ethanporcaro/eric-fulltext-meta huggingface dataset:
Summer School Education Program, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-12-12
Type: Reports - Research
Subjects: Summer Schools,Acceleration (Education),Repetition,Required Courses,Remedial Instruction,English Language Learners,Elementary Secondary Education,Program Effectiveness,Student Promotion,Kindergarten,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,High School Students,Enrollment,Academic Persistence,Grade 9,Grade 10,Grade 11,Grade 12,Racial Differences,Ethnicity,Grade Repetition,Special Education,Academic Standards

Each year, the Houston Independent School District (HISD) offers a summer education program designed to assist students with a variety of instructional needs. Centrally coordinated summer school programs in 2018 included accelerated instruction for State of Texas Assessments of Academic Readiness (STAAR) and STAAR End-of-Course (EOC) re-testers; bilingual or English as Second Language (ESL) classes for English Learners (EL); credit accrual/recovery for students needing to graduate; Extended School Year (ESY) services; Promotion/Retention classes; and other school-based programs. The summer education program supports HISD's Strategic Direction Core Initiative 3: Rigorous Instructional Standards and Supports. The report shows student enrollment and outcomes for students who were eligible for and attended summer school in 2018. Key findings include: (1) A total of 35,388 students attended the HISD 2018 Summer School program in grades 1-12; (2) In grades 1-8, 15,693 students attended the HISD 2018 Summer School program after being retained at the end of Spring 2018; (3) Of the 2018 summer courses taken by high school students (grades 9-12), 47 percent were in STAAR EOC subject areas, while 53 percent were from other course selections such as industry classes, physical education, and foreign language courses; and (4) Of the five STAAR EOC exams administered following the 2018 summer school program, U.S. History (41 percent) had the largest proportion of students meet at or above the Approaches Grade Level standard. English II (21 percent) had the smallest proportion of students meet at or above the Approaches Grade Level standard. Recommendation: Of the 60,280 course enrollments by students in grades 9-12 during the 2018 summer school program, 21,323 (35%) were identified as completed. This lack of completion has a detrimental effect on the judicious use of finite HISD resources in meeting the needs of HISD students needing support to meet graduation requirements. Therefore, it is recommended that steps be taken to identify barriers to course completion and mechanisms be put in place to overcome the identified barriers.
Teach for America Program Evaluation, 2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-01-18
Type: Reports - Evaluative
Subjects: National Programs,Alternative Teacher Certification,Nonprofit Organizations,Partnerships in Education,School Districts,Urban Schools,Disadvantaged Schools,Low Income Students,Incidence,Faculty Mobility,Teacher Effectiveness,Mathematics Achievement,Reading Achievement,Standardized Tests,Teacher Recruitment,School Funds,Professional Personnel,College Graduates,Fees,Teacher Shortage,Teacher Placement,Minority Group Teachers,Beginning Teachers,Faculty Development,Principals,Administrator Attitudes,Academically Gifted,Program Effectiveness

Teach for America (TFA) is a national organization with a long-established presence in Houston. The organization recruits recent college graduates and mid-career professionals who commit to teaching for two years in schools with high proportions of economically disadvantaged students (Teach for America, 2017). Since 1991, Houston Independent School District (HISD) and TFA have maintained a twenty-five year partnership in which TFA assists the district with filling high-priority, vacant teaching positions in low-income schools. The purpose of this evaluation is to summarize the frequency and effectiveness of TFA corps members in HISD since 2012-2013.
Preschool to Third Grade Alignment: What Do We Know and What Are We Learning? Policy Brief
Author: McCormick, Meghan
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Preschool Education,Primary Education,Alignment (Education),Outcomes of Education,Program Effectiveness,Instruction,Curriculum,Achievement Gap,Educational Quality,Faculty Development,Sustainability,Emergent Literacy,Numeracy,Sequential Learning

An investment in early childhood education pays off when the benefits continue into adulthood. Although many recent preschool interventions have had positive, short-term effects on young children's language, literacy, mathematics, executive function, and social-emotional development, studies show that related gains in cognitive and academic skills tend to diminish in early elementary school -- a phenomenon commonly known as fade-out. Instructional alignment -- or implementing educational systems that effectively build on the learning advances made in preschool -- is one of the leading strategies for sustaining the benefits of early childhood education. This brief further examines the concept of instructional alignment and its potential for upholding the longer-term advantages of preschool programs. This paper looks specifically at two projects that MDRC is using to study the effects of instructional alignment on classrooms and students -- the Making PreK Count/High 5s and ExCEL P3 projects. The brief summarizes the latest results from these projects and identifies how future work that is driven by MDRC's studies can inform educational research, policy, and practice.
Instructional Models: How to Choose One and How to Use One
Author: Hubbell, Elizabeth Ross
Date: 2019-00-00
Type: Books
Subjects: Models,Educational Methods,Instructional Design,Planning,Professional Development,Resistance to Change,Progress Monitoring,Program Development,Peer Teaching,Coaching (Performance),Educational Quality

More than likely, your school is doing the right things. So why won't student achievement budge? Maybe the key is doing the right things &quot;right.&quot; You may be lacking a straightforward yet powerful tool that can work wonders in aligning expectations and talents: an instructional model. In this eye-opening new book, visionary education leaders and authors Elizabeth Ross Hubbell and Bryan Goodwin explore the variety of instructional models available to today's educators and explain how they can unite teachers and students in identifying--and achieving--classroom goals.
University of West Florida Annual Accountability Report, 2014-15
Author: State University System of Florida, Board of Governors
Date: 2016-03-01
Type: Numerical/Quantitative Data
Subjects: Accountability,Higher Education,Universities,Academic Degrees,Annual Reports,Awards,Budgets,College Faculty,Educational Finance,Undergraduate Study,Graduate Study,Educational Quality,Enrollment Trends,Graduation Rate,Expenditures,Grants,Income,Research,Innovation,Program Effectiveness,Reputation,Research and Development,School Personnel,In State Students,College Students

This Accountability Report shows the status and progression of the University of West Florida (UWF) from one year to the next. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. Data tables on UWF's financial resources, personnel, enrollment, undergraduate education, graduate education, and research and economic development make up the remainder of the report. [For &quot;The University of West Florida Annual Accountability Report, 2013-14,&quot; see ED565385.]
The Assessment of Dyslexia Services and the Academic Achievement of Students Diagnosed with Dyslexia in the Houston Independent School District, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-12-13
Type: Reports - Research
Subjects: Dyslexia,Disability Identification,Intervention,Professional Development,School Districts,Learning Disabilities,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,State Standards,Academic Standards,Writing Achievement,Teacher Competencies,Elementary Secondary Education,Reading Achievement,Racial Differences,Ethnicity,Gender Differences,Comorbidity

Dyslexia is considered a learning disorder characterized by difficulty in learning to read, write, and spell despite conventional instruction, adequate intelligence, and sociocultural opportunities (TEC§38.003 cited in Texas Education Agency, 2014). The Texas Education Code (TEC) §38.003 makes provision for the evaluation and identification of students suspected of being dyslexic, and mandates the formulation of rules and standards for the evaluation and instruction of students diagnosed with dyslexia. The purpose of this evaluation was to identify the protocols for the delivery of dyslexia services, review related teacher and interventionist professional development and their alignment with the protocols, and analyze the 2016 reading and writing performance of HISD students identified with dyslexia. Key findings include: (1) Chancery School Information System (SIS) data revealed that 3,091 students were identified with dyslexia in 2015-2016. Of these, about 48 percent were also diagnosed with a learning disability; (2) There were close linkages between the International Dyslexia Association's knowledge and practice standards, the Texas Education Agency's Dyslexia Handbook, and Neuhaus's &quot;Developing metacognitive skills&quot; training materials used in the professional development of the district dyslexia interventionists and teachers; and (3) From 12.8 to 27.0 percent of third to eighth-grade students met Level II: Satisfactory performance at the 2016 progression standard on the State of Texas Assessments of Academic Readiness (STAAR) writing test and 13.0 and 9.6 percent of fourth and seventh grade students respectively, met the same standard on the writing test.
Vocabulary.com: Usage and Impact on Reading and English Performance in HISD, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Technology,Technology Uses in Education,Educational Games,Vocabulary Development,Elementary Secondary Education,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Academic Achievement,Program Effectiveness,Predictor Variables,Scores,Reading Achievement

Vocabulary.com is an online adaptive game that teaches students words by systematic exposure to a variety of question types and activities and by understanding all the word meanings and nuances as they are learned. Vocabulary.com teaches 14,000 words using over 208,000 questions. It has been implemented with the Houston Independent School District's (HISD) fifth through twelfth grade students since the 2014-2015 school year. This evaluation used a quasi-experimental design to determine how Vocabulary.com impacted students' performance on the 2018 State of Texas Assessments of Academic Readiness (STAAR) Grades 3-8 reading and English 1 End-of Course (EOC) exams. Key findings include: (1) The correlation between the number of words students mastered and questions answered correctly on Vocabulary.com ranged from 0.78 to 0.96 for the study sample. On average, the ratio of questions answered correctly to words mastered was 18:1; (2) The highest proportion of eighth- (97.6%) and ninth-grade (95.7%) students who met the Approaches Grade Level standard on the 2018 STAAR 3-8 reading and English I EOC exams, respectively, mastered at least 100 words on Vocabulary.com; (3) Most sixth- to eighth-grade students who showed gains (78.0-86.3%) on the 2018 STAAR 3-8 reading scale scores did not master any words on Vocabulary.com; (4) Treatment effects showed that, on average, sixth- to ninth-grade students in the sample who used Vocabulary.com met the Approaches Grade Level standard on the 2018 STAAR 3-8 reading and English I EOC tests without mastering any Vocabulary.com words; and (5) The strongest predictor of students' performance on Vocabulary.com on the sixth- to eighth grade 2018 STAAR reading was their prior (2017 STAAR 3-8) reading scale score. They predicted between 50 to 62 percent of the variance in students' scale scores.
Summary of Recommendation 5 from the WWC Practice Guide &quot;Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades&quot;
Author: Nebraska Department of Education
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Reading Difficulties,Elementary School Students,Response to Intervention,Primary Education,Reading Instruction,Individual Instruction,Reading Skills,Pacing,Drills (Practice),Feedback (Response),Educational Practices

The practice guide, &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,&quot; offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the fifth of the five recommendations: &quot;Provide intensive instruction on a daily basis that promotes the development of various components of reading proficiency to students who show minimal progress after reasonable time in tier 2 small group instruction (tier 3).&quot; Tier 3 interventions are provided to students who do not progress after a reasonable amount of time with the tier 2 intervention. Tier 3 usually entail one-on-one tutoring with a mix of instructional interventions. Intensify instruction by focusing on fewer, high-priority reading skills during lessons and scheduling multiple and extended instructional sessions. One-on-one or small-group instruction also provides intensity as students have more opportunities to practice and respond. One-on-one instruction includes giving students feedback based on their individual responses, teaching students to a mastery level based on individual learning progress, and planning instruction with materials and an instructional sequence that meets individual student needs. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045,&quot; see ED504264.]
Summary of Recommendation 1 from the WWC Practice Guide &quot;Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades&quot;
Author: Nebraska Department of Education
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Reading Difficulties,At Risk Students,Response to Intervention,Screening Tests,Progress Monitoring,Program Implementation,Identification,Benchmarking,Elementary School Students,Primary Education

The practice guide, &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,&quot; offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the first of the five recommendations: &quot;Screen all students for potential reading problems at the beginning of the year and again in the middle of the year. Regulary monitor the progress of students who are at elevated risk for developing reading disabilities.&quot; This recommendation suggests that educator teams should set up a universal screening system, using effective screening measures, to address reading and reading-related skills appropriate for each grade level. Such screenings will help determine the appropriate level of the response to intervention (RTI)/multitiered support system (MTSS) program for each student. Most programs will have three tiers as follows: (1) Tier 1 instruction is generally defined as reading instruction provided to all students in a class; (2) Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or weak progress from regular classroom instruction. These students receive supplemental, small-group reading instruction aimed at building foundational reading skills; and (3) Tier 3 (and above for MTSS) interventions are provided to students who do not progress after a reasonable amount of time with the tier 2 intervention. Those interventions usually entail one-on-one tutoring with a mix of instructional interventions. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045,&quot; see ED504264.]
Summary of Recommendation 4 from the WWC Practice Guide &quot;Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades&quot;
Author: Nebraska Department of Education
Date: 2009-02-00
Type: Guides - Classroom - Teacher
Subjects: Reading Difficulties,Elementary School Students,Response to Intervention,Primary Education,Progress Monitoring,Formative Evaluation,Grouping (Instructional Purposes)

The What Works Clearinghouse (WWC) practice guide, &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,&quot; offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the fourth of the five recommendations: &quot;Monitor the progress of tier 2 students at least once a month.&quot; This recommendation suggests that students receiving tier 2 interventions should be assessed at least monthly, so it is important to establish a regular monitoring schedule. Data from monitoring should be used to determine whether students still require intervention. Those who have met benchmarks can be assigned to tier 1, and those who require continued support can be reassigned as needed. For students still making insufficient progress, schoolwide teams should design a tier 3 (or higher) intervention plan. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045,&quot; see ED504264.]
Summary of Recommendation 3 from the WWC Practice Guide &quot;Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades&quot;
Author: Nebraska Department of Education
Date: 2009-02-00
Type: Guides - Classroom - Teacher
Subjects: Reading Difficulties,Elementary School Students,Reading Instruction,Individualized Instruction,Response to Intervention,Reading Skills,Basic Skills,Small Group Instruction,Teaching Methods,Primary Education

The What Works Clearinghouse (WWC) practice guide, &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,&quot; offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the third of the five recommendations: &quot;Provide intensive, systematic instruction on up to three foundational reading skills in small groups to students who score below the benchmark on universal screening.&quot; This brief suggests that typically, these groups meet between three and five times a week for 20 to 40 minutes (tier 2). Tier 2 interventions are provided only to students who demonstrate problems based on screening measures or weak progress from regular classroom instruction. These students receive supplemental, small group reading instruction aimed at building foundational reading skills. The small groups should be homogenous and range from three to four students, using targeted curricula in one of the components of reading instruction (phonemic awareness, phonics, vocabulary, comprehension, and fluency). This summary provides steps to carry out the recommendation, identifies potential roadblocks, and suggests ways to address them. [For &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045,&quot; see ED504264.]
Summary of Recommendation 2 from the WWC Practice Guide &quot;Assisting Students Struggling with Reading: Response to Intervention and Multi-Tier Intervention for Reading in the Primary Grades&quot;
Author: Nebraska Department of Education
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Reading Difficulties,Elementary School Students,Reading Instruction,Individualized Instruction,Response to Intervention,Data Use,Decision Making,Teacher Education,Elementary School Teachers,Primary Education

The practice guide, &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades,&quot; offers five specific recommendations to help educators identify struggling readers and implement evidence-based strategies to promote their reading achievement. This brief summary report focuses on the second of the five recommendations: &quot;Provide differentiated reading instruction for all students based on assessments of students' current reading levels (tier 1).&quot; Tier 1 instruction is generally defined as reading instruction provided to all students in a class. Although there is little evidence-based research to guide effective tier 1 implementation, it is recommended that reading instruction be differentiated, using small groups, centers, or independent work time to target different areas of literacy development with different students. Frequent assessment and data-driven decision-making should guide the differentiated instruction. This summary provides steps to carry out the recommendation and identifies potential roadblocks and suggests ways to address them. [For &quot;Assisting Students Struggling with Reading: Response to Intervention (RtI) and Multi-Tier Intervention in the Primary Grades. IES Practice Guide. NCEE 2009-4045,&quot; see ED504264.]
Advanced Placement, International Baccalaureate, and Dual-Enrollment Courses: Availability, Participation, and Related Outcomes for 2009 Ninth-Graders--2013. Web Tables. NCES 2019-430
Author: Burns, Laura
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Advanced Placement,Advanced Placement Programs,Dual Enrollment,High School Students,High School Graduates,Postsecondary Education,Outcomes of Education,Longitudinal Studies,School Statistics,Access to Education,Grade 9,Student Characteristics,Sex,Ethnicity,Native Language,Socioeconomic Status,Parent Background,Academic Aspiration,Mathematics Achievement,Institutional Characteristics,School Size,Tables (Data)

These Web Tables provide the most recent national statistics on the availability of these academically rigorous courses and programs, the percentage of graduates who earn high school credits in them, and the postsecondary outcomes of students who earned varying numbers of such credits. They use nationally representative survey and transcript data collected through the High School Longitudinal Study of 2009 (HSLS:09), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES).