ethanporcaro/eric-fulltext-meta huggingface dataset:
2011 Response to Intervention Implementation. DPE Report 10.91
Author: Haney, Joshua
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Attitudes,Response to Intervention,Middle Schools,Middle School Teachers,Planning,Curriculum Development,At Risk Students,Evidence Based Practice,Student Needs,Progress Monitoring,Students with Disabilities,Multi Tiered Systems of Support,Program Effectiveness,Educational Needs,Teacher Role,Guides

This report describes AISD teacher concerns regarding the introduction and implementation of the district's Response to Intervention (RtI) framework in AISD middle schools during the 2010-2011 school year.
2011 Senior FAFSA Submission Summary. DPE Publication 10.92 RB
Author: Looby, Karen
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,Financial Aid Applicants,Eligibility,High School Seniors,Paying for College,Economically Disadvantaged,Geographic Location,Socioeconomic Status,Racial Differences,Ethnicity,Limited English Speaking

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 AISD seniors in 2011.
2010-2011 AISD Climate Update. DRE Report #10.94 RB
Author: Lamb, Lindsay M.
Date: 2012-01-00
Type: Reports - Evaluative
Subjects: Educational Environment,School Districts,Academic Achievement,Elementary Schools,Middle Schools,High Schools,Parent Attitudes,Student Attitudes,School Personnel,Attitudes,Student Characteristics,Socioeconomic Status,Student Behavior,Behavior Modification,Parent School Relationship,Student Participation,Community Involvement,Teacher Attitudes,Expectation

This report examines the relationships between four broad dimensions of school climate measured on the AISD Staff/TELL survey, Parent survey, and Student Climate survey as they relate to various measures of AISD student achievement.
Performance of AISD Students with Disabilities on NAEP Reading and Mathematics, 2011. DRE Report #10.96
Author: Lamb, Lindsay M.
Date: 2012-03-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,School Districts,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Achievement Gap,Elementary School Students,Secondary School Students

This report analyzes how AISD students with disabilities (SDs) performed on 2011 NAEP reading and mathematics compared: (1) with their peers in similar TUDA districts; (2) over time; and (3) with AISD non-SD students.
AISD Reach Program Summary: 2007-2008 through 2010-2011. DRE Publication #10.97 RB
Author: Schmitt, Lisa
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: School Districts,Program Evaluation,Program Effectiveness,Compensation (Remuneration),Student Educational Objectives,Mentors,Faculty Development,Expenditures,Teacher Improvement,Teacher Recruitment,Teacher Persistence

The AISD REACH program supported educators with mentoring and professional development opportunities, and rewards teaching in high needs schools, achieving student learning objectives, and schoolwide growth. This report highlights program successes from school years 2007-2008 through 2010-2011.
Department of Research &amp; Evaluation Plan of Work, 2011-2012. DRE Publication Number 11.01
Author: Austin Independent School District (AISD)
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: School Districts,Educational Planning,Strategic Planning,Program Evaluation,Evaluation Methods,After School Programs,Program Costs,Cost Effectiveness,Bilingual Education,English Language Learners,Vocational Education,College Readiness,Career Readiness,Educational Cooperation,Educational Innovation,Student Financial Aid,Financial Aid Applicants,Tutorial Programs,Grants,Response to Intervention,National Competency Tests,Postsecondary Education,Enrollment,Preschool Education,STEM Education,Small Classes,Compensatory Education,Disadvantaged Schools

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
Travis County Collaborative Afterschool Program Summary Report. Publication #10.81
Author: Naik, Reetu
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: After School Programs,Program Effectiveness,School Districts,Counties,Attendance,Discipline,Academic Achievement,Middle School Students,Student Participation,Student Characteristics,Instructional Program Divisions,Secondary School Students,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Gender Differences,Racial Differences,Ethnicity,Limited English Speaking,Prevention,Grade Point Average,High School Students

This report examines the student outcomes of Travis County Collaborative Afterschool Program (TCCAP) participants compared to non-participants. Students who attended the afterschool program at most campuses more often had better outcomes.
Effective Teachers in High Poverty Schools Incentive Program Report. Report to the Education Interim Committee
Author: Collins, Jonathan
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: High School Teachers,Disadvantaged Schools,Disadvantaged Youth,Teacher Effectiveness,Incentives,Teacher Recruitment,Teacher Persistence,Teacher Salaries,Job Satisfaction,Expectation,Faculty Mobility,Poverty

During the 2017 General Session, the Legislature passed House Bill 212, &quot;Incentive for Effective Teachers in High Poverty Schools,&quot; which provides an annual salary bonus to eligible teachers in high poverty schools. This report is provided to the Education Interim Committee to evaluate the extent to which a salary bonus improves recruitment and retention of effective teachers in high poverty schools. During the 2021-2022 school year, 123 teachers received a salary bonus of $7,000.
Preschool: Grants for High Quality School Readiness Programs. Report to the Education Interim Committee
Author: Collins, Jonathan
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Grants,Educational Finance,Educational Quality,School Readiness,Preschool Education,Student Participation,Program Evaluation,Program Effectiveness,Literacy,Numeracy

During the 2019 General Session, the Legislature passed Senate Bill 166, &quot;School Readiness Amendments,&quot; to improve the coordination and alignment of preschool programming. This report is provided to the Education Interim Committee as a summary of an evaluation of and the efficacy of both the highquality school readiness grant programs. During the 2019-2020 school year, both grant programs served a total of 24 preschool programs consisting of 9,864 students with 29% of those students qualifying as eligible students as defined in statute. Overall, students entering kindergarten from high-quality public programs had a higher proportion of students proficient in both Literacy and Numeracy compared to students entering from non-high-quality public programs. High-quality program participants performed at higher levels than the state average in Literacy. Both groups performed at lower levels than the state average in Numeracy. Due to disruptions from COVID-19, the Preschool Entry Exit Profile (PEEP) exit assessment was not administered in the 2019-2020 school year. In future years, entry data will be paired with exit outcomes to evaluate program efficacy. [For an updated version of this report, see ED621958.]
TELL AISD Staff Climate Survey Results for Campus Administrators, 2011. DRE Publication No. 10.73
Author: Ibanez, Natalia
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: School Districts,School Surveys,Teacher Persistence,Teacher Effectiveness,Educational Environment,Academic Achievement,Teacher Attitudes,Educational Resources,School Administration,Faculty Development,Institutional Mission,Educational Objectives,Occupational Aspiration,Intention,Teacher Administrator Relationship,Mentors

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 summary of campus administrators' survey results. A separate district-level report on staff responses also was published. [For &quot;2011 TELL AISD Staff Climate Survey District Report: Teaching Empowering, Leading and Learning. DPE Pub.No.10.62,&quot; see ED628480.]
Lucy Read Prekindergarten Demonstration School&apos;s First-Year Cohort&apos;s 3rd-Grade TAKS Performance. DRE Publication 11.08 RB
Author: Brunner, Josie
Date: 2011-10-00
Type: Reports - Research
Subjects: Preschool Education,Grade 3,Teaching Methods,Mathematics Achievement,Educational Assessment,Academic Achievement,Achievement Gap

Students who attended Austin Independent School District (AISD) Read Prekindergarten School in 2006-2007 performed better than the state average on their Spring 2011 3rd grade math Texas Assessment of Knowledge and Skills (TAKS) and had a greater percentage scoring commended on math TAKS than did other AISD pre-K students or those assumed to qualify for pre-K. [Funding for this report was provided by Title I, Part A.]
Course Credits Toward Graduation: Snapshot of the 2009-2010 School Year. DRE Publication 11.20 RB
Author: Brunner, Josie
Date: 2012-02-00
Type: Reports - Research
Subjects: Credits,Courses,Graduation,High School Students,Special Education,English Language Learners,Dropout Rate

Patterns of course credit attainment for 2009-2010 Austin Independent School District (AISD) high school students are discussed. Among those most likely not to be on track to graduate in 4 years were English language learners and students in special education.
Career and Technical Education: Postsecondary Outcomes of the Class of 2010. DRE Publication 10.76 RB
Author: Pazera, Carol
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: School Districts,Vocational Education,Postsecondary Education,Outcomes of Education,Enrollment,Employment Patterns,Graduates,Minority Group Students,Economically Disadvantaged

This report assesses whether significant differences existed in the postsecondary enrollment or employment of 2010 AISD graduates, based on their participation in AISD Career and Technical Education and their industry certification status.
High School Exit Survey: Highlights of the Class of 2011. DRE Publication 10.77 RB
Author: Pazera, Carol
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: High School Seniors,Student Surveys,School Districts,Armed Forces,Employment,College Attendance,Academic Advising,Career Exploration,Academic Aspiration,School Counselors,Teacher Student Relationship,College Preparation,Costs,Tuition,Community Colleges,Universities,Educational Quality,Parent Teacher Cooperation,Feedback (Response),Student Attitudes,College Freshmen,Peer Relationship,Educational Experience,Educational Environment,Educational Policy,Academic Standards,Caring,Student School Relationship,Career Counseling,Vocational Education,Advanced Placement,Student Financial Aid,Scholarships

This research brief provides highlights from the full report (published separately) that describes the ninth annual High School Exit Survey in AISD. The survey was administered online to seniors in every AISD high school during Spring 2011. In total, 3,793 seniors completed the survey, for an adjusted response rate of 87.3 percent.
Dispositional Mindfulness Moderates the Relation between Brooding Rumination and Sleep Problems in Adolescents
Author: Yu, Xiaoqian
Date: 2022-00-00
Type: Reports - Research
Subjects: Early Adolescents,Adolescent Attitudes,Psychological Patterns,Sleep,Attention Deficit Hyperactivity Disorder,Cognitive Restructuring,Behavior Modification

Objectives/Background: This study examined whether dispositional mindfulness moderates the association between brooding rumination and sleep problems in adolescents with and without attention-deficit/hyperactivity disorder (ADHD). Participants/Methods: Participants were 137 adolescents (ages 13-15 years; 64% male). Approximately half (47.4%; n=65) were diagnosed with ADHD. Adolescents provided ratings of their dispositional mindfulness and brooding rumination. Both adolescents and parents provided ratings of adolescents' sleep problems. Results: In analyses controlling for sex, race, study site, and group (ADHD vs. comparison), brooding rumination was associated with more adolescent- and parent-reported sleep problems only at low levels of dispositional mindfulness. This effect did not differ for adolescents with or without ADHD and was also unchanged when controlling for internalizing psychopathology symptoms. Conclusions: Our findings showed that dispositional mindfulness might buffer against the negative impact of brooding rumination on adolescent sleep. These findings may have important clinical implications and underscore the potential benefit of including mindfulness and other cognitive-behavioral approaches when treating sleep problems in adolescents. [This paper was published in &quot;Sleep Medicine&quot; v90 p131-134 2023.]
Remote Learning during COVID-19: Examining School Practices, Service Continuation, and Difficulties for Adolescents with and without ADHD
Author: Becker, Stephen P.
Date: 2020-00-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Attention Deficit Hyperactivity Disorder,Parent Attitudes,Family Environment,Learning Problems,Financial Problems,School Closing,Grade 9,Grade 10,Grade 11,High School Students,Student Adjustment,Mental Health,Individualized Education Programs,Distance Education,Electronic Learning,Educational Practices

Purpose: To examine remote learning practices and difficulties during initial stay-at-home orders during the COVID-19 pandemic in adolescents with and without ADHD. Methods: Participants were 238 adolescents (132 males; 118 with ADHD) ages 15.64-17.99 years and their parents. Adolescents and parents completed questionnaires in May/June 2020 when in-person schools were closed in the United States. Results: Twenty-two percent of families incurred financial costs to support remote learning, and only 59% of school-based services received prior to COVID-19 continued during COVID-19 remote learning. Adolescents with ADHD had fewer routines and more remote learning difficulties than adolescents without ADHD. Parents of adolescents with ADHD had less confidence in managing remote learning and more difficulties in supporting home learning and home-school communication. Thirty-one percent of parents of adolescents with ADHD with an Individualized Education Program (IEP) or receiving academic accommodations (504 Plan) reported remote learning to be very challenging, compared to 18% of parents of adolescents with ADHD without an IEP/504 Plan and only 4% of parents of adolescents with neither ADHD nor an IEP/504 Plan. Fewer adolescent routines, higher negative affect, and more difficulty concentrating because of COVID-19 were each associated with greater adolescent remote learning difficulties only in adolescents with ADHD. Conclusions: This study provides initial findings of the nature and impact of remote learning during the COVID-19 pandemic. It is imperative for schools and communities to provide the necessary supports to adolescents, particularly those with mental health and/or learning difficulties, and to their parents. Implications and Contributions: The start of the COVID-19 pandemic included the near-universal closing of schools. This study describes the remote learning practices, continuation of school services, financial burden to families, and remote learning difficulties in adolescents with and without ADHD when initial stay-at-home orders were in place in the United States. [This paper was published in &quot;Journal of Adolescent Health&quot; v67 n6 p769-777 2020.]
AISD REACH Program Update, 2010-2011: Texas Assessment of Knowledge and Skills Growth and Student Learning Objectives. DPE Publication #10.84
Author: Schmitt, Lisa
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Standardized Tests,States Powers,Measurement,Elementary School Teachers,Secondary School Teachers,Middle School Teachers,Behavioral Objectives,Standards,Student Improvement,Student Development,Student Educational Objectives,Learning

This report examines the Texas state student academic assessment (TAKS) growth for teachers who established and met individual and/or team Student Learning Objectives (SLOs) in 2010-2011. Results are inconsistent regarding the overall influence of SLOs on student growth.
AISD REACH Program Update, 2010-2011: Professional Development Units. DPE Publication #10.87 RB
Author: Schmitt, Lisa
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Faculty Development,Academic Achievement,States Powers,Measurement,Scores,Student Educational Objectives,Behavioral Objectives,Program Effectiveness,Teacher Improvement,Teacher Behavior,Elementary Secondary Education,Standardized Tests

Professional Development Units (PDUs) were new to the AISD REACH program in 2010-2011. This report summarizes participants' experiences with PDUs and the influence of PDUs on student performance on the state academic tests (TAKS) and Student Learning Objectives.
AISD REACH Program Update, 2010-2011: Participant Feedback. DRE Report #10.86 RB
Author: Lamb, Lindsay M.
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Program Effectiveness,School Districts,Compensation (Remuneration),Teacher Attitudes,Student Educational Objectives,Faculty Development,Program Descriptions,Employee Attitudes,Knowledge Level,Job Satisfaction,Central Office Administrators,Integrity,Collegiality,Feedback (Response)

Educators in AISD REACH schools participated in focus groups and surveys about their experiences during 2010-2011. Attitudes regarding the program and its elements were largely favorable, despite some challenges.
IDRA Newsletter. Volume 50, No. 1
Author: Goodman, Christie L., Ed.
Date: 2023-01-00
Type: Collected Works - Serial
Subjects: Elementary Secondary Education,Educational Policy,Public Schools,State Legislation,State Policy,Public Policy,Advocacy,Equal Education,Immigrants,Bilingual Education,Access to Education,Postsecondary Education,Educational Equity (Finance),Discipline,Data Collection,Financial Support,Bilingual Students,Culturally Relevant Education,College Readiness

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Policy Priorities.&quot; Contents include: (1) IDRA Kicks Off 50th Anniversary Celebration; (2) Advancing Our Vision for U.S. Public Schools &amp; Students: IDRA Federal Policy Priorities (Morgan Craven); (3) Policy Roadmap for Texas Education: IDRA Policy Priorities for Texas Legislative Session (Chloe Latham Sikes); and (4) Advocacy Goals for Educational Equity in Georgia: IDRA Policy Priorities for the 2023 General Assembly Session (Terrence Wilson).
SAT Test Results Summary, 2010-2011. DPE Publication 10.78 RB
Author: Looby, Karen
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: School Districts,College Entrance Examinations,Test Results,Academic Achievement,Critical Reading,Mathematics Skills,Writing Skills,Scores,Minority Group Students,White Students,American Indian Students,Asian American Students,African American Students,Mexican Americans,Puerto Ricans,Hispanic American Students

The SAT is a national college admissions examination. The College Board provides an annual summary of student performance at the end of each academic year. AISD students' 2010-2011 test results from that annual summary are described in this brief.
Results of the 2011 Student Substance Use and Safety Survey. Publication 10.79 c
Author: Naik, Reetu
Date: 2011-09-00
Type: Reports - Research
Subjects: Substance Abuse,School Safety,School Districts,Student Attitudes,Knowledge Level,Student Behavior,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Middle School Students,High School Students,Student Characteristics,Student Participation,Activities,Violence,Weapons,Aggression,Access to Information,Racial Relations,Antisocial Behavior,Attendance,Teacher Role,Well Being

The AISD Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes results from the 2010-2011 school year.
IDRA Newsletter. Volume 50, No. 2
Author: Goodman, Christie L., Ed.
Date: 2023-02-00
Type: Collected Works - Serial
Subjects: Educational Policy,Public Schools,Educational Finance,Ethnic Studies,Barriers,State Legislation,Discipline Policy,Restorative Practices,Multicultural Education,Multilingualism,Bilingual Students,Immigrants,Dual Enrollment,College Credits,Outcomes of Education,African American History

The &quot;IDRA Newsletter&quot; serves as a vehicle for communication with educators, school board members, decision-makers, parents, and the general public concerning the educational needs of all children across the United States. The focus of this issue is &quot;Education Policy Issues in Texas &amp; Georgia.&quot; Contents include: (1) What to Expect from Bids to Take Public Money Out of Public Schools (Diana Long); (2) Remove Obstacles to Ethnic Studies for Georgia Students (Ruth Youn); (3) Traditional School Discipline is Harmful for All (Alisha Tuff); (4) Georgia Students Deserve a 21st Century Education for the Multicultural and Multilingual Future (Jonathan Peraza Campos); (5) Dual Credit Programs Give Students a Fighting Chance to Access and Succeed in College (Steve Kemgang); and (6) Black History Month Features.
Spanish English Language Learners&apos; Performance on 6th-Grade Reading TAKS, Spring 2011. DRE Publication 11.03 RB
Author: Brunner, Josie
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: State Standards,Achievement Tests,English Language Learners,School Districts,Spanish Speaking,Hispanic American Students,Grade 6,Reading Tests,Reading Achievement,Trend Analysis,Grade 5,Elementary School Students,Comparative Analysis,Student Characteristics,Spanish,Immigration,Language Proficiency,Achievement Gains,English (Second Language)

AISD's Spanish English language learner students' (ELLs) 6th-grade TAKS reading passing rates declined from 2008 to 2011, possibly due to the increased number of Spanish ELLs who exited language programs prior to 6th grade and increasing state academic achievement standards in Spring 2010.