ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impacts of i-Ready Personalized Instruction on Student Math Achievement in Multiple School Districts
Author: Cook, Michael A.
Date: 2022-02-00
Type: Reports - Research
Subjects: Individualized Instruction,Mathematics Achievement,Mathematics Instruction,School Districts,Elementary School Students,Instructional Effectiveness

The purpose of this study was to use a quasi-experimental design (QED) to examine the effectiveness of i-Ready Personalized Instruction on student achievement on a summative state assessment (Massachusetts Comprehensive Assessment System; MCAS) in a year of learning disruptions from the COVID-19 pandemic. The study sample consisted of about 11,000 grades 3-8 students from five school districts in Massachusetts. All schools used i-Ready Diagnostic assessments, but each district assigned some students to receive both the Diagnostic and Instruction products, while other students only received the Diagnostic product. Propensity score weighting (PSW) was used to create a comparison (Diagnostic-only) group that was as similar as possible to the treatment (Diagnostic and Instruction) group. Hierarchical linear modeling (HLM), using school as the clustering variable, was used to conduct quantitative analyses of available achievement data, and analyses were conducted by grade level. Results showed that i-Ready Personalized Instruction use was associated with significantly higher MCAS mathematics achievement gains. Students in grades 3, 5, and 6 that used i-Ready Personalized Instruction significantly outgained comparison students, by an average of 5-7 points. Further, grade-aggregated analyses showed that i-Ready Personalized Instruction students showed significantly higher mathematics achievement gains than did comparison students, with Instruction students averaging five points higher MCAS scores. These results give evidence supporting the efficacy of i-Ready's Personalized Instruction suite in a school year marked by near-constant learning disruptions. It is important to note that, for these analyses, the comparison group used the i-Ready Diagnostic assessment system, which itself has already been shown to be an effective research-based intervention. Thus, it is likely that efficacy estimates of the treatment (Diagnostic and Instruction) condition may be somewhat conservative, relative to a comparison condition where students received neither of the i-Ready components.
Assessment within the Broad General Education: A Thematic Inspection. Signposts to Highly-Effective Practice
Author: Education Scotland
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Educational Assessment,General Education,Educational Practices,Early Childhood Education,Elementary Education,Inspection,Program Effectiveness,Case Studies,Student Evaluation,Instructional Leadership,Educational Strategies,Data Use,Benchmarking,Faculty Development,Data Interpretation,Feedback (Response)

Through our national thematic reports HM Inspectors of Education share their professional view on particular aspects of education. This report focuses on sharing the key features which, when taken together, make the greatest difference to using assessment effectively to improve learning and teaching and in turn, outcomes for children and young people.
Engaging Families in Learning: A Thematic Inspection of Family Learning
Author: Education Scotland
Date: 2021-02-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Family School Relationship,Family Involvement,Student Improvement,Academic Achievement,Outcomes of Education,Learner Engagement,Parent Participation,Community Involvement,Preschool Education,Elementary Secondary Education,Special Schools,Early Childhood Education,Child Care Centers,Community Education,Community Development,Family Attitudes,Parents,Child Caregivers,School Personnel,Children,Adolescents,School Community Relationship

This report explores the impact of schools and other settings working with families to improve learning and achievement. It identifies the key features of highly-effective practice in engaging families in learning and provides examples of quality family learning which are helping to secure better outcomes for children and young people. The case studies of practice in the report, captured before COVID-19, have been revisited to see how the identified settings and services have engaged families in learning during educational recovery.
ETULay! Bridging the Learners&apos; Gap on Blended Learning through Nationwide Volunteer Online Tutoring Initiative
Author: Jamisal, Mark Anthony
Date: 2022-03-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Foreign Countries,COVID-19,Pandemics,Elementary School Students,High School Students,Distance Education,Tutoring,Social Media,Video Technology,Content Analysis,Parent Attitudes,Program Implementation,Program Descriptions,Parent Child Relationship,Inclusion,Computer Assisted Instruction,Parent Participation

From March 2020 up to the present (February 2022), elementary and high schools in the Philippines have not resumed their full classroom capacity. The majority of learners are still learning from home without assurance of when they are going back to the schools. In order to augment the department's blended program, the EdTech Unit of Information Communication Technology Services (ICTS) of the Department of Education (DepEd Philippines) has launched an online tutoring program using Facebook and YouTube to reach a larger number of learners all over the country. The program was conceived in January 2021 and has served more than two million learners in the Philippines. Using qualitative content analysis from the responses of the participants, this paper aimed at knowing the experiences of parents, this paper presents the experiences of participants in the program during the first year of its implementation. Upon the first year of its implementation, the participants were generally enthralled and positive for the initiative as it helped them ease with explaining some context that parents may not have the grasp of the information. Parents also were given springboard to talk about topics which are rather difficult to discuss with their children. Participants also highlighted that ETULay served its purpose well but hoped to be more inclusive and graphics- enhanced in the next years to come.
Prekindergarten Evaluation, 2009-2010. Research Brief. DPE Publication No. 09.43 RB
Author: Brunner, Josie
Date: 2010-10-00
Type: Reports - Research
Subjects: School Districts,Preschool Education,Preschool Children,School Demography,Program Evaluation,Expenditure per Student,Partnerships in Education,Enrollment,Preschool Teachers,Student Characteristics,Teacher Characteristics,Faculty Development,Language of Instruction,Intelligence Tests,Verbal Ability,Vocabulary,Demonstration Programs,Cognitive Development,Child Development

A separate full report also was published. Austin Independent School District served 5,450 pre-K students in 2009-2010. Approximately 70% of sampled English-speaking pre-K students and 74% of sampled Spanish-speaking pre-K students had faster than the expected growth rate on an assessment of receptive vocabulary.
Bilingual/ESL Programs Evaluation Summary: 2006-2007. Publication Number 06.42
Author: Gonzalez, Rosa María
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Bilingual Education,English (Second Language),School Districts,Scores,Program Evaluation,Achievement Tests,Mathematics Achievement,Social Studies,Reading Achievement,Science Achievement,Writing Achievement,Language Arts,Elementary School Students,Secondary School Students,Spanish,Language Proficiency

This report summarizes Austin ISD's bilingual and English as a second language (ESL) program for students during the 2006-2007 school year. The school district served 13,162 students in a bilingual program, 5,280 students in an ESL program, and 822 students whose parents refused bilingual or ESL programming. Most (77%) students served were in elementary school grade levels. The report also summarizes student academic performance results for the 2006-2007 school year.
Educating English Learners during the Pandemic: Insights from Experts, Advocates, and Practitioners
Author: Villegas, Leslie
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: Second Language Instruction,English Language Learners,COVID-19,Pandemics,Distance Education,Screening Tests,Identification,Classification,Language Teachers,Educational Finance,Federal Aid,Human Resources

There is a growing body of evidence about the disproportionate impact the pandemic had on English learners (ELs). We sought to capture the complexity of learning conditions for this student population during the COVID-19 pandemic by interviewing 20 EL education leaders. These experts' experiences revealed that while remote learning posed significant challenges to EL education and services, educators improvised, collaborated, and continued to innovate throughout the pandemic. To help EL students moving forward, education leaders on all levels must acknowledge both the struggle and perseverance that shaped their educational experiences during the pandemic.
Setting up SUCCESS: Participating in a College Support Program during the Pandemic and Beyond
Author: Lepe, Marco
Date: 2022-04-00
Type: Reports - Research
Subjects: College Programs,Success,Coaching (Performance),Models,Enrollment,Student Experience,Sense of Community,Holistic Approach,College Students

MDRC's Scaling Up College Completion Efforts for Student Success (SUCCESS) project seeks to improve graduation rates for traditionally underserved students at two- and four-year colleges. SUCCESS integrates components from multiple programs that have proved to be effective at helping students accomplish their goals. The components include coaching, full-time enrollment, financial incentives, and data-driven management. In January 2022, MDRC published a brief detailing early impact findings from an evaluation of SUCCESS and the effect of the COVID-19 pandemic on the SUCCESS model and operations. An early look at academic outcomes showed that during the Fall 2020 semester, students who had the opportunity to participate in SUCCESS performed similarly to students in the control group who had access to all of their colleges' usual offerings and services (except SUCCESS). This issue focus shares early program implementation lessons that highlight the experiences of participating students. The lessons, gleaned from interviews with over 100 students and program staff members, reflect experiences that could be relevant to other student support programs, including those that operate in online, in-person, and hybrid environments. [For the January 2022 brief, &quot;Supporting College Students during the Pandemic: Early Lessons from SUCCESS,&quot; see ED617185.]
Prekindergarten Teacher Survey Summary Report, 2009-2010. DPE Publication No. 09.26
Author: Brunner, Josie
Date: 2010-04-00
Type: Reports - Research
Subjects: Preschool Teachers,Teacher Attitudes,Administrator Effectiveness,Leadership Responsibility,Curriculum,Program Effectiveness,Parent Education,Parent Participation,Faculty Development,Instructional Materials,Student Behavior,Behavior Modification,Behavior Problems,Class Size,Teamwork,Teacher Collaboration,Program Implementation,School Readiness

In a spring 2010 survey, Austin Independent School District prekindergarten teachers with more than 18 students reported a greater frequency of students' disruptive behaviors than did similar teachers with fewer students. Most teachers gave positive ratings to their support team, central office staff, and the curriculum.
Bilingual and English as a Second Language Programs Summary Report: 2007-2008. Publication Number 07.63
Author: Doolittle, Martha
Date: 2008-10-00
Type: Reports - Descriptive
Subjects: English (Second Language),Second Language Instruction,English Language Learners,Bilingual Education,Limited English Speaking,Language Proficiency,Standardized Tests,Student Evaluation,Academic Achievement,Elementary Secondary Education,Educational Legislation,Federal Legislation,Grants

This report summarizes student, staff, and program data for Austin Independent School District's bilingual and English as a second language programs for 2007-2008.
Summer School Evaluation Summary Report 2009. Publication Number 08.69
Author: Doolittle, Martha
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Summer Programs,Summer Schools,Elementary Secondary Education,English Language Learners,Preschool Education,Reading Instruction,Mathematics Instruction,Grade 3,Grade 5,Standardized Tests,Science Instruction,Camps,Immigrants,English (Second Language),Acceleration (Education),Middle School Students,Grade 8,High School Students,Elementary School Students,Transitional Programs,Leadership Training,Technology Education,Youth Programs,Extended School Year,Educational Legislation,Federal Legislation,Educational Finance,Costs,Scores,Academic Support Services,Teacher Attitudes,Administrator Attitudes

Austin Independent School District served more than 13,000 students in summer programs during 2009, providing opportunities for accelerated learning, maintenance of academic skills between school years, course credit recovery, state achievement tests, or school-level transition activities. This report summarizes this information.
Austin Independent School District English Language Learner Programs Summary Report, 2010-2011. Publication Number 10.59
Author: Brunner, Josie
Date: 2011-09-00
Type: Reports - Research
Subjects: English Language Learners,English (Second Language),Second Language Learning,Language Proficiency,Academic Achievement,Public Schools,Bilingual Education,Second Language Instruction,Student Characteristics,Elementary Secondary Education,Bilingual Teachers,Teacher Certification,Achievement Gap,Achievement Gains,Attendance Patterns

Twenty-nine percent of 2010-2011 Austin Independent School District students were English language learners (ELLs). The majority of ELLs (62%) made progress in English proficiency and they showed overall improvement in most state academic test (TAKS) content areas for most grades.
Bilingual Education and English as a Second Language Programs Summary Report, 2009-2010. Publication Number #09.67
Author: Brunner, Josie
Date: 2010-10-00
Type: Reports - Research
Subjects: Bilingual Education Programs,English (Second Language),Second Language Learning,Second Language Instruction,Second Language Programs,School Districts,Enrollment Trends,English Language Learners,Achievement Tests,State Standards,Language Proficiency,Achievement Gains,Longitudinal Studies,Student Characteristics,Language Teachers,Teacher Characteristics,Expenditures,Elementary Secondary Education,Achievement Gap,Language Tests,Program Evaluation,Mathematics Tests,Language Arts,Reading Achievement,Reading Tests,Social Studies,Science Achievement,Science Tests,Mathematics Achievement,Educational Finance,Equal Education,Federal Aid,Federal Legislation,Scores,Writing Tests,Writing Achievement

Twenty-nine percent of students enrolled in Austin Independent School District were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency, and their state academic test (TAKS) performance continued to improve over the years.
Bilingual Education and English as a Second Language, 2009-2010, Research Brief. DPE Publication No. 09.67 RB
Author: Brunner, Josie
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Bilingual Education,Programs,English (Second Language),Second Language Learning,Second Language Instruction,School Districts,Second Language Programs,Enrollment Trends,Elementary Secondary Education,Achievement Tests,Achievement Gains,Language Proficiency,Student Characteristics,English Language Learners,Limited English Speaking,Educational Finance,Federal Legislation,Educational Legislation,Federal Aid,State Standards,Mathematics Achievement,Mathematics Tests,Language Tests,Language Arts,Science Tests,Science Achievement,Writing Tests,Writing Achievement,Social Studies,Standardized Tests,Exit Examinations

This is a research brief of a longer report, also published as &quot;Bilingual Education and English as a Second Language Summary Report, 2009-2010&quot;. Twenty-nine percent of students enrolled in Austin Independent School District were English language learners in 2009-2010. The majority of them (62%) continued to make progress in English proficiency and their state academic assessment performance continued to improve over the years. [For the longer report, see ED619512.]
NCLB Title I, Part A Research Brief, 2009-2010. Publication 09.64 RB
Author: Burd, Michelle
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: School Districts,Educational Legislation,Federal Legislation,Elementary Secondary Education,Student Characteristics,Teacher Qualifications,Language Arts,Writing Achievement,Mathematics Achievement,Science Achievement,Social Studies,Summer Schools,Accountability,Scores,Educational Finance,Expenditures

Austin Independent School District used more than $31 million federal Title I, Part A funds in the 2009-2010 school year to support almost 45,000 students at 71 Title I schools. This report summarizes compliance and service data.
NCLB Title I, Part A Program Summary, 2010-2011. Publication 10.55 RB
Author: Doolittle, Martha
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Federal Legislation,Elementary Secondary Education,School Districts,Federal Aid,Grants,Compliance (Legal),Educational Finance,Resource Allocation,Low Income Students,Economically Disadvantaged,Minority Group Students,Academic Achievement,Accountability,Expenditures

This report summarizes compliance and service data from the more than $31 million in federal Title I, Part A grant funds allocated to Austin Independent School District in 2010-2011. Funds were used to serve more than 43,000 students at 67 Title I schools.
Shared Equity Leadership: Making Equity Everyone&apos;s Work. On Shared Equity Leadership Series
Author: Kezar, Adrianna
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Instructional Leadership,Cooperation,Outcomes of Education,Faculty Development,Professional Identity,Self Concept,Leadership Styles,Inclusion,Higher Education,Case Studies,Intervention,Minority Group Students,Low Income Students,Administrator Attitudes,Teacher Attitudes,College Faculty,College Administration,Educational Practices,Leadership Training

In this publication, the first in the &quot;On Shared Equity Leadership&quot; series, we describe how broadly inclusive and collaborative approaches to leadership are necessary to achieve equitable outcomes. We term this approach &quot;shared equity leadership&quot; (SEL), in which equity becomes everyone's responsibility and multiple campus stakeholders collectively share leadership for equity. At the heart of shared equity leadership is the notion of &quot;personal journey toward critical consciousness,&quot; in which leaders develop or strengthen a commitment to equity through their identity, personal experiences, or relationships and learning. Leaders' personal journeys help them develop the values necessary to share leadership for equity, as well as carry out the practices that enact this type of leadership. These values and practices are embodied and enacted by leaders collectively.
Organizing Shared Equity Leadership: Four Approaches to Structuring the Work. On Shared Equity Leadership Series
Author: Holcombe, Elizabeth
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Participative Decision Making,Leadership Styles,Higher Education,College Administration,Diversity (Institutional),Administrator Role,Teamwork,Values,Equal Education,Student Diversity,Minority Group Students,Minority Serving Institutions,Leadership Responsibility,Models

In this report, the second in the On Shared Equity Leadership series, we highlight four distinct ways to structure Shared Equity Leadership (SEL) that we observed from our participating institutions. We lay the groundwork for understanding these structures by first describing some of the more common or traditional ways that diversity leadership has been structured in higher education, followed by a brief overview of shared leadership structures and then a detailed analysis of the four SEL models. We conclude with examples that show how institutions can reward and incentivize the development of these models. [Jordan Harper contributed to this study and report.]
AB705 Implementation in the Los Angeles Community College District: Results from a District-Wide Survey
Author: Melguizo, Tatiana
Date: 2022-02-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Educational Policy,Program Implementation,College Mathematics,College English,English Teachers,Mathematics Teachers,College Administration,School Personnel,Faculty Advisers,Policy Analysis,Administrator Attitudes,Educational Change,State Legislation,Educational Legislation,Time Factors (Learning),Student Placement,Academic Persistence,Teacher Participation,Academic Ability,Teacher Attitudes,Two Year College Students

The Pullias Center for Higher Education, as part of the USC-LACCD Research-Practice Partnership (RPP), is conducting a mixed-methods evaluation of Assembly Bill 705 (AB705) focused on how community college practitioners are implementing this landmark policy, which directs all 116 community colleges in the California Community College (CCC) system to maximize the probability that students complete transfer-level math and English courses in one year's time. This report describes the findings of a survey completed by 486 administrators, faculty, and staff in the 9 LACCD colleges during Spring 2021. The survey asked about: (a) respondents' policy knowledge; (b) the guidance received and changes made in response to AB705; and (c) respondents' beliefs about the policy goals and student capacity.
School Recovery Strategies: Year 1 Findings. Research Report
Author: Achtaridou, Elpida
Date: 2022-01-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Elementary Secondary Education,Futures (of Society),Administrator Attitudes,Educational Change,Educational Practices,Foreign Countries,Educational Strategies,Intervention,Well Being,Mental Health,Summer Schools,Mathematics Instruction,Reading Instruction,Instructional Effectiveness,Guidance,Educational Planning,Educational Resources,Educational Cooperation,School Surveys

The Department for Education (DfE) commissioned Ipsos MORI, in partnership with Sheffield Hallam University (SHU) and the Centre for Education and Youth (CfEY), to carry out research among primary and secondary schools to understand how they have responded to the impacts of the COVID-19 pandemic and what further support they believe they need looking forwards. This report presents interim findings from the first year of the research, conducted in the 2020/21 academic year. It is based on data collected from school leaders and their responses to an online survey (1,018 survey responses in total) and 40 qualitative interviews. The research is set to continue in the 2021/22 academic year.