ethanporcaro/eric-fulltext-meta huggingface dataset:
Department of Research &amp; Evaluation Plan of Work, 2014-2015. DRE Publication Number 14.01
Author: Austin Independent School District (AISD)
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Program Descriptions,Program Evaluation,Evaluation Methods,Program Costs,Cost Effectiveness,After School Programs,Vocational Education,College Readiness,Career Readiness,Educational Cooperation,Repetition,Student Surveys,Educational Innovation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Family Involvement,Leadership Training,Bilingual Education,Faculty Development,Career Pathways,Advanced Placement Programs,College Entrance Examinations,School Districts,Data Collection,At Risk Students,Parent Surveys,Teacher Surveys,Teacher Persistence,Federal Programs,Financial Aid Applicants,National Competency Tests,College Enrollment,School Holding Power,Preschool Education,Single Sex Schools,Social Emotional Learning,Literacy Education

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
Department of Research &amp; Evaluation Plan of Work, 2015-2016. DRE Publication Number 15.01
Author: Austin Independent School District (AISD)
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Program Descriptions,Program Evaluation,Evaluation Methods,Program Costs,Cost Effectiveness,After School Programs,Vocational Education,College Readiness,Career Readiness,Educational Cooperation,Repetition,Student Surveys,Educational Innovation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Family Involvement,Leadership Training,Bilingual Education,Faculty Development,Career Pathways,Advanced Placement Programs,College Entrance Examinations,School Districts,Data Collection,At Risk Students,Teacher Persistence,Federal Programs,Financial Aid Applicants,National Competency Tests,Single Sex Schools,Social Emotional Learning

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
Department of Research &amp; Evaluation Plan of Work, 2016-2017. DRE Publication Number 16.01
Author: Austin Independent School District (AISD)
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Program Descriptions,Program Evaluation,Evaluation Methods,Program Costs,Cost Effectiveness,After School Programs,Vocational Education,College Readiness,Career Readiness,Educational Cooperation,Repetition,Student Surveys,Educational Innovation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Family Involvement,Leadership Training,Bilingual Education,Faculty Development,Career Pathways,Advanced Placement Programs,College Entrance Examinations,School Districts,Data Collection,At Risk Students,Parent Surveys,Teacher Surveys,Civil Rights,Financial Aid Applicants,Human Resources,Grants,Outcomes of Education,Social Emotional Learning

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
How Prospective Students Perceive the Value of Admissions Tests? Research Brief
Author: Choudaha, Rahul
Date: 2021-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Graduate Study,Student Diversity,College Admission,Business Education,Student Attitudes,Foreign Students,Foreign Countries

A new GMAC [Graduate Management Admission Council] survey snapshot of nearly 1,800 respondents shows that more than half of prospective students believe that admissions exams improve reliability, fairness, and transparency in evaluating graduate business school candidates. The data collected through &quot;mba.com Prospective Students Survey&quot; also highlights the diversity of candidates as their perceptions vary by region of citizenship and by preferred study destination (domestic or international). This data addresses questions raised by schools in the Information Needs Survey released earlier this year. It also provides insights to inform schools as they shape their global recruitment strategy.
USDA Proposal to Modernize School Nutrition Standards
Author: First Focus on Children
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Lunch Programs,Breakfast Programs,Nutrition,Federal Programs,Food,Dietetics,Health Promotion,Disease Control,Change,Federal Legislation,National Standards,Food Service,Public Schools

The U.S. Department of Agriculture (USDA) recently released an update to the nutrition standards schools must meet in the breakfasts and lunches served to more than 30 million children. The last time USDA fully updated school meal standards was in 2012. Research on the impact of those changes found that the nutritional quality of school meals increased by 41%, fruit, vegetable, and whole grain consumption increased, and obesity prevalence for children in poverty came in 47% lower than expected in 2018. Every five years, USDA and the Department of Health and Human Services (HHS) update the &quot;Dietary Guidelines for Americans (DGAs),&quot; which recommend what Americans should eat to meet nutrient needs, promote health, and prevent disease based on the most recent nutrition science. In an effort to align the standards for school meals with the DGAs, the proposed rule is suggesting changes to four main components of school meals: (1) added sugars; (2) milk; (3) sodium; and (4) whole grains.
High School Exit Survey Results: Postsecondary Aspirations, Parental Engagement, and Support. Publication 14.94
Author: Wiggins, Afi Y.
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: High School Seniors,Student Attitudes,Social Support Groups,Academic Aspiration,Occupational Aspiration,Majors (Students),Expectation,Learning Motivation,Teacher Student Relationship,Extracurricular Activities,Student Employment,Study Habits,Access to Computers,College Preparation,Paying for College,Student Financial Aid,Academic Persistence,Parent Participation

The purpose of the High School Exit Survey was to monitor high school seniors' perception of their high school experiences. Results are used to improve the campus environment and program supports for students. Survey results also are used in the monitoring of the district's strategic plan Goal 3: All students will graduate ready for college, career, and life in a globally competitive economy. This report summarizes results for the AISD Class of 2015.
AISD&apos;s Onboarding Process/Early Career Experience Survey Results: 2021-2022. Publication 21.04
Author: Leung, Jenny
Date: 2022-02-00
Type: Reports - Research
Subjects: School Districts,School Personnel,Entry Workers,Staff Orientation,Human Capital,Staff Development,Training

As part of AISD's commitment to continually improve the employee experience, data about employees' personal experiences, supports, and challenges were collected to gather information about their onboarding and early career experience. Insights from the survey results will be used to refine the district's onboarding processes and improve supports for early career staff. Results suggested that all sites should have a formal onboarding process, ensure technology access is enable and provide more training on AISD systems, and providing each staff with a point of contact.
The Impact of Multilingual Summer School on Emergent Bilingual Students&apos; Beginning-of-Year Performance in 2021-2022. Publication 21.03
Author: Lucas, Michelle
Date: 2022-04-00
Type: Reports - Evaluative
Subjects: Multilingualism,Bilingual Education,Summer Schools,Bilingual Students,English Language Learners,Kindergarten,Grade 1,Academic Achievement,Scores,Language Tests,Criterion Referenced Tests

This report describes the impact of the 2021 AISD multilingual summer school program on incoming kindergarten and 1st-grade emergent bilingual students' (N = 933) fall academic performance. Relative to matched comparison groups, students who attended summer school were significantly more likely to score on-track on TX-KEA in kindergarten. While 1st graders' attendance of the summer school did not seem to directly impact their performance on MAP Growth, it did seem indirectly related based on students' testing language.
Pathways for Academic Career and Employment (PACE): Fiscal Year 2022
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,School Business Relationship,Partnerships in Education,Employment Opportunities,Budgets,State Aid,Financial Support,Unemployment,Underemployment,Dislocated Workers,Eligibility,Adult Basic Education,Program Implementation,Federal Legislation,Labor Force Development,Labor Legislation,Credentials,Academic Education,Job Training,Funding Formulas,Curriculum Development

The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. [For the 2021 report, see ED617843.]
Perceptions of Student Voice at AISD High Schools. Publication 21.06
Author: Fayles, Cason
Date: 2021-12-00
Type: Reports - Research
Subjects: High School Teachers,Teacher Attitudes,School Districts,High School Students,Student Attitudes,School Policy,Educational Environment,Race,Institutional Characteristics,Comparative Analysis,White Students

AISD high school students were less likely than high school staff to believe their ideas and opinions influenced school policies, according to findings from the 2020-2021 AISD Student Climate Survey and the 2021 AISD Multi-Program Survey. Differences between students' and staff's perceptions were greatest at schools with a higher percentage of white students. In addition, students at smaller high schools were more likely to believe their ideas and opinions mattered when compared to students at larger high schools.
Do You Need Money for College or Career School?
Author: Federal Student Aid (ED)
Date: 2022-07-00
Type: Reports - Descriptive
Subjects: Federal Aid,Student Financial Aid,Paying for College,College Attendance,Graduate Study,Career Development,Grants,College Applicants,Loan Repayment

Federal Student Aid is money from the Federal Government that helps you pay for college, career school, or graduate school expenses. Federal student aid is available through grants, work-study funds, and loans. Every student who meets certain eligibility requirements can get some type of federal student aid. This brief describes the types of aid available and how to apply for them.
Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) Austin: 2021 Fall Student Focus Group Results Summary. Publication 21.02
Author: Wang, Crystal
Date: 2021-12-00
Type: Reports - Research
Subjects: College Readiness,Academic Aspiration,College Preparation,College Bound Students,Intention,School Visitation,Tutoring,Academic Achievement,Student Attitudes,Student Financial Aid

This report describes findings generated from student focus groups across four GEAR UP campuses in the Fall 2021 semester. The focus group participants described their perspectives of the GEAR UP program, experiences with the GEAR UP activities, and plans for future education. Findings obtained from the 2021 fall student focus groups echoed those obtained from focus group interviews with students and teachers in the 2018-2019 and 2019-2020 school years.
Analysis of the Problems of the Turkish Education System in Terms of the Elements of Educational Programs
Author: Bulut, Ayhan
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Public Schools,Public School Teachers,Student Evaluation,Goal Orientation,Student Motivation,Barriers,Teacher Attitudes

The aim of the study is to examine the problems of the Turkish education system in terms of the elements of the education programs. This research was carried out according to the case study model, which is one of the qualitative research methods. The data of the study were collected through face-to-face interviews conducted through a semi-structured interview form with 50 teachers who work in various branches in public schools in the city center of Erzurum in the spring semester of the 2021-2022 academic year and who voluntarily supported the research. The data obtained in the study were interpreted by conducting content analysis. According to these results obtained from the research, it is possible to say that the problems experienced by the teachers in the context of reaching the goals of the Turkish education system are due to the exam-oriented education approach, the fact that the goals are not compatible with daily life, the lack of application direction, consisting mostly of theory-based information, and the low motivation of the students in the lessons. The results obtained from the research, it is seen that the problems experienced by the teachers in order to realize the content of the education in the Turkish education system arise from the inconsistency of course hours and the intensity of the subjects, the transition gaps between the subjects and the disconnections between the subjects and the applied activities. Other results obtained from the research, they stated that the problems experienced by the teachers in terms of the educational situations of the Turkish education system stemmed from the fact that the students did not participate in the lesson actively, and therefore, the teachers could not get enough feedback from the students in the educational environment. [For the full proceedings, see ED626668.]
Attitudes of High School Students toward Foreign Language Learning in Public and Non-Public Education System: A Demographic Approach
Author: Softa, Valbona Loshi
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Student Attitudes,Urban Schools,Public Schools,English (Second Language),Second Language Learning,Second Language Instruction,Likert Scales,School Districts,Foreign Countries,Language Attitudes,Rural Schools,Comparative Analysis,Institutional Characteristics,Language Teachers

English foreign language has recently become an obligatory subject in the elementary school curricula since the first grade in Albanian education system. This paper presents the attitudes of high school students towards the context of learning the language, addressed by two scales, according to International Attitude Motivation Test Battery, (Gardner, 2004): foreign language teacher evaluation and foreign language class evaluation. It also aims to find the variances of students' attitudes according to three groups of schools: urban public high school, rural public high school and non-public high school. The subjects in this research are N=1800 high school students from five main districts in Albania, by a random sample selection method. The analysis of descriptive statistics for mean values, frequencies of the variable &quot;attitudes&quot; and a two-way ANOVAs procedure to investigate for the variances of attitudes between the groups of schools. It resulted that from a Likert scale from 1-6, the mean value for the variable of attitudes was M=4.5, revealing that high school students have positive attitudes towards English language learning context, though not very highly positive. The research also found significant statistical differences of attitudes between the groups of schools at the value: p = 0.000 so p&lt;0.05, F (2.1798) = 7.789. However the differences between the groups were very low. Post Hoc Tukey HSD procedure found that variances of attitudes for the urban public high school and rural public high school were at the value: 0.19161, p=0.00; for the urban public high school and non-public high school the difference was: 0.00426, p=1 and for the rural public high school and non-public high school the difference was: -0.14846, p=0.09. However, these results are significant only for the groups of urban public high school and rural public high school, p = 0.00, p &lt;0.05. [For the full proceedings, see ED626668.]
Contract Grading in the Realm of Ends and Means
Author: Davis, John Q.
Date: 2019-09-01
Type: Reports - Descriptive
Subjects: Contracts,Grading,Equal Education,Higher Education,Student Evaluation,Educational Attainment,College Curriculum,Power Structure,Student Empowerment,College Students,Student Placement

This essay explores the use of contract grading as a means to combat the commodification of education. Starting with an examination of traditional grading practices, the author moves on to explore contract grading as an alternative to the free-market, capitalistic approach to higher education in the United States and its apparent ultimate goal of maintaining/exacerbating the nation's class boundaries and current unequal distribution of wealth and power. The author's use of contract grading as a vehicle for the exploration of the systemic forces at play in United States higher education symbolizes the implied thesis of the essay--the primacy of traditional grading as the sole means to evaluate student learning is evidence of majoritarian America's almost pathological quest to maintain the unequal and inequitable distribution of and access to wealth and influence within American society by reducing educational attainment to a mere means of production, the relative value of which is maintained by limiting the supply of educated individuals; thus, contract grading is itself a means to a very different sort of end: the fair and equitable recomposition of American society.
CDIO Initiative on Student Engagement by Effective Syncretic (Lectures -- Seminars)
Author: Almusaed, Amjad
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Learner Engagement,College Students,Educational Change,Curriculum Development,Engineering Education,Active Learning,Student Centered Learning,Standards,Learning Activities,Student Projects

New trends such as globalization, knowledge economy, and information technology revolution have become essential factors affecting the development of universities in the new era. These trends have had a profound impact on the survival and growth of universities. First, universities need to shoulder the knowledge creation work in many fields related to human survival and development in the era of the knowledge economy. Secondly, they must adapt to the influence of the technological revolution on human knowledge acquisition methods and change traditions. I will further explore the new requirements for talents in the new era and adjust our talent training concepts, values and models. How universities respond to challenges through operational changes and explore new models of higher education in line with social development in the new era is a topic that universities worldwide need to think about. The study aims to create an effective model to improve the interaction between the lectures and seminars objectives and activities based on CDIO standards 3 and 8. The integrated curriculum and active learning are crucial for improving future students' engineers' skills. Consequently, students will participate efficiently in the learning process. The study will focus on the concept of a &quot;student-centered&quot; learning environment based on the active learning model by using the research to create a compelling student engagement in the learning process. The positioning, goals, and learning model of the work promotes the improvement of the student's engagement and learning mode in this context, pays attention to the course-student interaction in the process, stimulates students' learning initiative, and promotes the teaching reform of participating colleges. The study aims to Increase the students' work and outcome towards creative results. [For the full proceedings, see ED626668.]
Children&apos;s Budget 2022
Author: Dallafior, Michelle, Ed.
Date: 2022-00-00
Type: Books
Subjects: Budgets,Federal Aid,Resource Allocation,Children,Federal Programs,Child Welfare,COVID-19,Pandemics,Federal Legislation,Child Development,Young Children,Education,Environment,Health Promotion,Housing,Income,Justice,Child Safety,Nutrition,Training,International Programs,Emergency Programs,Tax Credits,Low Income Groups,Government Role,Census Figures,Expenditures,Early Intervention,Early Childhood Education,Child Care,Home Visits,Low Income Students,Social Services,Equal Education,Educational Legislation,Students with Disabilities,Grants,Access to Education,Child Health,Budgeting

&quot;Children's Budget 2022&quot; finds that the share of federal spending on children climbed to a historic 11.98% of the U.S. budget in FY 2022, producing remarkable declines in child poverty, hunger and the rate of children without health insurance. The report finds that the share of U.S. domestic and international spending on children rose 21% over the last five years, making up 11.98% of all federal spending in FY 2022 (11.88% for domestic, 0.10% for international). This share stands in stark contrast to pre-pandemic investments when the total share of federal spending on children was only 7.55% of the federal budget. Congress, however, has begun backing off these investments, with inflation-adjusted dollars for children dropping nearly 17% between FY 2021 and FY 2022. The report tracks federal spending in roughly 250 domestic and international programs. This year for the first time First Focus on Children began to track outlays that protect children from the impact of climate change, air pollution, toxic substances, pesticides, and other areas of environmental health. [For &quot;Key Takeaways from Children's Budget 2022,&quot; see ED626706. For the 2021 report, see ED617710.]
Key Takeaways from Children&apos;s Budget 2022
Author: First Focus on Children
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Federal Aid,Budgets,Resource Allocation,Federal Programs,Child Welfare,Children,Child Safety,Expenditures,Child Health,Young Children,Training,Housing,Budgeting,International Programs

The Children's Budget 2022 provides a comprehensive analysis of the share of spending allocated to kids across more than 250 government programs in the federal budget. This report provides an overview of the full report, where analysis found that the share of spending domestically and internationally on children has increased in recent years. [For the full report, see ED626705.]