ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring the Relationship between Initial Mathematics Skill and a Kindergarten Mathematics Intervention
Author: Clarke, Ben
Date: 2019-00-00
Type: Reports - Research
Subjects: Correlation,Mathematics Skills,Mathematics Instruction,Kindergarten,Intervention,At Risk Students,Numbers,Elementary School Students,Elementary School Mathematics,Grade 1,Response to Intervention,Program Effectiveness,Large Group Instruction,Small Group Instruction,Number Concepts,Mathematics Achievement

This study examined the role of initial skill in moderating intervention effects of a 50 lesson mathematics intervention program, ROOTS, for at risk kindergarten students focused on developing whole number concepts and skills. The study utilized a randomized block design with at-risk students (n = 592) within classrooms (n = 60) randomly assigned to one of two treatment conditions (a small group of two or five students) or control condition. Proximal and distal measures were collected in the fall (pretest), spring (posttest) and winter of first grade (delayed posttest). Analyses examined the moderating effects of initial student achievement level on mathematics outcomes. Results indicated that initial skill moderated student outcomes but that relationship did not differ by group size. Implications for tiered mathematics instruction are discussed. [This paper was published in &quot;Exceptional Children&quot; v85 n2 p129-146 2019 (EJ1202484).]
Sustaining a System for High-Quality Teachers. Research Brief for Report 1: Key Characteristics of Austin Independent School District Teacher Leavers and Transfers. Publication 14.119 RB
Author: Schmitt, Lisa N. T.
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: School Districts,Kindergarten,Elementary Secondary Education,Teacher Characteristics,Faculty Mobility,Teacher Persistence,Career Change,Teacher Transfer,Teacher Qualifications,Teacher Evaluation,Teacher Attitudes,Job Satisfaction,Leadership Styles,Instructional Leadership,Teaching Conditions,Institutional Characteristics,Trust (Psychology),Principals,Teacher Administrator Relationship,Comparative Analysis,Disadvantaged Schools,Teacher Effectiveness

This research brief highlights findings from the full report (published separately), describing how many teachers transferred or changed jobs in AISD, remained at their schools, or left the school district after the 2013-2014 school year, along with characteristics of teachers in each group. A separate executive summary also was published. [For the full report, see ED626816. For the Executive Summary, see ED626820.]
Sustaining a System for High-Quality Teachers. Executive Summary for Report 1: Key Characteristics of Austin Independent School District Teacher Leavers and Transfers. Publication 14.119 ES
Author: Schmitt, Lisa N. T.
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: School Districts,Faculty Mobility,Teacher Transfer,Teacher Persistence,Teacher Characteristics,Teacher Qualifications,Job Satisfaction,Predictor Variables

This executive summary highlights findings from the full report (published separately), describing how many teachers transferred or changed jobs in AISD, remained at their schools, or left the school district after the 2013-2014 school year, along with characteristics of teachers in each group. A separate research brief also was published. [For the full report, see ED626816. For the Research Brief, see ED626818.]
Technical Supplement to Sustaining a System for High-Quality Teachers. Report 2: Market Opportunities and Typical Wages for Austin Independent School District Teachers and Leavers. Publication 14.91b
Author: Schmitt, Lisa
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,School Districts,Kindergarten,Elementary Secondary Education,Decision Making,Labor Market,Faculty Mobility,Employment,Teacher Salaries,Teacher Qualifications,Teaching Experience,Teacher Persistence

This technical supplement provides details for the full report (published separately) which includes two studies that describe the local context for teacher employment decisions. The first examines the local labor market, and the second examines employment for teachers who left Austin Independent School District (AISD). A separate executive summary also was published. [For the full report, see ED626855. For the executive summary, see ED626856.]
2014-2015 Coordinated School Health Implementation Report and FitnessGram Results: Middle School Summary. Publication 14.90b
Author: Orr, Aline
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Comprehensive School Health Education,Curriculum Implementation,Physical Education,Nutrition,Physical Activities,Educational Environment,Parent Participation,Measures (Individuals),Middle School Students

The Coordinated School Health (CSH) report describes how the CSH program was implemented at AISD middle schools. The report provides summary information about achieved CSH action goals, changes in the percentage of students meeting healthy fitness criteria, and program implementation ratings.
2014-2015 Coordinated School Health Implementation Report and FitnessGram Results: High School Summary. Publication 14.90c
Author: Orr, Aline
Date: 2015-07-00
Type: Reports - Descriptive
Subjects: Comprehensive School Health Education,Curriculum Implementation,Physical Education,Nutrition,Physical Activities,Educational Environment,Parent Participation,Measures (Individuals),High School Students

The Coordinated School Health (CSH) report describes how the CSH program was implemented at AISD high schools. The report provides summary information about achieved CSH action goals, changes in the percentage of students meeting healthy fitness criteria, and program implementation ratings.
College Enrollment during the Pandemic: Insights into Enrollment Decisions among Black Florida College Applicants. Working Paper
Author: Olaniyan, Motunrayo
Date: 2022-04-00
Type: Reports - Research
Subjects: College Attendance,Enrollment Trends,Barriers,African American Students,Disproportionate Representation,Educational Attainment,Achievement Gap,Student Experience,Blacks,Minority Group Students,Costs,Access to Education,Enrollment Rate,Paying for College,Stress Variables,Academic Advising,Student Characteristics,Student Diversity,Family Characteristics,Family Role,Racial Differences,Gender Differences,LGBTQ People,Parents,Parent Background,Student Financial Aid

A college credential can expand the range of career opportunities available to young adults. However, existing barriers to enrollment for prospective students pose equity gaps in college access and success, particularly for Black college aspirants. In Florida, racial and ethnic disparities in college enrollment contribute to disparities in educational attainment. Only 31% of Black Floridians hold a college degree. This report examines the attainment gap by exploring various factors contributing to Florida college applicants' decisions to enroll. This paper uses survey and enrollment information from two Florida community colleges (Hillsborough Community College and Miami Dade College) to identify factors related to college applicants' enrollment decisions. In the summer of 2021, nearly 15,000 applicants to the two colleges were surveyed about their pre-college experiences, and roughly 1,200 responded, resulting in a response rate of 8%. Of the respondents, 997 applicants identified as Black (i.e., African American, Black Hispanic, African, or West Indian/Caribbean).
Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021
Author: Graduate Management Admission Council (GMAC)
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Foreign Countries,Educational Trends,Student Mobility

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. Prospective students who responded represent those interested in various MBA and business master's program categories, including full-time MBA, professional MBA, executive MBA, master's in management and international management, and other specialized business master's programs. This year, the information gleaned from the Prospective Students Survey is being released in a nine-part series for easier consumption and improved user experience. Related regional reports showcase results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This overview report contains the following sections: (1) Graduate Management Education Decisions; (2) Program Choice; (3) School Selection Criteria; (4) Study Destination Considerations; and (5) Methodology. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For the related regional reports, see ED626826, ED626827, ED626828, ED626829, and ED626830.]
Asia &amp; Pacific Islands: Demand for Graduate Business Degrees. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Student Mobility

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Asia and the Pacific Islands. [The following individuals made significant contributions to the publication of this report: Quan Yuan, Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For &quot;Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021,&quot; see ED626825.]
Europe: Demand for Graduate Business Degrees. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Student Mobility,Foreign Countries

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Europe. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For &quot;Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021,&quot; see ED626825.]
Latin America: Demand for Graduate Business Degrees. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Student Mobility,Foreign Countries

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Latin America. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For &quot;Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021,&quot; see ED626825.]
Middle East &amp; Africa: Demand for Graduate Business Degrees. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Student Mobility,Foreign Countries

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from Middle East and Africa. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For &quot;Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021,&quot; see ED626825.]
North America: Demand for Graduate Business Degrees. Regional Report. Prospective Students Survey 2022
Author: Graduate Management Admission Council (GMAC)
Date: 2022-05-00
Type: Numerical/Quantitative Data
Subjects: Graduate Study,Masters Programs,Decision Making,School Choice,Student Surveys,Student Interests,Business Schools,Graduate Students,Student Attitudes,Career Choice,Student Mobility,Foreign Countries

The Prospective Students Survey is one of the Graduate Management Admission Council's (GMAC) keystone research programs. The global graduate management education (GME) community has relied on data from this survey to gain insights about candidates' decision-making processes when considering and applying to graduate business schools since 2009. The findings detailed in this report are based on responses from a total of 6,596 individuals surveyed between January and December 2021, as well as responses from more than 152,000 individuals surveyed between the years 2009 and 2021. This year, the information gleaned from the Prospective Students Survey is released in a nine-part series for easier consumption and improved user experience. Each regional report showcases results from the 2021 Prospective Students Survey by candidates' country of citizenship, residence, and preferred destination of study. This regional report showcases results from North America. [The following individuals made significant contributions to the publication of this report: Alexandria Williams, Kun Yuan, Devina Caruthers, Tacoma Williams, and Matt Hazenbush. For &quot;Demand for Graduate Business Degrees. Overview Report. Prospective Students Survey 2021,&quot; see ED626825.]
Does Rent-Free Community Housing Make a Difference in Higher Education Outcomes?
Author: Perez-Felkner, Lara
Date: 2022-06-00
Type: Reports - Research
Subjects: Student Needs,Student Financial Aid,Access to Education,Paying for College,College Housing,Undergraduate Students,Scholarships,Housing Needs,Need Gratification,Graduation Rate,Academic Persistence,Homeless People,Student Characteristics,Mental Health,Majors (Students),Outcomes of Education,COVID-19,Pandemics,Money Management,Sense of Community,Well Being,School Holding Power,Program Evaluation,Program Effectiveness,Student Attitudes,Student Employment,STEM Education

This study provides one of the first causal estimates of the impact of housing on academic outcomes. While college students are too often dismissed as a privileged and healthy part of the population, researchers increasingly observe housing insecurity among college students. This problem worsened during the pandemic, underscoring the link between housing, employment, mental health, and wellness. Housing is of particular importance as a critical basic need for today's undergraduate students. The study takes place before and during the ongoing pandemic, thus providing a unique opportunity to understand the short-term impacts of housing on belongingness, mental health, and academic outcomes for the five cohorts studied. This research was conducted with these questions in mind: (1) Does this scholarship influence student well-being as measured by belongingness, mental health, and/or financial wellness?; and (2) Does the provision of a housing scholarship have an impact on student retention or completion? Findings from the study suggest that rent-free community housing supports provide greater financial well-being, mental health, and postsecondary educational impacts.
Retention of Tribal Students at Upper Primary Stage with Special Focus on Gender and Educational Zones
Author: Bhat, Zahoor Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Enrollment Trends,Tribes,Academic Persistence,School Holding Power,Comparative Analysis,Gender Differences,School Districts,Tables (Data),Graphs,Grade 6,Grade 8,Student Characteristics,Elementary School Students,Equal Education,Access to Education,Foreign Countries,Educational Attainment

The study attempts to know the extent of enrolment, and retention rate of tribal students at upper primary stage and provide a comparative picture of tribal with respect to gender and educational zones of Ganderbal district. Descriptive survey has been used in present study. Using Information Blank, the primary information about student enrolment was gathered from the Chief and Zonal Educational offices of district Ganderbal. Percentage statistics was used to analyse the data. Statistical results were visualised through tables and bar graphs. The study revealed that tribals constitute 31.37% and 27.74% of aggregate Grade VI and Grade VIII enrolment respectively. The aggregate retention rate of district Ganderbal at Upper Primary stage of education was low (88.62%) while as that of tribal children also low (78.83%). The gaps/disparity between aggregate and tribal GRR were found. Gender disparity in GRR were observed in GRR of district Ganderbal. At upper primary stage, girls had low GRR (76.08%) than boys (81.48%), and tribal girls have lowest compared to boys (aggregate &amp; tribal). Zonal disparity in GRR was observed in district Ganderbal. Zone Hariganwan had lowest GRR (Tribal and Overall) compared to zone, Kangan, Ganderbal and Tullamulla at upper primary stage.
Social and Emotional Skills and Academic Outcomes. Research Brief for the Houston Independent School District [Brief 2]
Author: Yin, Ming
Date: 2023-01-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Age Differences,Empathy,Grades (Scholastic),Trust (Psychology),Mathematics Achievement,Reading Achievement,Self Efficacy,Self Control,Stress Management,Persistence,Responsibility,Student Characteristics,Correlation,Preadolescents,Adolescents,Elementary Secondary Education,Energy

The Study of Social and Emotional Skills (SSES) is an international effort led by the Organization for Economic Co-operation and Development (OECD). The Houston Independent School District (HISD) served as the only U.S. site for this study. Over 6,400 10-year-old and 15-year-old students from 119 HISD schools participated in the SSES in the fall of 2019. This brief provides an understanding on whether and how social and emotional skills related to students' academic outcomes. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš &amp; Suarez-Alvarez, 2019). In both 10-year-old and 15-year-old students, students who reported higher levels of persistence earned higher course grades in both math and reading. In addition, empathy was negatively associated with 10-year-old students' math grades, and trust was positively associated with 15-year-old students' math grades. [For Brief 1, see ED617758 and ED617735.]