive science fairs.
High School Science Fair: Positive and Negative Outcomes
Author: Grinnell, Frederick
Date: 2020-02-13
Type: Journal Articles
Subjects: High School Students,Science Fairs,Student Interests,Program Effectiveness,Vocational Interests,Career Choice,Sciences,Engineering,Graduation Requirements,Student Attitudes,Competition,Barriers,Coaching (Performance),Helping Relationship

The goal of our ongoing research is to identify strengths and weaknesses of high school level science fair and improvements that can help science educators make science fair a more effective, inclusive and equitable learning experience. In this paper, we confirm and extend our previous findings in several important ways. We added new questions to our anonymous and voluntary surveys to learn the extent to which students had an interest in science or engineering careers and if science fair participation increased their interest in science or engineering. And we surveyed a national rather than regional high school student group by incorporating our survey into the Scienteer online portal now used by Texas and some other states for science fair registration, parental consent, and project management. We learned that about [approximately]60% of the more than 300 students in the national cohorts completing surveys in 2017 and 2018 said that they were interested in a career in science or engineering, and [approximately]60% said that participating in science fair increased their interest in science or engineering. About two-thirds of the students were required to participate in science fair, and that requirement reduced the frequency of students who said that science fair increased their interest. In the worst case, [approximately]10% of the students who said that they were not interested in a career in science or engineering and who were required to participate in science fair engaged in research misconduct (i.e., plagiarism and making up their results). Students' positive comments about competition in science fair focused on the competition incentive, whereas their positive comments about science fair that was non-competitive focused on learning about the scientific process and learning in general. We discuss the findings in the context of National Science Teaching Association guidance about voluntary science fair participation and begin to identify features of science fair practice consistent with increased student interest in the sciences or engineering.
High School Science Fair: Ethnicity Trends in Student Participation and Experience
Author: Grinnell, Frederick
Date: 2022-03-23
Type: Journal Articles
Subjects: Science Fairs,High School Students,Student Participation,Ethnicity,Racial Differences,Engineering,School Districts,Geographic Regions,Geographic Location,Disproportionate Representation,African American Students,Scientists,Coaching (Performance),Helping Relationship,Asian American Students,Hispanic American Students,White Students,Careers,Vocational Interests,Help Seeking,Barriers,Academic Persistence,Stress Variables,Student Interests

In this paper, we report ethnicity trends in student participation and experience in high school science and engineering fair (SEFs). SEF participation showed significant ethnic diversity. For survey students, the approximate distribution was Asian-32%; Black-11%; Hispanic-20%; White-33%; Other-3%. Comparing the SEF level at which students competed from school to district to region to state levels, we observed that black students made up only 4.5% of the students who participated in SEF beyond the school level, whereas students from other ethnic groups were more equally represented at all levels. The lower percentage of Black students resulted from a combination of lower overall participation in SEF and lower percentage of those students who did participate to advance to SEFs beyond the school level. Students who advanced to SEFs beyond the school level frequently received help from scientists, coaching for the interview, and were not required to participate in SEF. Black students received the least help from scientists, were least likely to receive coaching for the interview, and were most likely to be required to participate in SEF. They also were most likely to receive no help from parents, teachers, or scientists. Asian and Hispanic students (63.8% and 56.8%) indicated a greater interest in careers in science and engineering (S&amp;E) compared to Black and White students (43.7% &amp; 50.7%). In addition to career interest, the most important experiences that correlated with students who indicated that SEF increased their interests in S&amp;E were getting help from the internet, books and magazines; getting help fine tuning the report; and overcoming obstacles by doing more background research, making a timeline, and perseverance. Black students did not report a positive effect of any of these strategies but experienced time pressure as more of an obstacle than did other students. Our findings identify a wide range of student experiences associated with positive SEF outcomes that could be enhanced for all students but especially Black students. More involvement of scientists in helping students who participate in SEFs would be particularly valuable.
Austin Independent School District Dual Language Rubric Report, 2015. Publication 15.18 RB
Author: Orr, Aline
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: English Language Learners,School Districts,Scoring Rubrics,Program Implementation,Bilingual Education Programs,Pilot Projects,Elementary School Students,Language of Instruction,English (Second Language),Second Language Learning,Native Language,Kindergarten,Teacher Evaluation,Literacy Education,Authentic Learning,Lesson Plans,Classroom Environment,Spanish,Program Evaluation

This report summarizes highlights from the Austin Independent School District Dual Language Program rubric classroom observations conducted in October 2015. Observers rated several aspects of program implementation according to the rubric and provided comments about classroom practices observed.
Pre-Kindergarten Teachers&apos; Feedback on the Dual Language Program. Publication 15.36
Author: Orr, Aline
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Teachers,Teacher Attitudes,Bilingual Education,Language of Instruction,Elementary Education,Preschool Education,Preschool Children,Native Language,Second Language Learning,Language Skills,Educational Practices,Educational Improvement,English,Spanish

This report documents feedback obtained at two meetings with Austin Independent School District prekindergarten teachers regarding the dual language (DL) program. Participants were asked to provide input about DL program implementation in the 2015-2016 school year, and to discuss recommendations about proposed changes for the DL program delivery model in the 2016-2017 school year.
Together through Opportunity: Pathways to Student Success. Rhode Island&apos;s Strategic Plan for PK-12 Education, 2021-2027
Author: Rhode Island Department of Education (RIDE)
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Preschool Education,Elementary Secondary Education,Strategic Planning,Equal Education,School Community Relationship,Educational Quality,Faculty Development,Preservice Teacher Education,Recruitment,Labor Turnover,Educational Administration,Governance

&quot;Together Through Opportunity: Pathways to Student Success, Rhode Island's Strategic Plan for PK-12 Education,&quot; developed in collaboration with key stakeholders across the state, aims to unify students, families, and educators across the state around the priorities and commitments that will advance opportunities for all Rhode Island students. This plan guides efforts at the state, district, and school levels around a shared definition and approach to success and improved outcomes for all students. It incorporates the foundational guidance provided by the Commissioner's vision for education and the Rhode Island Foundation's 'Chart a Course, Stay the Course' plan. This plan was developed with input from the 2020 student, family and educator SurveyWorks results, LEA leader surveys and feedback, RIDE staff surveys, interviews, and focus groups. With an emphasis on equity, excellence in learning, engaged communities, world class talent and governance structures, this plan will help improve student and school outcomes statewide and support school leaders, teachers and our families over the next four years. The plan was unanimously approved on December 8th, 2020 by the Council on Elementary and Secondary Education. It was updated and approved on February 22nd, 2022 by the Board of Education to extend the plan from 2025 to 2027. [For &quot;Together through Opportunity: Pathways to Student Success. Rhode Island's Strategic Plan for PK-12 Education, 2021-2025,&quot; see ED612624.]
South Carolina Commission on Higher Education Statistical Abstract, 2021. 43rd Edition
Author: Robinson, Christopher, Ed.
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Academic Degrees,Graduation Rate,Public Colleges,Community Colleges,Private Colleges,College Entrance Examinations,Scholarships,Tuition,Fees,Undergraduate Students,Educational Finance,State Aid,Educational Facilities,College Faculty,College Freshmen,Full Time Students,College Transfer Students,In State Students,Out of State Students,College Housing,Teacher Salaries,Tenure,Racial Differences,Gender Differences,Research Universities,Technical Institutes,Strategic Planning

The &quot;South Carolina Higher Education Statistical Abstract&quot; is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the governor, legislators, college and university staff, other state government officials, and the general public. The 2021 edition of the &quot;Statistical Abstract&quot; marks the 43rd year of this valuable publication. This &quot;Abstract&quot; includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. Relevant terminology is listed in the introduction to each section. Additionally, included is this &quot;Abstract&quot; is the Public Agenda Implementation Plan, &quot;Ascend 60X30&quot; which serves as the Commission on Higher Education's (CHE's) strategic blueprint to achieve the larger goals for the state's system of higher education, as established in the 2017 Public Agenda. It encompasses initiatives to reach the primary goal of increasing higher education attainment rates from 48 percent in 2020 to 60 percent by 2030. [For the 42nd Edition, see ED612812.]
Mixed Language Instruction in Elementary Classrooms. What Is the Impact on Students&apos; Academic Performance? Publication 17.08
Author: Doolittle, Martha
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Teaching Methods,Reading Achievement,Reading Tests,School Districts,Elementary School Students,Achievement Tests,English Language Learners,Immersion Programs,Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Spanish,Native Language,Language of Instruction,State Standards,Comparative Analysis,Academic Achievement,Correlation

This report summarizes existing evidence on the impact of mixed language classroom instruction, providing a summary of 2017 Austin Independent School District elementary students' performance on the state's reading test.
Texas Literacy Initiative Focus Group Summary, Spring 2015. Publication 14.114 RB
Author: Bell, Christian
Date: 2015-08-00
Type: Reports - Descriptive
Subjects: Literacy Education,Faculty Development,Elementary School Teachers,Middle School Teachers,High School Teachers,Coaching (Performance),Intervention

This report summarizes comments from Spring 2015 teacher focus groups held at Austin Independent School District schools participating in the Texas Literacy Initiative.
English Learner Summer School Students&apos; Performance on Early Reading. Publication 17.16
Author: Leung, Jenny
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Summer Schools,School Districts,English Language Learners,Reading Achievement,Kindergarten,Elementary School Students,Comparative Analysis,Language Tests,Reading Tests,Program Effectiveness,Spanish,Native Language

This reports examines the Fall 2017 early reading performance of students who attended the Austin Independent School District's English learner summer school program in June 2017.
Peabody Results, by Head Start Enrollment Status, Fall 2014. DRE Publication 14.26 RB
Author: Bell, Christian M.
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Vocabulary,Verbal Ability,Preschool Education,Preschool Children,English,Spanish,Receptive Language,Disadvantaged Youth,Dual Enrollment,Program Effectiveness,English Language Learners

This brief report summarizes Austin Independent School District prekindergarten (pre-K) students' achievement on the Peabody Picture Vocabulary Test-IV (PPVT) and Test de Vocabularío en Imagenes Peabody (TVIP) in Fall 2014. The PPVT and the TVIP measure knowledge of receptive (i.e., hearing) vocabulary in English and Spanish.
Bilingual Specialists&apos; Work Summary, Fall 2016. Publication 16.09
Author: Orr, Aline
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: School Districts,Bilingualism,Specialists,Bilingual Education Programs,Educational Change,Program Design,English Language Learners,Faculty Development,Intervention,Student Evaluation,Meetings,Advisory Committees,Educational Planning,Spanish,Educational Resources,English (Second Language),Elementary Secondary Education,Program Implementation

In Fall 2016, bilingual specialists were hired in the Austin Independent School District to provide support to campuses implementing the re-designed dual language program. This report summarizes the services provided by these specialists to administrators, campus staff, and teachers in Fall 2016.
Age of Exposure 2.0: Estimating Word Complexity Using Iterative Models of Word Embeddings
Author: Botarleanu, Robert-Mihai
Date: 2022-02-15
Type: Reports - Research
Subjects: Age Differences,Vocabulary Development,Correlation,Reading Comprehension,Word Lists,Scores,Adults,Decision Making,Writing Skills,Children,Prediction,Error Patterns,Computational Linguistics,Reliability,Accuracy,Comparative Analysis,Language Acquisition,Linguistic Input,Models,Computer Software,Speech Communication,Word Frequency,Interpersonal Relationship,Readability

Age of acquisition (AoA) is a measure of word complexity which refers to the age at which a word is typically learned. AoA measures have shown strong correlations with reading comprehension, lexical decision times, and writing quality. AoA scores based on both adult and child data have limitations that allow for error in measurement, and increase the cost and effort to produce. In this paper, we introduce Age of Exposure (AoE) version 2, a proxy for human exposure to new vocabulary terms that expands AoA word lists through training regressors to predict AoA scores. Word2vec word embeddings are trained on cumulatively increasing corpora of texts, word exposure trajectories are generated by aligning the word2vec vector spaces, and features of words are derived for modeling AoA scores. Our prediction models achieve low errors (from 13% with a corresponding R[superscript 2] of 0.35 up to 7% with an R[superscript 2] of 0.74), can be uniformly applied to different AoA word lists, and generalize to the entire vocabulary of a language. Our method benefits from using existing readability indices to define the order of texts in the corpora, while the performed analyses confirm that the generated AoA scores accurately predicted the difficulty of texts (R[superscript 2] of 0.84, surpassing related previous work). Further, we provide evidence of the internal reliability of our word trajectory features, demonstrate the effectiveness of the word trajectory features when contrasted with simple lexical features, and show that the exclusion of features that rely on external resources does not significantly impact performance. [This is the online first version of an article published in &quot;Behavior Research Methods.&quot;]