ethanporcaro/eric-fulltext-meta huggingface dataset:
AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. DPE Publication Number: 09.76 (b)
Author: Brunner, Josie
Date: 2011-03-00
Type: Reports - Research
Subjects: Preschool Education,Longitudinal Studies,Grade 7,Reading Tests,State Standards,Attendance,Comparative Analysis,School Districts,School Schedules,Preschool Children,English Language Learners,Enrollment Trends,Program Evaluation,Scores,Limited English Speaking,Educational Benefits,Educational History,Reading Achievement,Vocabulary,Intelligence Tests,Verbal Ability,Spanish,Achievement Gains

Full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. There is a full report and a separate executive summary report. [For the executive summary of this study, see ED619456. For &quot;AISD Prekindergarten Program Longitudinal Summary Report Issue 1: Long-Term Benefits, 2005-2006 Pre-K Cohort. DPE Publication Number: 09.76 RB a,&quot; see ED619454.]
AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs. Executive Summary. DPE Publication Number: 09.76 (b)
Author: Brunner, Josie
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: School Districts,Preschool Education,Longitudinal Studies,Grade 7,State Standards,Reading Tests,Attendance,School Schedules,Comparative Analysis,Intelligence Tests,Verbal Ability,Vocabulary,English Language Learners,Spanish,Program Evaluation,Reading Achievement,Enrollment Trends

This is an executive summary of a longer report: &quot;AISD Prekindergarten Program Longitudinal Summary Report Issue 2: Half-Day versus Full-Day Programs.&quot; In the Austin Independent School District, full-day pre-K students from the 2001-2002 cohort were more likely to pass the 2010 Texas state assessment for 7th-grade reading TAKS than were kindergarten students from the 2002-2003 cohort who were assumed eligible for pre-K but did not attend pre-K in 2001-2002. [For the full report, see ED619455.]
The Impact of the COVID-19 Pandemic on Adolescent Mental Health. Research Report
Author: Mansfield, Rosie
Date: 2022-03-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Adolescents,Mental Health,Depression (Psychology),Symptoms (Individual Disorders),Behavior Problems,Life Satisfaction,Secondary School Students,Incidence,Gender Differences

The impact of the COVID-19 pandemic on adolescent mental health is a widespread concern. However, to date, there is limited empirical evidence which can causally attribute changes to the pandemic. With the aim of overcoming some of the existing methodological limitations, the current study utilised a naturally occurring experiment within two ongoing school-based trials. Depressive symptoms, externalising difficulties (e.g., behaviour problems such as losing one's temper or hitting out), and life satisfaction were assessed at baseline and 1-year follow-up across two groups. One group entered the study in phase 1 (2018; pre-COVID-19 group; N = 6,419) and were controls as they did not experience the COVID-19 pandemic between baseline and follow-up. The second group entered the study in phase 2 (2019; COVID-19 group; N = 5,031) and were exposed to the pandemic between baseline and follow-up, therefore providing a natural experiment. Pupils were in Years 7, 8, and 9 during both phases, with approximately equal numbers of males and females. Among the key findings were: (1) The COVID-19 pandemic led to increased adolescent depressive symptoms and decreased life satisfaction; (2) If the COVID-19 pandemic had not occurred, estimates suggest that we would observe 6% fewer adolescents with high depressive symptoms which is a difference of 1.6% in prevalence (27.1% to 25.4%); (3) There was no overall effect of the COVID-19 pandemic on adolescent externalising difficulties; and (4) Girls' mental health may have been more negatively impacted by the COVID-19 pandemic than boys.
Early Intervention Reading Software Program Report: K-3 Program Evaluation Findings. Report to the Education Interim Committee
Author: Young, Sarah
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Early Intervention,Reading Instruction,Computer Software,Primary Education,Program Evaluation,Reading Skills,Program Implementation,Program Effectiveness,Vendors,Elementary School Students,Reading Fluency,Emergent Literacy,Reading Tests,Benchmarking

The Early Intervention Reading Software Program (EISP) encourages literacy growth and achievement in students in grades K-3. The program addresses early reading through the use of computer-based literacy software which provides individualized instruction designed to supplement students' classroom learning. During the 2017-2018 school year, these software programs were used in 79 local education agencies (LEAs) and 403 schools and by approximately 100,951 students. The schools use the software to build literacy skills for all students in kindergarten and first grade, as well as for intervention with students in second and third grade. Three aspects of the EISP were studied: (1) students use of the program during the school year (&quot;program implementation&quot;); (2) the effects the program had on increasing students' literacy achievement (&quot;program impacts&quot;), including program effects across all seven software programs (program-wide) and between each software vendor (vendor-specific); and (3) trends in program implementation and impacts across multiple years of program implementation.
Time to Teach: Teacher Attendance and Time on Task in Ghana
Author: Akseer, Spogmai
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Language of Instruction,Accountability,Public Schools,Private Schools,Educational Resources,Housing,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Classroom Techniques,Faculty Development,Teacher Responsibility,Preschool Education,Elementary Secondary Education,Teaching Skills,Teacher Education,COVID-19,Pandemics

Education has been a priority for Ghana since its independence, with current expenditures representing double the average for Africa and other developing nations. Prior to the COVID-19 pandemic, the Government aimed to enhance the quality of education and teacher attendance, including improving school infrastructure and providing textbooks and incentive packages to attract more teachers to rural and remote areas. However, the disruption of the pandemic forced school closures and economic consequences, threatening to push millions of vulnerable children out of the education system, widen inequalities and impede progress on the country's development goals. The Ghana Time to Teach research project set out to capture teachers' voices and provide a comprehensive understanding of teacher attendance in pre-tertiary schools in the country. Although data collection for this study was completed before the onset of COVID-19, it provides valuable insights into how the national education system can be strengthened to improve teacher motivation, attendance, and time on task. Detailed findings, analysis and policy implications can be found in the report.
Time to Teach: Understanding Teacher Attendance and Time on Task in Primary Schools in Liberia
Author: Peirolo, Silvia
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Language of Instruction,Accountability,Public Schools,Private Schools,Educational Resources,Housing,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Classroom Techniques,Faculty Development,Teacher Responsibility,Teaching Skills,Teacher Education,Elementary Schools,COVID-19,Pandemics

In Liberia, recurring school absenteeism and post abandonment are considered critical obstacles to quality education. Although national political actors recognize absenteeism as a major impediment to quality education, studies on the factors influencing teacher attendance in the country, including national policies and practices at the community and school levels, remain scarce. Also, there is a lack of knowledge on the direct and indirect ways the coronavirus pandemic and the measures adopted to contain it impact primary school teachers. This Time to Teach study seeks to fill these knowledge gaps. The report provides valuable insights into how the COVID-19 crisis may exacerbate existing education system challenges that affect teacher attendance and time on task. It also collects and strengthens the evidence base on the factors affecting the various dimensions of primary school teacher attendance to inform the design and implementation of teacher policies.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Nigeria
Author: Akseer, Spogmai
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Language of Instruction,Accountability,Public Schools,Private Schools,Educational Resources,Housing,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Classroom Techniques,Faculty Development,Teacher Responsibility,Teaching Skills,Teacher Education,Elementary Schools,COVID-19,Pandemics

Prior to COVID-19 lockdowns, the Federal Republic of Nigeria had taken measures to improve the quality of education and of teachers' working conditions such as by improving school infrastructure and accelerating teacher training programs, and providing incentive schemes for teachers. While education is free and compulsory, Nigeria reports the highest number of out-of-school children in the world. Economic consequences of the COVID-19 pandemic, the impact of school closures, and the shift towards remote learning are anticipated to pose further constraints and push even more vulnerable children out of the education system. Teacher absenteeism and the poor use of instructional time are also significant problems for the Nigerian education system, negatively affect students' academic performance and learning. This Time to Teach study seeks to support both federal and state governments by providing a comprehensive understanding of teacher attendance in the country's primary schools. It also aims to provide insights into how attendance challenges may be similar or different across the types of schools (public/Quranic/private) and settings (urban/rural) and more importantly, how these can inform teacher policy design and implementation. Though data were collected prior to COVID-19 school closures, this study also aims to provide insights on how the pandemic may further exacerbate existing challenges.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in Guinea-Bissau
Author: Nugroho, Dita
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Accountability,Public Schools,Private Schools,Educational Resources,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Faculty Development,Teacher Responsibility,Teaching Skills,Teacher Education,Elementary Schools,COVID-19,Pandemics

Teacher absenteeism is one of the most troubling obstacles on the path toward universal access to learning opportunities at school. Over the past decades, studies have found that teacher absenteeism is particularly prevalent in certain parts of Africa. While Guinea-Bissau has not administered or taken part in regional or international efforts to systematically monitor and assess the rates of teacher absenteeism, the issue is noted in the 2017-2025 Education Sector Plan, which includes an aim to strengthen controls on teacher absenteeism. This Time to Teach study seeks to fill this important knowledge gap and support the Ministry of National Education and Higher Education in its efforts to strengthen the teachers' role in school to increase their time on task. This study outlines the various forms of primary school teacher absenteeism (e.g., absence from school, classroom, teaching, etc.), explores teacher absenteeism from a systemic perspective and identifies factors at different levels of the education system that affect teacher attendance and time on task. It also identifies gaps in teacher policy and policy implementation linked to identified determinants of absenteeism and barriers to higher teacher attendance rates, and identifies promising practices and actionable policy recommendations on increasing teachers' time on task.
Time to Teach: Teacher Attendance and Time on Task in Primary Schools in The Gambia
Author: Akseer, Spogmai
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Language of Instruction,Accountability,Public Schools,Private Schools,Educational Resources,Housing,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Classroom Techniques,Faculty Development,Teacher Responsibility,Preschool Education,Elementary Secondary Education,Teaching Skills,Teacher Education,Elementary Schools,COVID-19,Pandemics

The international standards for teaching time in a year are 880 hours. In The Gambia, dedicated teaching time in a year is 734 hours. This reduced time is exacerbated by teacher absenteeism that varies across the different regions in the country from 12 to 30%, and is a barrier to achieving the required learning outcomes. The COVID-19 pandemic is compounding an already compromised learning and teaching environment in The Gambia. This Time to Teach study looks at four dimensions of teacher attendance: being in school; being punctual (i.e., not arriving late/leaving early); being in the classroom (while in school); and spending sufficient time on task (while in the classroom). It also identifies factors associated with teacher absenteeism at five different levels of the education system: national, subnational, community, school, and teacher. This report provides recommendations that may help strengthen the ministry's efforts to improve teachers' time on task in The Gambia.
AISD Prekindergarten Evaluation Report, 2009-2010. Publication No. 09.43
Author: Brunner, Josie
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Preschool Education,School Districts,Spanish Speaking,Receptive Language,Program Evaluation,Partnerships in Education,Academic Achievement,Educational Finance,Attendance,Enrollment Trends,Language of Instruction,English (Second Language),English Language Learners,Intelligence Tests,Vocabulary,Verbal Ability,Language Arts,Cognitive Development,Student Characteristics,Scores,Native Language,School Schedules,Low Income Students,Social Development,Preschool Teachers

This is the full report, and a separate research brief also was published. Austin Independent School District (AISD) 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.
Time to Teach: Teacher Attendance and Time on Task in Secondary Schools in Rwanda
Author: Akseer, Spogmai
Date: 2021-10-00
Type: Reports - Research
Subjects: Foreign Countries,Teacher Attendance,Time Management,Teacher Behavior,Employee Absenteeism,Teaching Conditions,Teacher Salaries,Teacher Employment Benefits,Language of Instruction,Accountability,Public Schools,Private Schools,Educational Resources,Housing,Transportation,Climate,Parent Participation,Faculty Workload,Instructional Leadership,Leadership Responsibility,Principals,Health,Family Work Relationship,Barriers,Social Responsibility,Pedagogical Content Knowledge,Classroom Techniques,Faculty Development,Teacher Responsibility,Teaching Skills,Teacher Education,COVID-19,Pandemics,Secondary Schools

In Rwanda, over 3.5 million children were estimated to be out of school in 2020 when the country closed all schools as a safety measure against the spread of COVID-19. The government quickly developed a national response plan and started the process of hiring teachers, constructing classrooms and training in-service teachers in remote-learning pedagogies. Prior to the lockdown, schools were already experiencing challenges, including low attendance rates. In the post-COVID-19 environment, learning losses are expected to be significant, especially on the acquisition of foundational skills, and will hinder the ministry's efforts to achieve the learning outcomes of its new competence-based curriculum. A Time to Teach study in 2020 in Rwanda found that low teacher attendance was a common problem in primary schools. This study seeks to support the Ministry of Education by providing a comprehensive understanding of secondary school teacher attendance in the country. It builds on findings from the primary schools' study, to understand how attendance challenges may be similar or different across education levels, and more importantly, how these can help inform teacher policy design and implementation.
AISD Professional Development Opportunity Needs Assessment, 2010-2011. Publication 10.70 RB
Author: Doolittle, Martha
Date: 2011-09-00
Type: Reports - Evaluative
Subjects: Faculty Development,Educational Needs,School Districts,Elementary Secondary Education,Teacher Attitudes,Administrator Attitudes,Needs Assessment,Technology Integration,Technological Literacy,State Standards,Special Needs Students,Teaching Methods,Intervention,Achievement Tests,Academic Standards,Difficulty Level,Teacher Surveys,Administrator Surveys,Data Use

In a Spring 2011 survey about professional development opportunity needs, Austin Independent School District teachers and campus administrators most often requested training in the state's new academic assessment and using technology.
AISD Prekindergarten Expansion Grant Evaluation Report, 2006-2007: A New Vision for Young Learners. Publication Number 06.44
Author: Curry, Janice
Date: 2007-11-00
Type: Reports - Research
Subjects: School Districts,Preschool Children,Intelligence Tests,Verbal Ability,Vocabulary,Preschool Education,Pretests Posttests,Scores,Language of Instruction,English Language Learners,Low Income Students,Reading Tests,Mathematics Tests,Academic Achievement,Cognitive Development,Faculty Development

A total of 1,718 pre-K students had valid PPVT-III/TVIP pre- and posttest scores, and an analysis showed that 77% were in the average range at post-test in their language of instruction. An analysis of 2007 Texas Assessment of Knowledge and Skills (TAKS) reading and mathematics data for a cohort of students who attended pre-K in the 2002-2003 school year indicates that those students who attended pre-K, especially English-language low-income students, had TAKS reading and mathematics passing rates that were higher than district passing rates for low-income students.
Educational Directory 1916-1919
Author: Department of the Interior, United States Bureau of Education (ED)
Date: 1919-00-00
Type: Historical Materials
Subjects: Directories,Boards of Education,State Departments of Education,State Boards of Education,State Agencies,State Officials,Superintendents,Public Schools,Administrators,School Health Services,School Personnel,College Presidents,Department Heads,Governing Boards,Principals,Elementary Secondary Education,Vocational Education,Special Schools,Librarians,Blindness,Deafness,Students with Disabilities,Religious Organizations,Religious Schools,Catholic Schools,Judaism,Professional Associations,Clubs,Females,Mothers,Periodicals,Foreign Countries,Parent Associations

The educational directories for 1916, 1917, 1918, and 1919 United States Bureau of Education cover some of the following categories: (1) The United States Bureau of Education; (2) Principal State school officers; (3) Executive officers of State boards of education; (4) Executive officers of State library commissions; (5) County superintendents of schools; (6) Superintendents of public schools in cities; (7) Assistant and district superintendents of schools in cities of over 25,000 population; (8) Business managers in larger cities; (9) Chief medical inspector or school health officer in cities of over 25,000 population; (10) Colleges and universities--presidents and heads of departments of education; (11) Officers of boards of trustees of universities and colleges; (12) Presidents and deans of professional schools; (13) Principals of normal and kindergarten training schools; (14) Vocational education; (15) Schools for the blind; (16) Schools for the deaf; (17) Schools for the feeble-minded; (18) Summer-school directories; (19) Directors of museums; (20) Librarians of public and society libraries; (21) Directors of library schools; (22) Educational boards and foundations; (23) Church educational boards and societies; (24) Superintendents of Catholic parochial schools; (25) Jewish education organizations; (26) International associations of education; (27) American educational associations; (28) Learned and civic organizations; (29) State federation of women's clubs; (30) Mothers' congresses; (31) Educational periodicals; and (32) Foreign countries--chief officers of education 1914-15.