ethanporcaro/eric-fulltext-meta huggingface dataset:
Middle School Athletics: A Summary of Academic Outcomes in 2014-2015. Austin Independent School District. Publication 15.24 RB
Author: Looby, Karen
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: Middle School Students,Student Athletes,Attendance,Discipline,Achievement Tests,Program Effectiveness,Student Characteristics,Economically Disadvantaged,Student Behavior,Reading Achievement,Mathematics Achievement

This report summarizes the academic outcomes for middle school student athletes and non-athletes in the 2014-2015 school year.
Customer Service Data: Responses from the 2014-2015 Student Climate Survey and 2014-2015 Parent Survey. Publication 15.28 RB
Author: Lamb, Lindsay M.
Date: 2016-04-00
Type: Reports - Descriptive
Subjects: School Districts,Student Surveys,Parent Surveys,Educational Environment,Student Attitudes,Parent Attitudes,School Personnel,Parent School Relationship,Elementary Schools,Secondary Schools,Trust (Psychology),Principals,Teachers,Counselors

This report summarizes items from the 2014-2015 Student Climate Survey and Parent Survey related to AISD's customer service initiative.
Equity in Austin Independent School District: Elementary, Middle, and High School Performance in 2014-2015. Publication 15.37
Author: Schmitt, Lisa
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: School Districts,Equal Education,Academic Achievement,Educational Indicators,Achievement Gap,Socioeconomic Status,Elementary School Students,Middle School Students,High School Students,Achievement Tests

For each school level, figures indicate the school's overall performance across multiple indicators, along with the instructional services provide to students. Additionally, data demonstrate the performance of student groups in 2014-2015.
Demand for MBA and Business Master&apos;s Programs: Insights on Candidate Decision Making. Summary Report. mba.com Prospective Students Survey 2020. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2020-05-00
Type: Reports - Research
Subjects: Masters Programs,Graduate Study,Business Administration Education,Administrator Education,Educational Demand,College Students,Student Recruitment,College Choice,College Applicants,Decision Making,Foreign Countries

Each month, the Graduate Management Admission Council (GMAC) surveys a random sample of individuals who three months prior registered on mba.com--the GMAC™ website for prospective graduate business students. Their survey responses provide an inside look into the decision-making process of people currently considering applying to a graduate business school program. The findings detailed in this report are based on responses from a total of 9,839 individuals surveyed between January and December 2019. Survey respondents represent demand for various MBA and business master's &quot;program categories,&quot; including full-time MBA, professional MBA, executive MBA, and business master's programs. Each program category contains specific &quot;program types.&quot; For example, full-time MBA programs include full-time one-year and full-time two-year MBA programs. Professional MBA programs include part-time, flexible, and online MBA programs. Business master's programs include Master in Management, Master of Finance, Master of Data Analytics, and Master of Accounting, among others. The results of this survey do not necessarily reflect a statistically representative sample of the global prospective student population. Rather, the results reflect responses from prospective students who register on mba.com. Because of this limitation, the results of this research study should not be used to generalize about the global prospective student population, but rather the mba.com registrant population. [Contributors of the report include: Alexandria Williams, Tacoma Williams, and Devina Caruthers. For the 2020 Supplemental Report, see ED627009. For the 2019 Summary Report, see ED598219.]
College Readiness in Austin Independent School District and Texas: Results by Student Group, Graduates from 2011 through 2014. Publication 15.21 RB
Author: Schmitt, Lisa
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: High School Graduates,College Readiness,Disadvantaged Youth,African American Students,Hispanic American Students,Achievement Gains,Achievement Gap,White Students,Special Education,English Language Learners

Graduates from AISD in the Classes of 2011 through 2014 were increasingly more likely than their peers statewide to have been college ready in English language arts, math, and both subjects. Economically disadvantaged, African American, and Hispanic students closed gaps against their peers, and White students continued to outperform their peers statewide.
Mobile Technology Acceptance among Undergraduate Nursing Students Instructed by Blended Learning at Selected Educational Institutions in South India
Author: Shanmugapriya, Kannan
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Telecommunications,Handheld Devices,Educational Technology,Technology Uses in Education,Nursing Students,Nursing Education,Blended Learning,Student Characteristics,Correlation,Student Attitudes,Intention

Background: Mobile phones have become a widely accepted learning mode due to the impact of COVID-19. This study explores the mobile technology acceptance, among nursing students at selected educational institutions in South India. Materials and Methods: Quantitative cross-sectional descriptive design. First-year 176 B.Sc. nursing students who underwent blended learning were selected by the purposive sampling method. The tool &quot;Technology Acceptance Model&quot; was used to collect responses. Bivariate analysis was used to determine the relationship between the demographic and study-related variables with the mobile technology acceptance using SPSS version 25.0. Results: The majority 73.9% of the students belonged to the age group of 18-19 years, females 76.7% and, 98.9% were unmarried. Among the constructs of TAM, a mean (SD) value of 22.08 (2.26) was found for material (mobile device audio/video) characteristics the mean (SD) value was 22.08 (2.26), attitude about use 17.58 (1.95), behavioral intention 17.46 (1.78) and system characteristics 17.21 (2.27). The mobile technology acceptance revealed that 126 (71.6%) strongly agreed, 49 (27.8%) agreed, and 1 (0.6%) was neutral with a mean (SD) of 105.19 (8.68), respectively. A positive correlation was found between the system characteristics, material characteristics, perceived ease to use, perceived usefulness, attitude about the use, behavioral intention with a P value &lt;0.001. There was a statistically significant association between Mobile technology acceptance and time spent by the students for independent studies shown the Chi-square value of 12.7, with P value &lt;0.05. Conclusion: Nursing students had a positive acceptance and behavior toward smartphone use.
Pre-Service Teachers&apos; Multidimensional Leadership Orientations: A PLS-SEM Modelling
Author: Polat, Murat
Date: 2023-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Leadership Styles,Models,Gender Differences,Least Squares Statistics,Structural Equation Models,Human Resources,Predictor Variables,Leadership Training,Preservice Teacher Education

This research focuses on better understanding the nature of pre-service teachers' four-frame leadership orientations. As it is known, the phenomenon of leadership still continues to be a research topic in the field of educational administration. But, these studies carried out on teachers and school administrators. As future teachers and school administrators, research on the leadership orientations of teacher candidates is less. Therefore, this study wants to investigate the multidimensional leadership orientations of teacher candidates and propose a model. The research is a quantitative relational survey study. Convenient sampling technique was used in the research. Participants n=278 [173 female; 105 male] are teacher candidates. At the end of the research; It revealed that the multi-directional leadership orientations of the teacher candidates were generally at a high level, but there was no significant difference in gender and grade level variables. On the other hand, it can said that the human resource leadership orientations of teacher candidates have a significant and small difference in favor of female teacher candidates (Glass'd=-0.15; p&lt;0.05). Also, PLS-SEM structural model analysis revealed that pre-service teachers' human resource leadership and political leadership orientations predicted structural leadership tendencies with a significant partial mediation effect in the charismatic leadership dimension. Based on the findings of this study, teacher education and the development of four-frame leadership programs can be considered. As a result, teacher candidates' multifaceted leadership potential can be supported and developed. [This paper was presented as an online presentation at the VIII. Yildiz International Social Sciences Congress, Dec. 23-24, 2021, Istanbul, Turkey.]
A Future Worth Building: What Tradeswomen Say about the Change They Need in the Construction Industry. IWPR #C508
Author: Hegewisch, Ariane
Date: 2021-11-00
Type: Reports - Research
Subjects: Building Trades,Females,Experience,Sexual Identity,Promotion (Occupational),Employed Women,Employed Parents,Apprenticeships,Change Strategies,Attitudes,Work Environment,Sexual Harassment,Gender Discrimination,Age Discrimination,Racial Discrimination,Job Satisfaction,Equal Opportunities (Jobs),Labor Turnover,Salary Wage Differentials

Careers in the construction trades can provide high earnings and good benefits, often through a learn-while-you-earn apprenticeship. In 2020, more than 300,000 women worked in the trades--the largest number ever. Yet while their numbers are growing, women still make up fewer than one in twenty of workers in construction occupations. This report draws on the voices and experiences of 2,635 tradeswomen and non-binary tradespeople who answered the 2021 Institute for Women's Policy Research (IWPR) Tradeswomen's Retention and Advancement Survey. The report discusses what factors help and hinder tradeswomen's advancement in the trades, describes what it is like to be a parent in the trades, and reports on the perspectives of women apprentices. The report highlights changes that are required to help the construction industry build and sustain a skilled workforce that reflects the population of the 21st century.
2022-2023 Accessibility and Accommodations Information for Statewide Assessments
Author: Indiana Department of Education
Date: 2023-00-00
Type: Guides - General
Subjects: Testing Accommodations,Accessibility (for Disabled),Measurement,English (Second Language),Language Tests,Language Proficiency,College Entrance Examinations,Elementary Secondary Education,Multilingual Materials,Students with Disabilities

The Indiana Department of Education's (IDOE's) Accessibility and Accommodations Information for Statewide Assessments is intended for school-level personnel and decision-making teams as they prepare for and implement Indiana statewide assessments. Information is provided for school personnel as a reference to inform guidance on universal features, designated features, and accommodations for students. IDOE recognizes that the validity of assessment results depends on the utilization of appropriate universal features, designated features, and accommodations, when needed, based on the constructs being measured by the assessment. The following sections are included in this guide: (1) Universal Features; (2) Designated Features; (3) Accommodations; (4) English Language Proficiency Assessments; (5) SAT Universal Features and Accommodations; (6) Specific Testing Protocol; (7) Special Circumstances and Non-Standard Accommodations; (8) Multilingual Features and Accommodations; and (9) Data Upload and TIDE. The appendix presents guidance regarding read aloud for students. [For the 2021-2022 report, see ED617728.]
2015 National Assessment of Educational Progress Trial Urban District Assessment: Results for Austin Independent School District by Race/Ethnicity. Publication 15.13b RB
Author: Schmitt, Lisa
Date: 2016-01-00
Type: Reports - Descriptive
Subjects: School Districts,Race,Ethnicity,Urban Schools,National Competency Tests,Grade 4,Grade 8,Reading Tests,Mathematics Tests,Reading Achievement,Mathematics Achievement,Trend Analysis,Achievement Gains,Public Schools,Comparative Analysis

Austin ISD is one of 21 US urban school districts participating in the National Assessment of Education Progress (NAEP) Trial Urban District Assessment (TUDA). AISD students consistently perform well on the 4th and 8th grade reading and math assessments. This supplemental report summarizes 2015 results. A separate research brief also was published. [For the research brief, see ED626979.]
2015 National Assessment of Educational Progress Trial Urban District Assessment: Results for Austin Independent School District. Publication 15.13 RB
Author: Schmitt, Lisa
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: School Districts,Urban Schools,Mathematics Tests,Reading Tests,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Race,Ethnicity,Trend Analysis,Achievement Gains,National Competency Tests,Comparative Analysis,Public Schools

Austin ISD is one of 21 US urban school districts participating in the National Assessment of Education Progress (NAEP) Trial Urban District Assessment (TUDA). AISD students consistently perform well on the 4th and 8th grade reading and math assessments. This research brief summarizes 2015 results. A separate supplemental report also was published. [For the supplemental report, see ED626978.]
How the Federal Student Loan Cancellation Plan Impacts Californians
Author: The Institute for College Access & Success (TICAS)
Date: 2022-11-03
Type: Reports - Descriptive
Subjects: Student Financial Aid,Loan Repayment,Debt (Financial),Public Policy,Eligibility,Grants,Federal Programs,Paying for College

On August 24, 2022, President Biden announced that his administration would be cancelling $10,000 -- $20,000 of student debt for middle- and lower-income borrowers. Naturally, this announcement has unleashed a wave of follow-up questions among borrowers. This fact sheet is intended to help Californians with student loans navigate the process of determining their eligibility and understanding the program.
All in Together: The Role of the Family Resource Center in Achieving Student Parent Success at Los Angeles Valley College. IWPR #D518
Author: Mason, C. Nicole
Date: 2022-07-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Parents,Student Experience,Barriers,COVID-19,Pandemics,Student Personnel Services,Family Needs,Student Characteristics,Student Needs,Stress Variables,Educational Technology,School Closing,Low Income Students,Minority Group Students,Child Care,Student Responsibility,Educational Attainment,Academic Degrees,Academic Persistence

Across the country, community colleges provide significant on-ramps to higher education and opportunities for skill enhancement for low-to-moderate-income families, including student parents, at a fraction of the cost of four-year private institutions. They are often a steppingstone to career advancement and economic security for parents and their children. This brief provides an analysis of the experiences of student parents enrolled at Los Angeles Valley College, highlighting barriers and obstacles to degree attainment, and an in-depth analysis of how wrap-around services provided by the Family Resource Center improve outcomes. Barriers include family and academic stressors; lack of high quality, reliable child care; and juggling family financial obligations and the cost of tuition, among others. This brief's overarching goals are to: (1) Provide baseline information and data on the experiences of student parents enrolled at Los Angeles Valley College; (2) Understand the role the Family Resource Center plays in helping students succeed; and (3) Provide recommendations and strategies to strengthen services and fill gaps for student parents. [Research and editorial assistance for this brief was provided by Maureen Coffey, Felicity Hector-Bruder, Chaunté White, and Lindsey Reichlin-Cruse.]
Whose Turn Is It Now? The Maintenance of Racial Equity and Engagement in the Face of Gentrification
Author: James, Brian K.
Date: 2023-02-00
Type: Reports - Research
Subjects: Middle Class,Land Acquisition,Urban Renewal,Housing,Ownership,Racism,School Policy,School Districts,Neighborhood Schools,School Choice,Urban Education,Declining Enrollment,School Segregation,Minority Group Students,White Students,Access to Education

An ongoing struggle for affordable housing in Southern California has led many predominately White, middle, and upper middle- class families to seek home ownership in divested urban communities. This phenomenon, known as gentrification, can benefit a community by increasing property values, but often comes at a cost to longstanding, Black and Brown residents of the neighborhood. Prior research has identified areas of harm including residential displacement, declining enrollment, and segregation of neighborhood schools. This qualitative case study addressed two questions: the impact of gentrification on the Black and Brown students attending the neighborhood school; and the strategies needed to balance competing interests between gentrifiers and longstanding families. The study's findings made it abundantly clear that inequitable district and site- based policies combined with White families' self- serving interests adversely affect the minority student experience. Operating as a counterweight to the harm, interview and observation data suggested that mindful school leadership and uniting parent interests played an integral role in establishing equitable practices, policies, and access. Moreover, the data showed that the probability of leader reflectiveness and mindfulness was intensified when school leadership and active parents were themselves people of color. The implications of the study may help shape district and school policies in communities experiencing gentrification.
A Model for Intentional College and Career Learning inside and outside the Classroom. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 55
Author: Burke, Kathryn M.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Models,Students with Disabilities,Intellectual Disability,College Students,Daily Living Skills,Transitional Programs,Job Skills,College Choice,Career Choice,Skill Development,Goal Orientation,Mentors

College is an opportunity for enormous growth in the lives of all students. Setting and working toward meaningful personal goals is one way to maximize those opportunities for growth. College programs for students with intellectual disability may struggle to address the independent living skills component of their comprehensive transition program without creating specialized, segregated courses. The College and Career Learning Model (CCLM) provides programs with a framework for students to attend college and gain many critical college and career skills without segregated courses. The framework outlines how students can: (1) set goals; (2) choose the college, career, and community living skills they need and are interested in; (3) choose authentic, skill-building experiences to work toward their goals; and (4) have the planning and mentor support to facilitate the process.
Paying for College: Exploring Funding Sources for an Inclusive Postsecondary Education Program. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 53
Author: Weir, Cate
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Paying for College,Students with Disabilities,Intellectual Disability,Student Financial Aid,Federal Aid,Scholarships,Vocational Rehabilitation,Student Loan Programs,Veterans,Federal Programs,Public Policy,Federal Legislation,Educational Legislation,Equal Education,Parent Financial Contribution,Counseling

A college education is an investment in the future of every student who pursues one, but it does not come cheap. College expenses include tuition, fees, books, equipment, and room and board, if a student chooses to live on campus. These all add up, and every student must determine where the funding for college will come from. Students with intellectual disability (ID) are likely to use many of the same resources as other college students to pay for college. There are some resources specific to individuals with disabilities to consider as well. Students are using numerous approaches to pay for college, often braiding together several different funding sources to cover the costs. This report includes information about a variety of possible funding sources that students and their families can consider as they determine what will work for their specific situations.
Scaling Comprehensive Supports to Equitably Get Students to the Finish Line: Lessons from City Colleges of Chicago and One Million Degrees
Author: Chandler, Jhenai W.
Date: 2023-03-00
Type: Reports - Descriptive
Subjects: Equal Education,Educational Attainment,Minority Group Students,Intervention,Integrated Services,Partnerships in Education,Graduation Rate,Community College Students,Racial Differences,Program Implementation,Financial Support,Nonprofit Organizations,Academic Advising

In Chicago, despite an increase in high school graduates and college enrollment, only one in four community college students graduate within three years. COVID-19 exacerbated longstanding barriers to college success faced by students from low-income backgrounds, as well as for Black, Latino, and Indigenous students. Without proactive interventions and intentionally designed wraparound supports or comprehensive approaches to student success (CASS) support services, equity gaps in college completion and postsecondary outcomes will persist. Strong cross-sector partnerships, adequate funding, and policy enhancements are necessary to expand equitable access to high-quality comprehensive supports that get more students to degree completion. The City Colleges of Chicago (City Colleges) and nonprofit partner, One Million Degrees (OMD), provide one compelling partnership model for overcoming these barriers. Instead of seeing low completion rates as evidence that college is not for everyone, City Colleges, OMD, and their partners are considering the factors causing students to stop out. They are also scaling up support to ensure students complete college no matter their race, ethnicity, or economic background.
Well-Being, Academic, and Life Skill Development for Supportive Student Learning Environments: A District Self-Assessment
Author: Janssen, C.
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Students,Well Being,Student Development,Daily Living Skills,Educational Practices,Evaluation,Student Participation,Learner Engagement,Alignment (Education),Partnerships in Education,Program Implementation,Capacity Building

Districts and schools that implement programs related to student well-being, academic, and life skill development (WALSD) improve school climate, academics, and discipline (Kendziora &amp; Yoder, 2016). The programs also have significant effects on how students function in school and work as well as their emotional and mental health, even into adulthood (Hawkins et al., 2005). Supporting a positive instructional environment where students can learn and practice well-being, academic, and life skills is a process, not a program. It is important to align and integrate efforts across districts and within schools to allow continuous growth among students and school community members. Collaboratively developing, managing, and supporting a WALSD vision builds ownership and ensures that WALSD programs and practices align with the district's system efforts. This self-assessment can help districts identify areas of growth and success while undertaking or expanding whole child supports across their systems. It is intended to be used by district teams to guide reflection and engage in collaborative planning.