ethanporcaro/eric-fulltext-meta huggingface dataset:
Advanced Via Individual Determination (AVID), 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-03-03
Type: Reports - Research
Subjects: Secondary School Students,College Bound Students,School Districts,Acceleration (Education),Academic Achievement,Grades (Scholastic),Scores,Program Effectiveness,Enrollment Trends,Advanced Placement Programs,Dual Enrollment,Student Characteristics,Program Implementation,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Writing Tests,Writing Achievement,Science Tests,Science Achievement,Social Studies

The Advancement Via Individual Determination (AVID) program was developed to increase the number of secondary students who participate in rigorous academic courses, to accelerate student learning, and to improve student performance. The AVID program in the Houston Independent School District (HISD) targets students who (1) are in the academic middle and earn grades of B, C, and D; (2) desire to go to college; (3) are willing to work hard; (4) are capable of completing rigorous curricula; and (5) are not reaching their full academic potential. The program's mission is to close achievement gaps through the use of educational strategies that prepare all students for success. Key findings are the following: (1) Overall, 2,061 HISD students from 23 campuses were enrolled in the 2015-2016 AVID program, a 57.3 percent increase from 1,310 in 2014-2015. Student enrollment increased 76.7 percent at the middle school level and decreased 21.5 percent at the high school level; (2) Nearly one-half of AVID students (46.0 percent) and nearly one-third of non-AVID students (30.6 percent) enrolled in pre-Advanced Placement courses. In addition, 22.4 percent of AVID students versus 3.4 percent of non-AVID students enrolled in Advanced Placement courses and 67.1 percent of AVID students versus 1.5 percent of non-AVID students enrolled in dual credit courses; (3) From 2014-2015 to 2015-2016, the percentage of students in AVID who took AP exams increased slightly from 20.9 to 21.1, while the percentage who scored three or higher decreased 5.5 percentage points. However, a higher percentage of AVID (12.2 percent) than non-AVID (8.2 percent) students scored three or higher on AP exams in 2015-2016; (4) Sixth-grade AVID students scored statistically significantly higher (17.3 points) on the STAAR reading exam than matched grade six, non-AVID students. A positive, statistically significant effect of the AVID program was associated with an average gain of 11.4 points on this exam; and (5) AVID students achieved their highest pre-AP course grades (grades 6-12) and STAAR reading scores (grades 6-8) on Certified or Highly-Certified campuses and performed statistically significantly better than AVID students on campuses with lower AVID certification levels. [The report is mislabeled. The title should be &quot;Advancement Via Individual Determination (AVID), 2015-2016.&quot;]
Career and Technical Education, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-11-07
Type: Reports - Evaluative
Subjects: Vocational Education,School Districts,Career Development,Employment Qualifications,Experiential Learning,Student Characteristics,Course Content,Performance,Academic Achievement,Enrollment Trends,Student Evaluation,Secondary School Students,Careers,Graduation Rate,Dropout Rate,Certification

The Career and Technical Education program (CTE) in the Houston Independent School District (HISD) prepares students for postsecondary success by facilitating the acquisition of skills, aspirations, and motivation to succeed in the workplace and in college. Postsecondary opportunities allow CTE students to earn college credit by taking Dual Credit and Advanced Technical Credit courses. As part of the CTE program, the Linked Learning initiative ensures a comprehensive high-school program of rigorous academic and technical courses emphasizing industry-themed, real-world applications. Students complete at least three courses meeting industry standards for certification and work-based learning that offer mentoring, job shadowing, internships, entrepreneurships and personalized supports. Students receive the academic, social-emotional, college/career guidance, as well as transportation support needed to be successful in related areas. To that end, this evaluation describes and analyzes: (1) CTE enrollment trends; (2) CTE program initiatives; (3) STAAR End-of-Course 2014 performance of CTE students compared to students who were not classified as CTE students; and (4) Graduation and dropout trends.
FSSE 2019 Overview
Author: Indiana University, Faculty Survey of Student Engagement
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: College Faculty,Teacher Surveys,National Surveys,Learner Engagement,Teacher Expectations of Students,Institutional Characteristics,Teacher Characteristics,Undergraduate Students,Student Characteristics

The Faculty Survey of Student Engagement (FSSE) complements the National Survey of Student Engagement (NSSE). FSSE (pronounced &quot;fessie&quot;) measures faculty members' expectations of student engagement in educational practices that are empirically linked with high levels of learning and development. The survey also collects information about how faculty members spend their time on professorial activities, such as teaching and scholarship, and what kinds of learning experiences their institutions emphasize. This overview provides general information about the institutions and faculty members that participated in the 2019 FSSE administration, and highlights ways institutions can use their results. The first section compares the characteristics of FSSE-participating institutions to those of NSSE-participating institutions and the U.S. profile of bachelor's-granting institutions. It also compares the characteristics of FSSE respondents to those of faculty members at U.S. bachelor's-granting institutions and provide general information about response rates. The second section provides guidelines for using and interpreting FSSE 2019 results, and highlight resources for analyzing and presenting FSSE findings. Resources intended to help with the use of FSSE data are also on the FSSE website.
Illinois Community College Board Fiscal Year 2019 Spring Enrollment
Author: Illinois Community College Board
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Enrollment Rate,Enrollment Trends,Enrollment,Full Time Students,Online Courses,Tables (Data)

Community colleges report opening spring term enrollment figures to the Illinois Community College Board using a brief web based survey. These figures reflect student enrollments as of the end of registration for the Spring 2019 semester--usually the 10th day of the term. Overall, compared to the same term one year ago, statewide Spring 2019 headcount enrollments and full-time equivalent (FTE) enrollments both decreased. The Spring 2019 semester headcount was 283,008 compared to 289,611 last year (a headcount decrease of 6,603 or -2.3 percent). The latest FTE count was 154,717 compared with 160,396 a year ago (an FTE decrease of 5,679 or -3.5 percent). FTE figures reflect the total number of credit hours being taken by students divided by 15--the number of semester hours traditionally considered a full-time class load. Table 1 contains comparative statewide spring tenth-day enrollments for the last five years. Figure 1 on the next page illustrates a comparison of headcount and FTE trends from 2015-2019. Table 2 provides a comparison of fiscal year 2015 through fiscal year 2019 spring headcount enrollments for each community college. Table 3 contains a comparison of full-time equivalent (FTE) enrollments for the same five-year period. Table 4 provides fiscal year 2015 through fiscal year 2019 spring opening enrollments in internet-based courses at each community college.
Predictors of School Discipline. Research Brief for the Houston Independent School District. Volume 6, Issue 4
Author: Duffy, Horace J., III
Date: 2018-09-00
Type: Reports - Research
Subjects: Discipline,Predictor Variables,Student Characteristics,Race,Racial Composition,Institutional Characteristics,Urban Schools,African American Students,Hispanic American Students,Elementary Secondary Education,Gender Differences,Special Education,Low Income Students,Limited English Speaking

This study examines the likelihood that a student will receive a school disciplinary action, such as in-school or out-of-school suspension. Analyses of district-wide data for the 2014-15 academic year indicate that both student and school factors play an important role. Net of other factors, the strongest predictors of school discipline are school racial composition and student race.
Career and Technical Education Program Summary and Student Performance Outcomes, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-01-15
Type: Reports - Research
Subjects: Vocational Education,Urban Schools,School Districts,Enrollment,High School Graduates,Enrollment Trends,Career Readiness,Academic Achievement,Achievement Tests,Graduation Rate,Dropout Rate,Elementary School Students,Middle School Students,Career Awareness,Career Education,Career Exploration,Student Characteristics

The mission of the Houston Independent School District's (HISD) Career and Technical Education (CTE) program is to empower students with the academic and technical skills needed to strengthen the economic and social foundation of the city of Houston and beyond. The program's goals and objectives focus on preparing students for success in their field of interest following graduation. This 2014-15 summative report provides an overview of the initiatives of the CTE program, academic results, and matriculation rates of CTE students in HISD. Key findings include: (1) There was a 3.4 percent increase in CTE enrollment overall from the 2013-2014 school year to the 2014-2015 school year. The number of CTE 2 and 3 students, who were enrolled in a coherent sequence, was 20,905 in 2014-2015, a 46.5 percent increase from the 2013-2014 school year. There was a 29.4 percent decrease in the number of CTE 1 students, who were enrolled in CTE classes as electives, from 18,737 in 2013-2014 to 13,232 in 2014-2015; (2) Following the same trend from 2014 State of Texas Assessments of Academic Readiness (STAAR) End-of-Cource (EOC) results, CTE students outperformed non-CTE students on all 2015 STAAR EOC exams; (3) There was a 13.5 percent increase in the total number of CTE graduates, from 3,475 graduates in the spring of 2013 to 3,943 graduates in the spring of 2014; and (4) The percentages of CTE students from the ninth-grade cohort graduating from high school in a four-year period increased from 2013 to 2014 (90.1 percent for the class of 2013 to 91.5 percent for the class of 2014). These rates exceed the graduation rates of the district as a whole.
Fiscal Year 2019 Salary Report for the Illinois Public Community Colleges
Author: Illinois Community College Board
Date: 2019-08-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Community Colleges,College Faculty,Salaries,School Personnel,Enrollment,Geographic Location,Teacher Salaries,Faculty Workload,Administrators,Fringe Benefits

Data about compensation received by employees in Illinois' 48 public community colleges are gathered by the Illinois Community College Board (ICCB). Data in the &quot;Fiscal Year 2019 Salary Report,&quot; which derive from the ICCB Faculty, Staff, and Salary Data and Supplementary Faculty, Staff, and Salary Information, reflect the census date of October 1, 2018. In an attempt to minimize the number of separate requests for salary data received by public community colleges, ICCB staff provide these data on the colleges' behalf in response to requests for salary information from the Illinois Board of Higher Education, National Center for Educational Statistics, Legislature, and other interested entities or persons. Data are presented by peer groups with statewide totals. The seven peer groups are based on a combination of college enrollment (semester), geographic location, and financial data: (1) Headcount enrollment of less than 3,000, downstate, located in or near communities of less than 50,000 population; (2) Headcount enrollment of approximately 3,000 to 4,000, downstate, located in or near communities of less than 50,000 population; (3) Headcount enrollment greater than 4,000, downstate, located in or near communities of less than 50,000 population; (4) Located downstate and in urbanized areas; (5) Headcount enrollment less than 10,000, located in the Chicago metropolitan area; (6) City Colleges of Chicago; and (7) Headcount enrollment greater than 10,000, located in the Chicago metropolitan area. Most tables in this report contain information on full-time employees. The report includes faculty salary data which are based on actual contracts, salaries from salary schedules, overload faculty salary rates, and part-time faculty salary rates. Also included are administrative salaries, other (nonteaching) professional staff salaries; information on average faculty load; salaries for selected administrators; and fiscal year 2018 salaries actually paid to faculty, administrators, other (nonteaching) professionals, and classified staff.
The Effects of HISD Summer School. Research Brief for the Houston Independent School District. Volume 8, Issue 1
Author: Min, Jie
Date: 2019-08-00
Type: Reports - Research
Subjects: Summer Schools,Outcomes of Education,Urban Schools,Student Promotion,Grade Repetition,Elementary School Students,Middle School Students,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Grade 7,Reading Achievement

This study compared the summer learning rates of students who attended Houston Independent School District (HISD) 2016 summer school to similar students who did not attend, for both promoted and retained students. For students between 1st and 2nd grade and those between 2nd and 3rd grade, summer learning rates were faster for both promoted and retained students who attended HISD summer school than comparable students who did not attend, but these differences were not statistically significant, likely due to the small number of students in each group. Similarly, promoted students between 4th and 5th grade and retained students between 6th and 7th grade who attended summer school had faster learning rates than comparable students who did not attend summer school, but they were not statistically significant. For these students, it was unclear whether HISD summer school was beneficial. However, for students between 5th and 6th grade and those between 7th and 8th grade, there is evidence that HISD summer school was not beneficial for either promoted or retained students. This is also true for retained students between 4th and 5th grade and promoted students between 6th and 7th grade.
Career and Technical Education Program Summary and Student Performance Outcomes, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-04-05
Type: Reports - Research
Subjects: Vocational Education,Urban Schools,School Districts,Enrollment,High School Graduates,Enrollment Trends,Career Readiness,Academic Achievement,Achievement Tests,Graduation Rate,Dropout Rate,Elementary School Students,Middle School Students,Career Awareness,Career Education,Career Exploration,Student Characteristics

The mission of the Houston Independent School District's (HISD) Career and Technical Education (CTE) program is to empower students with the academic and technical skills needed to strengthen the economic and social foundation of the city of Houston and beyond. HISD CTE programs are also tailored to prepare students to meet the current and future needs of Houston's industries, and preparing students for success in their field of interest following graduation. The purpose of this 2015-2016 report is to provide an overview of the initiatives of the CTE program, academic outcomes on the State of Texas Assessments of Academic Readiness (STAAR) End-Of-Course (EOC) exams, and matriculation rates of CTE students in HISD. Key findings include: (1) There was a 12.2 percent increase in CTE enrollment overall from the 2014-2015 school year to the 2015-2016 school year. The number of CTE 2 and 3 students, who were enrolled in a coherent sequence, was 22,123 in 2015-2016, a 5.8 percent increase from the 2014-2015 school year. There was a 22.2 percent increase in the number of CTE 1 students who were enrolled in CTE classes as electives, from 13,232 in 2014-2015 to 16,168 in 2015-2016; (2) Higher percentages of CTE students met the Level II: Satisfactory Student Standard on the 2016 Algebra I, English II, and U.S. History EOC exams; and (3) The percentage of CTE students from the ninth-grade cohort graduating from high school in a four-year period decreased from 91.5 percent in 2014 to 90.5 percent in 2015. These rates continue to exceed the graduation rates of the district as a whole. Recommendations for improvement are included.
The Role of College Prep Course Offerings and Course-Taking in Long-Term Educational Outcomes. Research Brief for the Houston Independent School District. Volume 8, Issue 2
Author: Holzman, Brian
Date: 2019-08-00
Type: Reports - Research
Subjects: College Preparation,Outcomes of Education,Long Range Planning,High Schools,School Size,Urban Schools,Suburban Schools,Low Income Students,Educational Attainment,Postsecondary Education,Academic Achievement,Enrollment Influences,Grade 8,Longitudinal Studies,Scores,College Entrance Examinations,Secondary School Curriculum,Accountability,Secondary School Students

In this brief, we describe the distribution of college prep course offerings across Texas and determine which school characteristics are associated with higher and lower numbers of course offerings. We also examine how college prep course offerings are related to student-level college prep course-taking and, in turn, how course-taking behaviors are related to long-term educational outcomes. This investigation of the distribution of college prep course offerings across Texas high schools reveals that more college prep courses are offered at larger, urban and suburban schools with higher levels of academic achievement and lower levels of economic disadvantage. Offering more college prep courses is associated with higher levels of course-taking, which, in turn, is associated with improved chances of completing a postsecondary credential, particularly for lower-achieving students.
Career and Technical Education Coursetaking in 2013, by Locale. Data Point. NCES 2019-099
Author: Hudson, Lisa
Date: 2019-09-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,Longitudinal Studies,Urban Schools,Suburban Schools,Rural Schools,Public Schools,High School Graduates,Credits

This Data Point examines the career and technical education (CTE) coursetaking of high school students from different locales--city, suburb, town, and rural--using data from the High School Longitudinal Study of 2009 (HSLS:09). The HSLS:09 initially surveyed a national sample of more than 23,000 grade 9 students in 2009, with follow-up surveys in 2012 and 2013, and a high school transcript collection in 2013. The analysis in this report is based on 11,499 HSLS:09 ninth-graders who graduated from public high schools by 2013 and who had complete transcripts.
Trends in Graduate Student Financing: Selected Years, 2003-04 to 2015-16. Web Tables. NCES 2019-485
Author: Standing, Kim
Date: 2019-09-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Graduate Students,Student Financial Aid,Enrollment,Student Costs,Student Loan Programs,Federal Aid,Private Financial Support,Debt (Financial),Student Characteristics

These tables present data from four administrations of the National Postsecondary Student Aid Study (2003-04, 2007-08, 2011-12, and 2015-16) showing trends in how graduate students financed their education. Data include the demographic attributes and academic characteristics of graduate students and the average price of attendance for the programs in which they were enrolled. The tables provide detail about the proportion of students who received financial aid and the average amounts of various types of aid received, including grants and scholarships, loans, assistantships, and employer aid. The data show trends in the ratio of loans to total aid amount, maximum federal borrowing, and the cumulative indebtedness of graduate students. The data are presented by various demographic and enrollment characteristics, including degree program.
Career and Technical Education: Prevalence, Student Performance, and Program Outcomes, HISD, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-10-26
Type: Reports - Research
Subjects: Vocational Education,Urban Schools,School Districts,Enrollment,High School Graduates,Enrollment Trends,Career Readiness,Academic Achievement,Achievement Tests,Graduation Rate,Dropout Rate,Elementary School Students,Middle School Students,Career Awareness,Career Education,Career Exploration,Student Characteristics

The Houston Independent School District (HISD) offers 16 Career and Technical Education (CTE) programs that meet high school graduation endorsement requirements. CTE programs offer a sequence of courses that provides students with coherent and rigorous content aligned with challenging academic standards and relevant technical knowledge and skills needed to prepare for further education and careers in current and emerging professions. This 2016-2017 report focuses on students who were enrolled in a coherent sequence of CTE courses as coded in the Public Education Information Management System (PEIMS) for 2015-2016 and 2016-2017 and their performance on the 2016 and 2017 STAAR End-of-Course examinations. Key findings include: (1) The number of HISD students enrolled in a coherent sequence of CTE courses increased by 2,531 (11.4%) for the 2016-2017 school year; (2) Compared to their peers who were not enrolled in any CTE courses, a higher percentage of students enrolled in a coherent sequence of CTE courses met the Approaches Grade Level Standard on the 2017 State of Texas Assessments of Academic Readiness (STAAR) English II (62.4% vs. 59.9%), and U.S. History (89.2% vs. 88.6%) End-of-Course (EOC) examinations; (3) Students enrolled in a coherent sequence of CTE courses had a passing rate of 79.7% on the industry certification assessment for the 2015-2016 school year. Data for 2016-2017 were not available; and (4) A higher proportion of students enrolled in a coherent sequence of CTE courses (89.4%) graduated in 2016 compared to their HISD peers across the district (77.9%). Further, the annual dropout rate among students enrolled in a coherent sequence of CTE courses (2.5%) was lower compared to their HISD peers, districtwide (4.5%). Recommendations are included.