ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on the Implementation of SB 18-086
Author: Colorado Department of Higher Education
Date: 2022-10-04
Type: Reports - Evaluative
Subjects: Program Implementation,Educational Legislation,State Legislation,Computer Security,Information Security,Public Colleges,College Faculty,Personnel Selection,Educational Finance,Internship Programs,Academic Degrees,Educational Certificates,Scholarships,Seminars,Private Financial Support,Tuition,Fees,Federal Aid,Community Colleges

C.R.S. 24-33.5-1905 (4) directs the Department of Higher Education (DHE, the Department) to prepare a report detailing progress made towards critical state cyber-security goals at institutions of higher education that received an appropriation through SB 18-086. Specifically, the report must include, at a minimum: (1) The number of faculty or adjunct faculty hired at each institution of higher education as a result of the funding; (2) The number of student internships created with the funding at each institution of higher education; (3) The number of degrees or certificates that have been awarded at each institution of higher education in connection with the funding; (4) The number of scholarships awarded at each institution in connection with the funding; (5) The number of presentations and seminars given on cybersecurity by each institution of higher education; and (6) The amount of all other money that has been raised to match the state investment, which may include tuition, fees, federal funds, and industry donations. Six governing boards were awarded funding in the 2020-2021 fiscal year. This report summarizes their spending.
Universal Prevention to Support Children&apos;s Mental Health in Schools
Author: Herman, Keith C.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Prevention,Mental Health,Intervention,Public Health,Models,Positive Behavior Supports,Class Activities,Skill Development,Classroom Techniques,Barriers,Best Practices,Evaluation,Identification,Educational Practices,Children

As documented in chapters throughout this book, many promising and well-established interventions have been developed for treating even the most burdensome and debilitating mental health problems experienced by youth. Two overlapping realities, however, can interfere with the success of these interventions: (1) schools and communities rarely have enough resources to identify and provide intensive services for the large number of youth who experience severe emotional and behavioral problems; and (2) many youth who would benefit from early interventions to reduce risk go unnoticed and do not receive any services at all (see Herman, Merrill, Reinke, &amp; Tucker, 2004; Reinke, Herman, &amp; Tucker, 2006). It is exciting to have strategies that can help individuals overcome mental health problems. Without a broader approach, however, individual or group interventions will not impact the population health or reduce the incidence or prevalence of these conditions (Biglan, 1995). A public health approach provides a framework for influencing population health outcomes (Reinke et al., 2006). Although elements of a public health framework applied to children's mental health--including the idea of conceptualizing health promotion, prevention, and treatment along a continuum--have appeared in several prominent reports (National Research Council and the Institute of Medicine; NRC &amp; IOM, 2000; 2004; 2009), the application of fully integrated models remains challenging. In particular, universal approaches to mental health promotion and prevention are often foreign to mental health providers who have been trained to deliver services to individuals or small groups. In this chapter, we define universal prevention and situate it within a public health perspective. Next, we describe how this approach fits along a continuum of supports for students, ranging from minimal to intensive services, and show how this framework not only can reduce the number of students who will need intensive supports but also can help identify those most in need. We then describe examples of universal prevention models in school settings. We conclude with a discussion of barriers to universal prevention, potential solutions, and future directions.
2022 Kids Count in Colorado! A Pause on Progress: The Impact of the Pandemic on Colorado&apos;s Kids
Author: Hughes, Sarah
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Children,Pandemics,COVID-19,Access to Health Care,Child Care,Access to Education,Early Childhood Education,Financial Problems,Housing,Educational Policy,Family Income,Child Health,Social Indicators,Data

The 2022 &quot;KIDS COUNT in Colorado!&quot; report reveals the momentous loss experienced by children and families across the state during the first two years of the COVID-19 pandemic. It illustrates the pandemic's continued, far-reaching effects on Colorado kids--from difficulty accessing health care, child care, early learning opportunities, and K-12 education; to ongoing housing instability and other economic challenges. Among Colorado households with children, about half reported a loss of household income since the pandemic began, and one-third reported difficulty paying for usual household expenses, including medical care or food. Even amid the hardships of the pandemic, however, it is clear that policy change can make an enormous difference in the lives of children and families. The 2022 report offers policy recommendations that emphasize the need to increase public investment in programs that support the health and well-being of children across the state. Recommendations include investing in income support for families; expanding access to behavioral, mental, and physical health services; and investing in sustainable, adequate support for children's early learning and development. The report also highlights policy changes enacted since March 2020 that helped shield kids and families from the pandemic and accompanying economic downturn. The annual &quot;KIDS COUNT in Colorado!&quot; report tracks the well-being of Colorado children statewide and at the county level. The 29th annual report includes data and research on kids in the areas of health, early childhood, K-12 education, and family economic security. The report is a complement to the national KIDS COUNT Data Book produced by the Annie E. Casey Foundation, which was released on Aug. 8. [For the 2021 report, see ED622563. For the &quot;KIDS COUNT Data Book, 2022: State Trends in Child Well-Being,&quot; see ED625969.]
State Compensatory Education and High School Accelerated Instruction, 2013-2014. DRE Publication No. 13.61 RB
Author: Schmitt, Lisa N. T.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: School Districts,Achievement Tests,High School Graduates,At Risk Students,Dropouts,Longitudinal Studies,Resource Allocation,Program Evaluation,Expenditure per Student,Comparative Analysis,State Legislation,Educational Legislation,Academic Support Services,Dropout Prevention,Elementary Secondary Education,Graduation Rate,Acceleration (Education)

State Compensatory Education (SCE) is a supplemental program designed to eliminate disparities in (1) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2013); and (2) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended 2013), and all other students. Each year, the Austin Independent School District (AISD) allocates a portion of funding for SCE programs and services. This report describes student population and expenditures for 2013-2014, results from SCE program evaluations conducted in 2013-2014, and longitudinal disparity between performance of at-risk and not-at-risk students. Results are presented for the graduation classes of 2008 through 2013, for all students tested on the State of Texas Assessments of Academic Readiness (STAAR) in Spring 2013 and Spring 2014. [Abstract modified to meet ERIC guidelines.]
Class of 2014 High School Exit Survey. Austin Independent School District. DRE Publication 13.58
Author: Wiggins, Afi Y.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: High School Students,Student Surveys,Student Attitudes,Educational Experience,Strategic Planning,Educational Objectives,School Districts,Educational Improvement,Academic Aspiration,Parent Participation,Employment,College Attendance,Military Service,Majors (Students),Mothers,Educational Attainment,Parent Aspiration,Parent Child Relationship,Financial Literacy,College Applicants

The purpose of this survey was to monitor AISD's high school students' perceptions of their high school experience. Results are used to improve the campus environment and program supports for students, and in monitoring the district's strategic plan Goal 3. This report summarizes results from the AISD Class of 2014.
Diversifying the Educator Workforce: Disrupting Inequities. House Bill 21-1010 Diversity Working Group Report
Author: Colorado Department of Education
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Diversity (Faculty),Equal Education,Minority Group Teachers,Teacher Recruitment,Teacher Education,Teacher Persistence,Elementary Secondary Education,Barriers,Teacher Salaries,Paying for College,Teacher Certification,Teaching Conditions

House Bill 21-1010 tasked the Colorado Department of Higher Education (CDHE) and the Colorado Department of Education (CDE) to convene a workgroup dedicated to identifying obstacles to increasing the diversity of Colorado's educator workforce and to develop recommendations for meeting the challenge. This report is a result of the workgroup's effort. The report's recommendations build on those from 2017's Colorado's Teacher Shortages strategic plan (ED586422), and the 2014 report Keeping Up With the Kids. Recommended strategies include investing in &quot;grow your own&quot; strategies and addressing long-standing concerns about compensation; providing mentorship opportunities for aspiring teachers and investing in preparation programs at colleges and universities serving students of color and supporting districts to implement culturally relevant and sustainable practices to address implicit bias and microaggressions in the classroom and workplace. This report continues to underscore the importance of clear and focused support on recruiting, preparing, and retaining a diverse educator workforce. There is no single, statewide solution to the challenge. Instead, there are multiple possible solutions tailored to fit the assets and needs of different communities and different parts of the state. It is the shared belief of workgroup members that all Colorado students will benefit from being served by educators that resemble the racial, ethnic, and linguistic diversity of the community. [This report was prepared by the House Bill 21-1010 Diversity Workgroup.]
Be the Change: Universities Shaping the Future of the World
Author: Kayyali, Mustafa
Date: 2022-07-00
Type: Journal Articles
Subjects: Universities,College Role,Role of Education,Social Change,Research,Innovation,Futures (of Society),Social Problems

Universities have always played a crucial role in shaping the future of the world. They are centers of knowledge, research, and innovation, producing graduates who go on to lead in their fields and make a positive impact on society. But today, the need for universities to &quot;be the change&quot; has never been more urgent. The world is facing a host of complex and interrelated challenges, from climate change to inequality to political polarization.
Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Washington, District of Columbia, July 15-19, 2020). Volume 1
Author: Thripp, Richard, Ed.
Date: 2020-00-00
Type: Books
Subjects: Young Adults,Foreign Countries,Financial Education,Money Management,Vocational Education,Late Adolescents,Gamification,Game Based Learning,Recreational Activities,Correlation,College Students,Risk,Asian Culture,History,Medicine,Folk Culture,Student Participation,Life Satisfaction,Psychological Patterns,Doctoral Students,Supervisors,Role,Supervision,Skill Development,Public Schools,Private Schools,Mathematics Skills,Qualifications,Second Language Instruction,Indonesian,Second Language Learning,Linguistics,Bachelors Degrees,Early Childhood Teachers,National Standards,Curriculum,Preservice Teacher Education,Music,Popular Culture,Teaching Methods,Mathematics Instruction,COVID-19,Pandemics,Interdisciplinary Approach,High School Students,Mathematical Models

&quot;Proceedings of International Conference on Humanities, Social and Education Sciences&quot; includes full papers presented at the International Conference on Humanities, Social and Education Sciences (iHSES), which took place on July 15-19, 2020, in Washington, D.C. The aim of the conference is to offer opportunities to share ideas, to discuss theoretical and practical issues, and to connect with the leaders in the fields of &quot;humanities,&quot; &quot;education,&quot; and &quot;social sciences.&quot; The conference is organized annually by the International Society for Technology, Education, and Science (ISTES). The iHSES invites submissions which address the theory, research, or applications in all disciplines of humanities, education, and social sciences. The iHSES is organized for: (1) faculty members in all disciplines of humanities, education, and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
State Bright Spots: SEL and the American Rescue Plan. Promoting SEL for Students. Brief 1 of 3
Author: Godek, Dana
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Emergency Programs,Federal Aid,COVID-19,Pandemics,Social Emotional Learning,Educational Policy,State Aid,Evidence Based Practice,State Action,Well Being,Alignment (Education),Educational Finance,Elementary Secondary Education

The first of three &quot;bright spot&quot; briefs dives deeper into examples of how states are leveraging ARP funds to improve SEL for all students. The American Rescue Plan (ARP) Act (2021) provides a $122 billion historic federal investment to help states and districts safely reopen schools while addressing students' academic, social, and emotional learning in response to COVID-19. CASEL has recommended three priority areas for social and emotional learning (SEL) investment that can assist states and districts in optimizing ARP for student success: (1) Promote SEL for students; (2) Support adult SEL competencies and capacity building; and (3) Align SEL efforts across schools, families, and communities. This &quot;Bright Spots&quot; brief highlights policy innovations around Priority Area 1 through state investments in evidence-based SEL to support academic recovery and social and emotional wellbeing, the need for which was made abundantly clear by COVID-19. It also spotlights state ARP spending plans in 12 states.
California Community College CEO Tenure &amp; Retention Study. 10th Update
Author: Mize, Rita
Date: 2022-10-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,College Administration,College Presidents,Superintendents,Tenure,Labor Turnover,Administrator Characteristics,Women Administrators,Enrollment Trends,COVID-19,Pandemics,Ethnic Diversity,Equal Opportunities (Jobs),Disproportionate Representation

The 10th biennial Community College League of California's (League) &quot;CEO Tenure and Retention Study&quot; for California Community Colleges (CCC) includes data from the League's updated companion &quot;CEO Tenure and Retention Dashboard&quot; available on the League Website. This 10th edition of the League's CEO Tenure and Retention Study covers the most recent period since their last report from October 2020. Fall 2020 through summer/early fall of 2022 included the following: (1) the impact of the global pandemic emanating from the devastating spread of the COVID-19 virus; (2) a volatile state budgetary environment; (3) political, social, and cultural strife perhaps most visible on January 6, 2021, when rioters stormed the U.S. Capitol seeking to overthrow the results of the November 2020 presidential election; and (4) a racial reckoning and backlash featuring the Black Lives Matter movement, and domestic political conflict permeating all manner of social relations including education at all levels. Among the key findings were: (1) More than 1,200 individuals have served in executive leadership roles; (2) 4 of the 5 longest-serving leaders are women; (3) In April 2020, 45.4 percent of CEOs were women (59 women CEOs); (4) 21.4 percent of CEOs identify as Latina/o; and (5) In the last 10 years, the average tenure of a permanent CEO was 5.1 years. [The original author of this work is Rita Mize. Updates for the &quot;10th Update&quot; were completed by the Community College League of California Staff. Contributors to this update include: Larry Galizio, Andrew Martinez, and Rachel Rush-Marlowe. For the 9th Update, see ED619948.]
Listening to Learn: Using College Staff Members&apos; Perspectives to Improve the Student Experience
Author: Anzelone, Caitlin Platania
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,Black Colleges,Academic Persistence,Dropout Prevention,Pandemics,COVID-19,School Personnel,Student Experience,Educational Change,Change Strategies,Best Practices,Barriers,Educational Research,Evidence Based Practice,Program Implementation,Program Evaluation,Professional Personnel

11 community colleges in New Jersey and two Historically Black Community Colleges (one in Alabama and one in Mississippi) joined the OnPath project, which had the goal to help community college students stay enrolled during the pandemic. OnPath facilitated a powerful combination of people and knowledge by bringing together college staff members with operational knowledge about what needs to change, evidence from rigorous MDRC research about what helps students persist in college, and facilitators from MDRC's Center for Applied Behavioral Science. Through a series of workshops, one-on-one coaching sessions, and evidence-based templates of messaging strategies, researchers collaborated with staff members to: (1) develop student outreach campaigns that simplified registration information, connected students to available financial aid, and encouraged continuous enrollment based on prior rigorous evidence about what works to encourage enrollment; and (2) design new student-centered strategies to improve student persistence during the pandemic. The messaging strategies were informed by best practices and research evidence from MDRC evaluations. These integrated approaches enabled colleges to implement new messaging campaigns to better address students' needs and begin to implement new policies to reduce barriers to student success.
User-Informed Principles: Developing Assessments for All Early Learners. Measures for Early Success. Target Product Profile
Author: Hsueh, JoAnn
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Preschool Children,Student Evaluation,Child Development,Evaluation Methods,Skill Development,Competence,Psychometrics,Measures (Individuals),Test Content,Testing,Experience,Scaling,Test Construction

The Measures for Early Success Initiative aims to reimagine the landscape of early learning assessments for the millions of 3- to 5-year-olds enrolled in Pre-K, so that more equitable data can be applied to meaningfully support and strengthen early learning experiences for all young children. This document outlines design parameters for child assessments that meet these outstanding needs in the field of early childhood education. This Target Product Profile is intended to spur critical investments and innovations in the existing Pre-K assessment landscape, and support important stakeholder collaborations among Pre-K decision-makers, assessment suppliers, researchers, educators, and families with children in Pre-K to develop innovative assessment solutions. This document is designed to be sufficiently ambitious to meet the needs in the field for more equitable, scalable, and useful measures of children's skills and competencies. This document will help product development teams that wish to build new assessment tools that can address the challenges of today's assessment landscape. For institutional decision-makers that seek to adopt new child assessment tools, this document can serve to highlight important principles for evaluating and purchasing new solutions on the market that meet or exceed the thresholds for performance outlined in this document. [This document was developed with Substantial.]
Maps of Austin Independent School District Fine Arts Inventory, 2013-2014. DRE Publication 13.79 MB
Author: Stojakovic, Zoran
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Fine Arts,Art Education,School Districts,Maps,School Surveys,Partnerships in Education,After School Programs,Music Education,Theater Arts,Elementary School Students,Middle School Students,Visual Arts,School Community Relationship

These maps represent a selection of the 2013-2014 AISD Fine Arts Inventory survey results. The purpose of the maps is to illustrate the scope of fine arts representation in Austin Independent School District (AISD) schools.
The Impact of Using UN Sustainable Development Goals (SDGs) and 2030 Agenda as a Performance Indicator in University Ranking
Author: Kayyali, Mustafa
Date: 2022-11-00
Type: Journal Articles
Subjects: Reputation,Universities,Institutional Evaluation,Educational Quality,Comparative Analysis,Teacher Effectiveness,Employment Potential,Sustainability,Social Responsibility,Institutional Characteristics,Evaluation Criteria,Objectives,International Organizations,Performance Based Assessment

Over the past few decades, university rankings have become an increasingly important factor in the higher education sector. Universities are ranked based on various criteria such as research output, teaching quality, and graduate employability. However, there is a growing movement to incorporate sustainability and social impact into the ranking process.
Science Summer Camp Survey Summary, Summer 2013. DPE Publication 13.80 RB
Author: Fowler, Laura T. Sanchez
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Summer Programs,Camps,Elementary School Students,Grade 5,Student Attitudes,Science Education,Attitude Change,Program Effectiveness,Student Interests

This report summarizes results from a survey given to rising 5th grade students who attended AISD's science summer camp in 2013 at two elementary campuses: Pleasant Hill and Campbell. Students were surveyed about their attitudes toward science at the beginning of the summer camp and again at the end of the camp to learn whether students' participation in the camp had any influence on their attitudes toward science.
Austin Independent School District 2014 Family Leaver Survey. DRE Publication #13.87
Author: Cornetto, Karen M.
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: School Districts,Withdrawal (Education),Parent Surveys,Secondary School Students,Elementary School Students,Student Mobility,School Choice,Parent Attitudes,Satisfaction,Educational Environment,Parent School Relationship,Home Schooling,Educational Improvement,Educational Quality

This report summarizes the results of a survey of families who withdrew their children from AISD schools during 2013-2014. 199 respondents shared why they withdrew their children and what AISD could do to improve services in the future.
2014 Senior FAFSA Submission Summary. Publication 13.93
Author: Austin Independent School District (AISD)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Reputation,Student Financial Aid,Costs,Educational Finance,High School Seniors,School Districts,Immigrants,State Legislation,English Language Learners,College Applicants,Comparative Analysis,Financial Needs,Student Characteristics

The Free Application for Federal Student Aid (FAFSA) is a financial aid application to help students and their families with the costs of college. This report summarizes FAFSA outcomes for AISD seniors in 2014.