ethanporcaro/eric-fulltext-meta huggingface dataset:
AISD Parent Support Specialist Survey Results. District-Level Report 2010-2011. Publication 10.49 RB
Author: Doolittle, M.
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: School Districts,Parents,Family Needs,Family Involvement,Family School Relationship,Activities,Outreach Programs,Workshops,Leadership Training,Transitional Programs,Elementary Secondary Education,Readiness,Child Rearing,Professional Development,Role,Specialists

This report summarizes results from a survey administered in Spring 2011 to all AISD parent support specialists, who were asked to report on various activities and events involving families at their school.
Principal Pipeline Sustainability Guide
Author: Anderson, Leslie M.
Date: 2023-05-00
Type: Guides - Non-Classroom
Subjects: Principals,Leadership,Personnel Selection,Management Development,Standards,Supervision,Evaluation,Educational Finance,Sustainability,Partnerships in Education,Educational Policy,Educational Needs,Training

Sustainability is the theme of this guide: how to ensure that what starts as an initiative to build an effective principal pipeline becomes a system with the staying power to function well and produce benefits for years to come. Sustaining a pipeline requires attending to the following six elements--as defined by the authors based on research and practitioners' ideas--and this guide offers a framework for addressing them through self-study and planning: (1) Financial planning; (2) Partnerships; (3) Stakeholder involvement; (4) District policies and procedures; (5) Continuous improvement and evaluation; and (6) Communications. The guide describes each element and suggests discussion questions and local evidence for district teams to consider in assessing how well their district is currently addressing the element. A template at the end of the guide allows districts to identify sustainability elements they want to strengthen and to make a plan for the sustainability work they want to prioritize. The guide also includes a financial planning template that districts can use to account for the &quot;soft&quot; and &quot;hard&quot; funding sources available to support both the one-time and ongoing costs of the pipeline. That template also guides districts in assessing their pipeline's vulnerability to financial trouble based on the district's financial plan.
Positive Behavior Support: 2010-2011 Summary. Research Brief. DPE Publication No. 10.53 RB
Author: Johnson, Beth
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,Prevention,Behavior Problems,Academic Achievement,Achievement Gains,Educational Research,Program Implementation,Program Effectiveness,Intervention,Behavior Change,Principals,Administrator Attitudes,School Personnel,Attitudes,Programs

Positive Behavior Support (PBS) is a systems approach to the prevention of problem behavior and the improvement of student academic performance. This research brief describes AISD campus participation in PBS since 2003-2004, when it was first piloted by AISD. It also presents results from 2010-2011 end-of-year surveys, in which administrators and staff at PBS campuses shared their perspectives on the implementation and effects of PBS.
Building a Talent Strong Texas: Fostering the Skills and Spurring the Innovation Vital to the Texas Economy. 2022-2030 Strategic Plan
Author: Texas Higher Education Coordinating Board (THECB)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Strategic Planning,Educational Attainment,Labor Force Development,Graduation,Employment Potential,Debt (Financial),College Graduates,Research,Innovation,Economic Impact,Educational Planning,Equal Education,Achievement Gap,Credentials,Educational Objectives

Entering the middle of the 21st Century, Texas has the ninth-largest economy in the world, whose success is powered by the increasingly educated workforce. Texans have earned more degrees, certificates, and credentials over the past decade than at any time in history, and Texas has outpaced every other state in growing undergraduate and graduate student enrollment. But the economy is always changing. The COVID-19 pandemic accelerated trends that were already underway in how Texans learn, work, connect, and use technology. And, now more than ever before, a growing number of jobs require credentials beyond high school diplomas. To meet these challenges, Texas institutions of higher education must expand opportunities for all Texans to earn degrees, certificates, and other credentials. More specifically, the state must lead the nation in awarding credentials of value that offer purpose in the economy, value in the labor market, and opportunities for good jobs and meaningful careers. The plan will focus on three measurable, data-driven goals: (1) Attainment of Postsecondary Credentials; (2) Postsecondary Credentials of Value; and (3) Research, Development, and Innovation. In the plan, equity will be embedded throughout the goals. All goals will be tied to metrics that are publicly available for students and families, colleges and universities, employers, and policymakers to use in making decisions. These goals can only be achieved collaboratively, working with public and private sector stakeholders to break down historic silos and serving as a resource, partner, and advocate for Texas higher education.
Measuring Teacher Effectiveness in AISD. Educator Quality Research Series: Issue 1. DPE Publication No. 10.03 RB a
Author: Schmitt, Lisa
Date: 2010-09-08
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Teacher Characteristics,Institutional Characteristics,Standardized Tests,Academic Achievement,Elementary School Teachers,Secondary School Teachers,Gender Differences,Minority Group Teachers,Teaching Experience,Educational Attainment,Beginning Teachers,Teacher Certification,Alternative Teacher Certification

This report summarizes AISD teacher characteristics and research regarding which teacher and school factors differentiate effective AISD teachers from their less effective peers.
Measuring Teacher Effectiveness in AISD. Educator Quality Research Series: Issue 2. DPE Publication No. 10.03 RB b
Author: Schmitt, Lisa
Date: 2010-09-17
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Reading Achievement,Mathematics Achievement,Elementary Schools,Middle Schools,High Schools,Socioeconomic Status,Low Income Students,Poverty

This report examines student growth on the state academic test (TAKS) as a measure of effective teaching in AISD. Results highlight the importance of analyzing student growth along with student passing rates when examining teacher effectiveness.
Traditional and Alternatively Certified Novice Teacher Effectiveness in AISD. Educator Quality Research Series: Issue 3. DPE Publication No. 10.03 RB c
Author: Schmitt, Lisa
Date: 2011-09-13
Type: Reports - Descriptive
Subjects: Beginning Teachers,Alternative Teacher Certification,Teacher Certification,Standardized Tests,Teacher Competencies,Reading Achievement,Mathematics Achievement,Science Achievement,Low Income Students,Elementary School Teachers,Secondary School Teachers,Teacher Effectiveness

This report describes the results of analyses comparing novice (teachers with 1-3 years of teaching experience) alternatively certified teachers with novice teachers who were traditionally certified, examining trends in student state test performance.
Cultural Competency Brief. DPE Publication No. 10.15RB
Author: Ibanez, Natalia
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Cultural Awareness,School Districts,Educational Environment,Student Attitudes,Parent Attitudes,Longitudinal Studies,Racism,Bullying,Teacher Attitudes,Administrator Attitudes,School Surveys,Elementary School Students,Middle School Students,High School Students,Elementary School Teachers,Middle School Teachers,High School Teachers,Cultural Differences,World Views,Work Environment,Central Office Administrators,Professional Personnel,Rating Scales,Departments,Supervisor Supervisee Relationship,Safety,Sexual Harassment,Teacher Student Relationship,Educational Administration,Collegiality,Peer Relationship

This report integrates 2009-2010 AISD campus, central office, student climate survey and parent survey responses that address cultural competency in the district. Longitudinal data are provided when available.
Sustaining Evaluation Efforts after the American Recovery and Reinvestment Act Individuals with Disabilities Education Act. DPE Publication No. 10.40
Author: Doolittle, Martha
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Federal Aid,Educational Legislation,Equal Education,Students with Disabilities,Evaluation,Elementary Secondary Education,Program Evaluation,Program Improvement,Planning,Data Collection,Data Analysis

This report provides AISD staff with a guide to sustain project evaluation practices on ARRA IDEA projects after grant funding ends by enhancing staff capacity to include evaluation in planning, managing, and improving the projects and programs.
Diploma, Associate Degree, and Certificate Infographic Report: 2022 BC Student Outcomes Survey of Diploma, Associate Degree, and Certificate Students
Author: BC Student Outcomes (Canada)
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Educational Attainment,Associate Degrees,Feedback (Response),College Graduates,Educational Quality,Educational Improvement,Student Surveys,Alumni,Certification,Foreign Countries,College Transfer Students,Intellectual Disciplines,Gender Differences,Student Characteristics,Universities,Community Colleges,Majors (Students),Educational Attitudes,Age Differences,Educational Finance,Student Financial Aid,Employment,Unemployment,Bachelors Degrees

Every year, the BC Student Outcomes Program collects feedback from former students who took post-secondary programs at a participating B.C. post-secondary institution. Student feedback is essential to maintain quality and relevance in the education system. The former Diploma, Associate Degree, and Certificate students are surveyed within two years of completing or leaving their programs. The survey collects outcomes and evaluative information, which is used to improve the quality of training, meet accountability requirements, help with policy development, and inform prospective students. This report presents results for the 2022 BC Student Outcomes Survey of former Diploma, Associate Degree, and Certificate Students. Respondents from programs with no credential are excluded. Nineteen public post-secondary institutions in British Columbia participated in the 2022 Survey. In total, 30,575 former Diploma, Associate Degree, and Certificate students were eligible for the survey. Of these, 14,982 completed the survey for an overall response rate of 49%. [Outcomes surveys are conducted with funding from the Ministry of Advanced Education and Skills Training, the Industry Training Authority, and from British Columbia's public post-secondary institutions.]
Prekindergarten Evaluation Series, 2010-2011. Issue 1: Student Performance. Publication Number 10.46 RB a
Author: Brunner, Josie
Date: 2011-07-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Preschool Children,Program Evaluation,Academic Achievement,Interpersonal Competence,Child Development,Receptive Language,Vocabulary Skills,Native Language,English,Spanish,Literacy,Intelligence Tests,Verbal Ability,Vocabulary,Scores,English Language Learners,Cognitive Development

Although more than a third of tested pre-K students (37%) entered AISD one standard deviation below the national average in receptive vocabulary, the AISD pre-K program accelerated these students' growth by nearly twice the national average by the end of the 2010-2011 school year.
Prekindergarten Evaluation Series, 2010-2011. Issue 2: Peabody Picture Vocabulary Test Performance by Vertical Team. Publication Number 10.46 RB b
Author: Brunner, Josie
Date: 2011-07-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Preschool Children,Program Evaluation,Receptive Language,Native Language,Vocabulary Skills,Verbal Ability,Intelligence Tests,Vocabulary,English,Spanish,English Language Learners,Scores

Although pre-K students' average gains on the 2010-2011 Peabody Picture Vocabulary Test (PPVT in English, TVIP in Spanish) significantly differed by vertical team, these differences were attributed more to the students' school or classroom rather than to the vertical team in which a school resided. [For &quot;Prekindergarten Evaluation Series, 2010-2011. Issue 1: Student Performance. Publication Number 10.46 RB a,&quot; see ED628472.]
Prekindergarten Evaluation Series, 2010-2011. Issue 3: Program Participation. Publication Number 10.46 RB c
Author: Brunner, Josie
Date: 2011-09-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Preschool Children,Enrollment,Costs,Economically Disadvantaged,English Language Learners,Student Characteristics,Attendance Patterns,Average Daily Attendance,Language of Instruction,Educational Finance,Federal Aid,Federal Legislation,State Aid,Teacher Salaries,Program Evaluation

In 2010-2011, AISD prekindergarten enrollment was 5,614, an increase by 3% from the 2009-2010 year. The cost per student for pre-K was approximately $3,234 for the 2010-2011 year, a $94 per student decrease from 2009-2010. [For &quot;Prekindergarten Evaluation Series, 2010-2011. Issue 2: Peabody Picture Vocabulary Test Performance by Vertical Team. Publication Number 10.46 RB b, see ED628473.]
2010 Senior FAFSA Submission Summary, Fall 2010. DPE Publication 10.19 RB
Author: Looby, Karen
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: School Districts,College Applicants,Student Financial Aid,Financial Aid Applicants,Federal Aid,Eligibility,High School Seniors,College Bound Students,Student Characteristics,Minority Group Students,White Students,Economically Disadvantaged,Limited English Speaking,Data Use,Enrollment

The Free Application for Federal Student Aid (FAFSA) is completed by students annually to determine eligibility for federal student financial aid. This report describes FAFSA completion outcomes for Austin Independent School District (AISD) seniors in 2010.
After School Centers on Education. Cycle 6, 2010-2011. Publication Number 10.61 I.f
Author: Naik, Reetu
Date: 2011-08-00
Type: Reports - Evaluative
Subjects: School Districts,After School Programs,Student Participation,Outcomes of Education,Attendance,Discipline,Achievement Tests,Scores,Grade Point Average,Academic Achievement,Educational Objectives,Program Descriptions,Program Evaluation,Program Effectiveness

Austin Independent School District (AISD) student outcomes on attendance, discipline, Texas Assessment of Knowledge and Skills (TAKS) scores, and GPA were compared between students who participated and students who did not participate in Afterschool Centers on Education programs at AISD campuses during the 2010-2011 school year.
ACT Test Results Summary, 2010-2011. DPE Publication 10.69 RB
Author: Looby, Karen
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Test Results,Scores,Mathematics Achievement,English,Reading Achievement,Science Achievement,Ethnicity,Educational Trends

The ACT is a national college admissions examination. ACT, Inc. provides an annual summary of student performance at the end of each academic year. AISD students' results from that annual summary are described in this brief report.
Career and Technical Education Safety Survey Results 2010. DPE Report 10.08 RB
Author: Pazera, Carol
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Safety,Hazardous Materials,Teacher Surveys,Secondary School Teachers,Knowledge Level,Planning,Emergency Programs

The Career and Technical Education (CTE) program took the initiative to investigate safety practices in its programs, especially with regard to chemicals and hazardous materials. This report highlights some responses from the CTE safety survey in 2010.
2009-2010 School Climate Update. DPE Publication No. 10.11RB
Author: Lamb, Lindsay M.
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Environment,Learner Engagement,Community Involvement,Teacher Expectations of Students,Academic Achievement,Teaching Conditions,Achievement Tests,State Standards,Mathematics Achievement,Reading Achievement

This report examines the relationship between four broad dimensions of school climate (i.e., respectful school environment, school engagement and community involvement, expectations for student achievement, and campus support for teachers) and the percentage of AISD students meeting the state standard on TAKS (math and reading only).
2011 TELL AISD Staff Climate Survey District Report: Teaching Empowering, Leading and Learning. DPE Pub.No.10.62
Author: Austin Independent School District (AISD)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: School Districts,Teaching Conditions,Teacher Persistence,Teacher Effectiveness,Work Environment,Teacher Attitudes,Academic Achievement,Mathematics Achievement,Reading Achievement,Time Management,Educational Facilities,Educational Resources,Teacher Leadership,Instructional Leadership,Faculty Development,Educational Environment,Job Satisfaction,Community Involvement,Parent Participation,Classroom Techniques

In 2011, AISD worked with the nationally recognized New Teacher Center (NTC) to create a comprehensive survey to help the district to better understand how teachers and school staff feel about critical issues that can influence educator retention and effectiveness. This report provides a district summary of staff survey results. A separate report on campus administrators' responses also was published. [For &quot;TELL AISD Staff Climate Survey Results for Campus Administrators, 2011. DRE Publication No. 10.73,&quot; see ED628591.]
2011 AISD Employee Coordinated Survey Summary. Publication No. 10.50 RB
Author: Austin Independent School District (AISD)
Date: 2011-06-00
Type: Reports - Descriptive
Subjects: Administrator Surveys,Teacher Surveys,Elementary Secondary Education,Special Education,Central Office Administrators

The annual AISD Employee Coordinated Survey (ECS) was conducted in Spring, 2011. The ECS allows district administrators to survey employees about issues that impact policy, and monitors critical employee attitudes and experiences.
Out-of-District Mobility of 2009-2010 Kindergarten Class by Vertical Team. DPE Publication Number: 10.43 RB
Author: Brunner, Josie
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: School Districts,Kindergarten,Student Mobility,Attendance Patterns,Enrollment

About 12% of 2009-2010 AISD kindergarten students left AISD before the 2010-2011 year. The vertical teams with the highest out-of-district mobility for kindergarten students were LBJ (16%), Anderson (14%), and Akins (13%).
Out-of-District Mobility of 2009-2010 Prekindergarten Class. DPE Publication Number: 10.29(b)RB
Author: Brunner, Josie
Date: 2011-03-00
Type: Reports - Research
Subjects: School Districts,Preschool Children,Student Mobility,Attendance Patterns,Enrollment,Kindergarten

About 18% of 2009-2010 Austin Independent School District (AISD) pre-K students left AISD in 2010-2011 for kindergarten. The vertical teams of schools with the highest out-of-district mobility for pre-K students were Anderson (29%), LBJ (21%), and Reagan (20%).
Staff Attrition from Pennsylvania Public Schools during the COVID-19 Pandemic. Education Research Brief
Author: Lipscomb, Stephen
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Labor Turnover,Public Schools,COVID-19,Pandemics,School Districts,Distance Education,Charter Schools,Elementary School Teachers,Secondary School Teachers,Special Education Teachers,Administrators,Institutional Characteristics,School District Size,School Nurses,School Counselors,Minority Groups,Race

The COVID-19 pandemic raised concerns about the possibility of increased staff attrition from the public school sector, as it did for other occupations during the Great Resignation that followed the pandemic's onset. Recruiting and retaining education staff were pressing challenges even before the pandemic began. Since March 2020, education staff have needed to adapt to new job expectations and risk exposure to an unknown virus. These factors might have contributed to staff leaving public education jobs due to mental and physical health concerns and other issues. This research brief describes staff attrition during the pandemic from Pennsylvania local education agencies (LEAs). The brief describes annual rates of staff leaving the statewide public school sector from several jobs--including teachers, health and counseling staff, school administrators, and LEA administrators--and how changes in attrition during the pandemic varied with staff, school, and LEA characteristics. Key findings for teachers, health and counseling staff, and administrators include: (1) five percent of staff working in Pennsylvania local education agencies (LEAs) in fall 2020 left the statewide public school sector by fall 2021, an increase from 4 percent attrition in preceding years; (2) pre-pandemic attrition rates for staff of color were generally higher than for non-Hispanic White staff, and these differences grew during the pandemic except for school administrators, where they narrowed; and (3) gaps in attrition rates were also exacerbated during the pandemic for teachers and health and counseling staff early in their careers and in charter schools and for LEA administrators in large LEAs. [This brief includes contributions from Candy Miller, Rhonda Johnson, and Rosemary Riccardo.]
Teaching English for Legal Purposes to Undergraduate Translation Majors
Author: Al-Jarf, Reima
Date: 2022-00-00
Type: Journal Articles
Subjects: English for Special Purposes,Translation,Law Related Education,Professional Training,Jargon,Language Proficiency,Needs Assessment,Glossaries,Grammar,Listening Skills,Speech Skills,Reading Skills,Writing Skills

To enable students majoring in translation at the College of Languages and Translation to read, identify the lexical and syntactic features of legal documents and hence comprehend their content, this article proposes an instructional module for teaching English for Legal Purposes (ELP). The module should be based on the assessment of the students' proficiency level in English and analysis of their academic and professional need. It consists of the most common legal terms such as (alias, amicus, peosequi, res judicata, puisine, puis ne, estoppel fee, simple laches, quash); grammatical structures common in legal documents such as the use of long and complex sentences, conditional clauses, adverbial clusters, long complicated nominal groups, the modal auxiliary shall, and French word order (court martial, heir apparent, secretary general); reading legal documents such as insurance policies, wills, statutes, contracts and agreements between individuals, leases, petitions, investigations...etc. Global legal themes are integrated in the practice material. The students practice listening, speaking, reading, writing and translation. They learn the legal terms and grammatical structures in context (through the text). The instructor performs text analysis. Together with the students, she goes through a legal text, locates legal terms and syntactic structures, and explains and/or translates them. Then the students perform text analysis of new legal texts. Numerous technologies can be integrated into teaching and learning ELP. Assignments are posted on Blackboard LMS, a blog or a social media page. At the end of the instructional period, the students are tested, and the ELP module is evaluated by the students and legal translation instructors. The article recommends that ELP be student-centered. The students should have an active role in the learning process where they select legal topics to read, talk, write about and translate.