ethanporcaro/eric-fulltext-meta huggingface dataset:
Question: What Were the Strongest 8th-Grade Predictors of Dropout among Students Who Would Have Been Members of the Graduating Class of 2009? Department of Program Evaluation Publication No. 08.102
Author: Brunner, Josie
Date: 2009-06-00
Type: Reports - Research
Subjects: Grade 8,Predictor Variables,Dropout Characteristics,Dropouts,High School Students,At Risk Students,Student Characteristics,Limited English Speaking,Special Education,Enrollment,Attendance,Suspension,Discipline,Low Income Students,Student Mobility,Academic Failure,Racial Differences,Ethnicity,Middle School Students

In this report on AISD students, with a focus on the graduating class of 2009, the most powerful predictors of overall student dropout risk were having an 8th-grade attendance rate of less than 90% and failing both the 8th-grade reading and math TAKS tests. A separate research brief also was published. [For the research brief, see ED628171.]
Eighth Grade Predictors of Dropout: Research Brief. DPE Publication No. 08.102 RB
Author: Brunner, Josie
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Grade 8,Predictor Variables,Dropout Characteristics,Dropouts,High School Students,At Risk Students,Student Characteristics,Special Education,Enrollment,Attendance,Suspension,Discipline,Low Income Students,Student Mobility,Academic Failure,Racial Differences,Ethnicity

This research brief provides highlights from the full report (published separately). In the report on AISD students, with a focus on the graduating class of 2009, the most powerful predictors of overall student dropout risk were having an 8th-grade attendance rate of less than 90% and failing both the 8th-grade reading and math TAKS tests. [For the full report, see ED628170.]
2023 Annual State Report on Preschool Children with Disabilities in Ohio: State Fiscal Year 2022 (July 1, 2021 - June 30, 2022)
Author: Ohio Department of Education
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Preschool Children,Students with Disabilities,Special Education,Developmental Delays,Speech Impairments,Language Impairments,Autism Spectrum Disorders,Multiple Disabilities,Preschool Education

Ohio's public schools provide special education services to children with disabilities as early as preschool. Every year, the Ohio Department of Education reports the number of preschool children who received state-funded special education services during the previous year. The 2021-2022 school year had an overall increase of 1,561 (7.5 percent) preschool-age children receiving special education services compared to the prior year. Developmental Delay and Speech or Language Impairment are the most common disability categories among preschool-age children. More than 70 percent (15,840) of children served in preschool special education receive services under one of these two eligibility categories. [For the 2022 report, see ED624866.]
Basque: The Basque Language in Education in France, 3rd Edition. Regional Dossier Series
Author: Lascano, Beñat
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Languages,Foreign Countries,Language Minorities,Native Language Instruction,Second Language Learning,Adult Education,Preschool Education,Higher Education,Elementary Secondary Education,Educational Finance,Geographic Regions,Vocational Education,Educational Research

In this dossier, the situation of Iparralde is discussed, which occupies approximately two fifths of the French &quot;département&quot; (county) Pyrénées-Atlantiques. According to quantitative and socio-political criteria, the Basque language in France is a minority language. The aim of the Regional Dossier series is to provide concise descriptions of minority languages in education, mainly in Europe but also in other parts of the world. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects such as the number of schools, teachers, and pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students, and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [For the Second Edition, see ED535413.]
Slovene: The Slovene Language in Education in Austria, 3rd Edition. Regional Dossier Series
Author: Doleschal, Ursula
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Slavic Languages,Native Language,Native Language Instruction,Second Language Learning,Second Language Instruction,Language Minorities,Educational Policy,Foreign Countries,Geographic Regions,Official Languages,Educational Finance,Preschool Education,Elementary Secondary Education,Higher Education,Adult Education,Vocational Education,Civil Rights,Public Schools,Private Schools,Bilingual Education,Language Usage,Educational Legislation,Instructional Materials

This Regional Dossier focuses on the Austrian federal province of Carinthia, where the vast majority of the Slovene-speaking minority in Austria lives. The Slovene language belongs to the South Slavic language group. It was the official language of the Socialist Republic of Slovenia in former Yugoslavia and has been the state language of independent Slovenia since 1991. Since Slovenia joined the European Union (EU) in 2004, Slovene has been one of the official languages of the EU. The aim of the Regional Dossier series is to provide concise descriptions of minority languages in education, mainly in Europe but also in other parts of the world. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects such as the number of schools, teachers, and pupils, and financial investments. The dossiers serve several purposes and are relevant for policymakers, researchers, teachers, students, and journalists who wish to explore developments in minority language schooling in Europe. They can also serve as a first orientation towards further research, or function as a source of ideas for improving educational provisions. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier.
Implementation of Special Education and Related Services for Children with Disabilities. 2021-2022 School Year
Author: Ohio Department of Education, Office for Exceptional Children
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Children,Disabilities,Special Education,Program Implementation,Services,Student Needs,Data

State law requires that Ohio's superintendent of public instruction annually report on the status of implementation of special education and related services for children with disabilities. This includes the number of children identified with disabilities and the number of identified children receiving services. The Ohio Department of Education collects these data from districts and schools through the Education Management Information System (EMIS). This report is primarily based on data gathered from EMIS for special education and related services for the 2021-2022 school year. [For the 2020-2021 School Year report, see ED624698.]
Preschool Children Eligible for Special Education: Frequently Asked Questions
Author: Ohio Department of Education, Office for Early Learning and School Readiness
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Eligibility,Special Education,Students with Disabilities,State Standards,Mainstreaming,Early Childhood Education,Definitions,Inclusion,Public Schools,Private Schools,Disadvantaged Youth,Preschool Teachers,Teacher Certification,Teacher Role,Individualized Education Programs,Disability Identification,School Readiness,Student Evaluation,Delivery Systems,School Districts,School Schedules,State Legislation,Regular and Special Education Relationship,Student Placement

To better support districts and preschool program providers, the Ohio Department of Education's Office of Early Learning and School Readiness is providing answers to the following frequently asked questions pertaining to Ohio Administrative Code 3301-51-11. This document is divided into sections aligning with each section of the rule. This document will continue to be updated based on additional questions and concerns from the field. Red text indicates revisions since previous version. [For the 2021 report, see ED619735.]
English Learners in Oregon. Annual Report 2020-2021
Author: Oregon Department of Education
Date: 2022-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,Expenditure per Student,Outcomes of Education,School Districts,Academic Achievement,Attendance,Graduation,State Aid,Educational Finance,Student Characteristics,Student Participation,Second Language Learning,Second Language Instruction,English (Second Language),Kindergarten,Elementary Secondary Education,Language Proficiency,Language Arts,Mathematics Achievement,Enrollment Trends,Special Education,Lunch Programs,Migrant Education,Gifted Education,Talent,Bilingualism,Literacy,College Attendance

ORS 327.016 directs the Oregon Department of Education (ODE) to prepare an annual report on English learner program funding and student outcomes. The report's intention is to describe the population of English Learners in Oregon and provide a summary of district and state progress towards meeting their needs and objectives. The ODE annually reports four groups of English learners: current, former, ever, and never English learners. This report consists of five sections: (1) Demographics of English Learners in Oregon in 2020-21; (2) Participation in Targeted Programs; (3) Language Development and Academic Outcomes for English Learners; (4) Attendance, Progress toward Graduation, Graduation, and Beyond; and (5) State Revenues and Expenditures for Current English Learners. [For the 2019-20 report, see ED619790.]
Oregon Statewide Report Card, 2021-2022. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2022-11-17
Type: Reports - Evaluative
Subjects: Trend Analysis,Kindergarten,Elementary Secondary Education,Public Schools,COVID-19,Pandemics,Educational Change,In Person Learning,Educational Finance,State Legislation,Student Characteristics,Economically Disadvantaged,Educational Legislation,Federal Legislation,Student Diversity,Sexual Identity,Class Size,Enrollment Trends,Teacher Characteristics,Gender Differences,Teacher Salaries,Equal Education,Working Hours,Homeless People,Language Minorities,Discipline,Accountability,English,Language Arts,Achievement Gap,Lunch Programs,Eligibility,National Competency Tests,Graduation Rate,Dropout Rate,Academic Achievement,Charter Schools,Gifted Education,Talent,Nontraditional Education,Special Education,Preschool Education,Bilingualism,Literacy,Minority Group Students,English Language Learners,Minority Group Teachers,School Personnel,Reading Achievement,Mathematics Achievement,School District Size,Attendance

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools. The purpose of the Statewide Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and families and creates a clear, complete, and factual picture of the state of education in Oregon. This annual report acts as a snapshot of the state's education system that includes important statewide data about students, teachers, and schools from the 2021-22 school year. The data routinely archived in this report continues to be impacted by the statewide response to the COVID-19 pandemic. [For the 2020-2021 report, see ED619789.]
Tutoring Incentive Program at Eastside Memorial High School, Spring 2009. Publication Number 08.42
Author: Looby, Karen
Date: 2009-06-00
Type: Reports - Research
Subjects: Tutoring,Community Colleges,School Districts,Grade 9,Algebra,Mathematics Instruction,High School Students,Incentives,Attendance,Program Descriptions,Grades (Scholastic),Outcomes of Education,Comparative Analysis,Student Attitudes,Mathematics Achievement

The Tutoring Incentive Program (TIP) provided through Austin Community College (ACC) focused on providing support for 9th-grade students enrolled in Algebra I at AISD's Eastside Memorial High School.
Positive Behavior Support Evaluation, 2008-2009. Publication Number 08.70
Author: Basu, Semonti
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Positive Behavior Supports,Intervention,Prosocial Behavior,Behavior Modification,Student Behavior,Behavior Problems,Program Implementation,Program Effectiveness,Elementary Secondary Education,Institutional Characteristics,Discipline,Fidelity,School Personnel,Knowledge Level,School Districts,Teamwork,Training,Professional Development,Best Practices,Disproportionate Representation,Educational Environment,Racial Differences,Ethnicity

The AISD Positive Behavior Support (PBS) model is based on national models that use behavior support systems at the universal, targeted, and intensive levels of intervention to promote pro-social behaviors, to reduce chronic disruptive and destructive behaviors among students, and to meet the needs of children with significant behavior challenges. This report summarizes evaluation findings for the 2008-2009 school year.
Equivalence Problems in Translating Ibn (Son) and Bint (Daughter) Fixed Expressions to Arabic and English
Author: Al-Jarf, Reima
Date: 2023-00-00
Type: Journal Articles
Subjects: Translation,Language Usage,Daughters,Sons,Language Processing,Second Languages,English (Second Language),Arabic,Figurative Language,Contrastive Linguistics,Computational Linguistics,Languages for Special Purposes,Cultural Influences,Semantics,Syntax,Second Language Learning,Second Language Instruction,College Second Language Programs,Foreign Countries,Language Tests,College Seniors,Majors (Students)

Son and daughter metaphorical expressions are common in general as well as technical languages. This study explores the similarities and differences between English and Arabic ibn (son) and bint (daughter) expressions, and the difficulties that student-translators have with them. A corpus of English and Arabic general ibn (son) and bint (daughter) expressions (daughters of Eve, daughter of invention, son of Adam, son of a biscuit, son of a gun) and another corpus of specialized expressions (son of Minos, daughter board, daughter activity) were collected, analyzed and compared. It was found that ibn (son) and bint (daughter) expressions fall into 4 categories: (i) those that are identical in form and meaning in both languages (daughters of Eve, son of Adam); (ii) those that are similar in meaning but differ in wording (step-daughter); (iii) those that exist in English, but have no equivalents in Arabic (daughter of Sappho); and (iv) those that exist in Arabic but have no equivalents in English (daughter of Yemen, i.e., coffee). Specialized expressions used in medicine, computers, business and others are exact translations in both languages (daughter company, daughter cyst, daughter isotope). Student-translators could translate fewer than 13% of the Arabic test items and 12% of the English test items correctly and left 75% blank. Son and daughter expressions similar in both languages were easy to translate (like mother like daughter), whereas opaque ones [Arabic characters omitted], culture-specific ones [Arabic characters omitted] and those requiring a specialized background knowledge were difficult (daughter board). Extraneous translation, paraphrase, Literal translation, use of synonyms, transliteration of Arabic words, partial translation, and giving the same translation for different expressions were the most common strategies. Translation difficulties are due to semantic and syntactic problems that the students have. Results and recommendations are given in detail.
Mathematics Interventions for Upper Elementary and Secondary Students: A Meta-Analysis of Research
Author: Stevens, Elizabeth A.
Date: 2018-00-00
Type: Information Analyses
Subjects: Intervention,Mathematics Tests,Mathematics Achievement,Meta Analysis,Learning Problems,Learning Disabilities,Outcomes of Education,Elementary School Students,Secondary School Students,Research Reports,Research Methodology,Instructional Effectiveness,Low Achievement

The purpose this review was to conduct a meta-analysis of 25 years of mathematics interventions for students with mathematics difficulty or disability in grades 4 through 12. A search of the literature yielded 25 studies that met the inclusion criteria. Studies were coded to extract important study information (e.g., participant information, research design, description of treatment and comparison groups) and data needed to calculate Hedge's g. We used robust variance estimation (RVE) to address dependence resulting from multiple outcomes per study. The RVE random-effects model estimated a treatment effect of 0.85. After adjusting for small study effects, the final model estimated an underlying, moderate effect of 0.49 with a large amount of unexplained heterogeneity between studies. Studies with more than 15 hours of treatment and those focused on fraction content significantly moderated mathematics outcomes. Findings are limited by extreme variability across study estimates, the lack of standardized mathematics measures, and a limited number of studies across 25 years of research. [This paper was published in &quot;Remedial and Special Education&quot; v39 n6 p327-340 2018 (EJ1197346).]
Career and Technical Education Evaluation, 2008-2009. Publication Number 08.81
Author: Pazera, Carol
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Vocational Education,School Districts,Student Characteristics,Academic Achievement,Program Effectiveness,Postsecondary Education,Socioeconomic Status,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Disproportionate Representation,Course Selection (Students),Standardized Tests,Scores,High School Students,Low Income Students,Employment Level

This report compares characteristics of AISD students who had taken career and technical education (CTE) courses or a sequence of such courses, to those of students who had not. The role of CTE in postsecondary employment and enrollment is also examined.
Office of Redesign: Quality Teaching for English Learners (QTEL), 2008-2009. Publication Number 08.80
Author: Gossman, Ginger L.
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,International Schools,High School Students,Teacher Effectiveness,School Districts,Outcomes of Education,Educational Quality,Teaching Methods,Program Evaluation,State Standards,Achievement Gains,Faculty Development,Capacity Building,Educational Finance,Summative Evaluation,Formative Evaluation,English (Second Language),Language Tests,Academic Achievement,Teacher Attitudes,Comparative Analysis,Limited English Speaking,Native Language,Spanish,English,Second Language Learning,Second Language Instruction,Program Effectiveness

Quality Teaching for English Learners (QTEL) aimed to improve teacher practice and improve student outcomes at Lanier and International High Schools in AISD. Overall, QTEL was moderately effective based on the myriad of mixed program results.
Texas Accelerated Science Achievement Program: Summary Report, 2008-2009. Publication Number 08.93
Author: Pazera, Carol
Date: 2010-03-00
Type: Reports - Descriptive
Subjects: Science Achievement,Grade 10,Grade 11,Grants,School Districts,High School Students,Acceleration (Education),Achievement Gap,Tutoring,Field Trips,Peer Teaching,Mentors,Clubs,Summer Programs,Low Income Students,Student Characteristics,Low Achievement,Program Effectiveness,Racial Differences,Ethnicity,Gender Differences,English Language Learners,Students with Disabilities,Grades (Scholastic)

This report summarizes AISD 2008-2009 program evaluation results for a state grant to improve students' grades in science courses, to increase students' chances of graduating, and to increase 10th and 11th-grade students' scores on the state science test.
High School Redesign Student Advisory Evaluation, Year 2 Implementation, 2008-2009. Publication Number 08.79
Author: Garland, Marshall W.
Date: 2010-01-00
Type: Reports - Descriptive
Subjects: School Districts,High School Students,Student Evaluation,Counseling Services,Family Programs,Advocacy,Program Implementation,Faculty Advisers,Student Attitudes,Program Evaluation,Program Descriptions

Student advisory classes were collaboratively implemented by the AISD Office of School Redesign, teacher leaders, and contracted support providers in all AISD high schools during the 2008-2009 school year. This report provides a summary of results.
Math Improvement Initiative, Year 2 Implementation: 2008-2009. Publication Number 08.76
Author: Garland, Marshall W.
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Educational Improvement,School Districts,Teaching Methods,Partnerships in Education,Program Evaluation,Faculty Development,High School Students,College School Cooperation,Mathematics Achievement,Grade 10,State Standards,Geometry,Course Selection (Students)

The partnership between AISD and the Charles A. Dana Center was designed to improve the teaching and learning of math and showed promise in its second year of implementation. This report provides a detailed summary of results.
Program Summary and Second-Year Outcomes for the ACCESS Initiative, 2008-2009. Publication Number 08.71
Author: LaTurner, Jason
Date: 2009-10-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Partnerships in Education,School Community Relationship,Public Agencies,Nonprofit Organizations,Program Implementation,Prevention,Social Services,Student Needs,School Safety,Violence,Substance Abuse,Positive Behavior Supports,Mental Health Programs,Social Emotional Learning,Social Support Groups,Transitional Programs,Dropout Prevention,Intellectual Disability,School Counselors,School Nurses,Family Involvement,Access to Health Care,Geographic Information Systems

The Austin Community Collaboration to Enhance Student Success (ACCESS) is a community collaboration between the Austin Independent School District (AISD) and public and nonprofit agencies. By implementing a number of innovative prevention and treatment programs to address the emotional, behavioral, and social needs of students, the ACCESS initiative seeks to promote and encourage safe and positive learning environments. Additionally, ACCESS aims to enhance the way social services are delivered on campuses by creating a youth mapping program with geographic information to locate, target, and serve the students experiencing the greatest needs. This report summarizes evaluation results from the 2008-2009 school year.