ethanporcaro/eric-fulltext-meta huggingface dataset:
The Public, Parents, and K-12 Education: A National Polling Report [December 2022]
Author: EdChoice
Date: 2022-12-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Student Mobility,Opinions,Elementary Secondary Education,Special Education,Barriers,Preferences,Blended Learning,School Violence,Tutoring,Extracurricular Activities,School Choice,Educational Policy

This poll was conducted between December 9-12, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) One out of four parents indicate that their child has switched from one school type to another. This switch is highest among special education parents; (2) Those who have a child who has switched schools are much more likely to indicate that their child has faced difficulty in some capacity at their former school; (3) More than half of school parents continue to prefer having their child learn at home at least one day per week. That finding has been consistent for 22 consecutive months; and (4) In December, school parents' concerns about a violent intruder entering school increased significantly. The proportion of concerned K-4 parents increased by 6 percentage points. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [February 2022]
Author: EdChoice
Date: 2022-02-00
Type: Numerical/Quantitative Data
Subjects: Immunization Programs,Gender Differences,Age Differences,Race,Geographic Regions,Educational Attainment,Voting,School Districts,Local Issues,Parent Attitudes,Economic Factors,Elections,In Person Learning,Hygiene,Public Policy,Disease Control,COVID-19,Pandemics,Parent Participation,School Choice,Educational Policy,Kindergarten,Public Opinion,Tutoring,Political Attitudes,Socioeconomic Status,Home Schooling,Private Schools,Public Schools,Costs,Educational Attitudes,Educational Vouchers,Elementary Secondary Education,National Surveys

This poll was conducted between February 12-February 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Education issues rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (2) Nearly three out of four parents are comfortable with their child attending school right now -- an increase of six points since January; (3) The gap between Americans' views towards mandatory masking and vaccinations has tightened. Many view masking as less of a priority compared to previous months; and (4) Parent interest in either participating in or looking to form/join a learning 'pod' decreased by eight points in February. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [January 2022]
Author: EdChoice
Date: 2022-01-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Public Opinion,Elementary Secondary Education,Adults,Gender Differences,Educational Attainment,Age Differences,Racial Differences,Ethnicity,Geographic Regions,COVID-19,Pandemics,Barriers,In Person Learning,School Closing,Health Behavior,Distance Education,Political Affiliation,Government Role,Immunization Programs,Blended Learning,Communities of Practice,Costs,Tutoring,Charter Schools,Educational Vouchers,Money Management,School Choice,Unions,Home Schooling,Private Schools,Public Schools

This poll was conducted between January 15-January 16, 2021 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Although there has been an ongoing surge of COVID cases with the emergence of the Omicron variant, the percentages of Americans who felt major disruptions to their lives -- personal, household, or community -- were still near pandemic-lows; (2) In January, the majority of school parents were still comfortable with their children attending school -- despite a decrease compared to the previous month; (3) Based on parent reports, the share of students who have had to quarantine from school increased substantially. In November and December, about a quarter of parents said they had a child who had to quarantine. But in January that number jumped to 37 percent. The vast majority of those parents -- 82 percent -- viewed quarantining as disruptive to their child's education; and (4) In January, three out of five school parents supported moving back to remote learning due to the Omicron variant. Democrats, Blacks, urbanities, and younger generations were the most supportive of shifting to remote learning. Republicans and those living in small town/rural areas were least supportive. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [July 2022]
Author: EdChoice
Date: 2022-07-00
Type: Numerical/Quantitative Data
Subjects: National Surveys,Parent Attitudes,Kindergarten,Elementary Secondary Education,Educational Attitudes,Participant Characteristics,Race,Socioeconomic Status,Age Differences,Gender Differences,Educational Attainment,Geographic Regions,Athletics,Extracurricular Activities,Career Exploration,Costs,Access to Information,Art Education,Cultural Education,Student Participation,Educational Quality,Institutional Characteristics,School Effectiveness,School Choice,Educational Policy,Public Opinion,School Districts,Transportation,School Safety,School Policy,Emotional Development,Academic Achievement,Tutoring,Home Schooling,Comparative Analysis

This poll was conducted between July 14-July 15, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Parents most frequently reported their children participating in athletics-focused programs in July. The least common activities were culture-focused programs and those related to career preparation; (2) Parents who have paid for career-focused activities for their children report spending the most amount of money. Those who have paid for arts-focused activities report spending the least amount of money; (3) Parents point to not having enough information, high prices, and inconvenient locations as primary reasons why their child isn't able to participate in certain supplemental activities; and (4) Most often, parents point to location, a safe environment, and academic quality as the main reasons why their child is enrolled in a specific school type. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) extracurricular activities; (4) school choice policies; and (5) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [June 2022]
Author: EdChoice
Date: 2022-06-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Public Opinion,Elementary Secondary Education,Adults,Gender Differences,Educational Attainment,Age Differences,Racial Differences,Ethnicity,Geographic Regions,COVID-19,Pandemics,Barriers,Political Affiliation,Government Role,Communities of Practice,Costs,Tutoring,Charter Schools,Educational Vouchers,Money Management,School Choice,Home Schooling,Private Schools,Public Schools,Educational Quality,Intellectual Disciplines,Job Skills,Skill Development,Educational Finance,Expenditure per Student,Socioeconomic Status,Student Development,School Safety,Enrollment,Violence,Weapons,Bullying

This poll was conducted between June 15-June 21, 2022 among a sample of 2,198 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) School parents were much more likely in June than in May to say that their children progressed very well last school year. Roughly half of parents believe their children progressed very well in terms of academic, emotional, and social development; (2) In June, nearly one-third of parents indicated they were participating in or seeking learning pods. Expressed interest in pods increased by four points since May; (3) In June, school parents' favorable views of homeschooling increased by six points; and (4) All school choice policies continue to see a lift in support when people are given a description. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.
Leading Teaching and Learning Together: The Role of the Middle Tier
Author: Tournier, Barbara, Ed.
Date: 2023-00-00
Type: Reports - Research
Subjects: Instructional Leadership,Middle Management,Educational Practices,Educational Improvement,Foreign Countries,Program Development,Faculty Development,Evidence Based Practice,Teacher Supervision,Cooperative Learning,Principals,Educational Change,Professionalism,Change Agents,Program Implementation,Sustainability

In education systems around the world, planners and policymakers are calling for more attention to whole-system improvement. To best address teaching and learning outcomes, teachers and head teachers need whole-system support to build professionalism and improve their practice. The middle tier of education systems, composed of professionals working between the school and central levels, may offer a unique opportunity to facilitate collaboration, broker knowledge, scale innovations, and provide instructional direction to school-level practitioners. This research was conducted as a collaborative partnership between IIEP-UNESCO and Education Development Trust. It explores how middle-tier instructional leaders can form a nexus for improving the quality of education at scale. Through case studies in five jurisdictions--Delhi (India), Jordan, Rwanda, Shanghai (China), and Wales--it explores the professional practices and perceived impacts of instructional leaders and the enabling factors present in the systems where they work. It focuses on promising practices globally, and is designed to draw out insights and lessons for both policy-makers and practitioners. [For the previous report, &quot;Change Agents: Emerging Evidence on Instructional Leadership at the Middle Tier,&quot; see ED610844.]
The Public, Parents, and K-12 Education: A National Polling Report [September 2022]
Author: EdChoice
Date: 2022-09-00
Type: Numerical/Quantitative Data
Subjects: Parents,Adults,Public Opinion,Elementary Secondary Education,National Surveys,Opinions,Attitudes,Educational Attitudes,Educational Policy,Educational Quality,Extracurricular Activities,Tutors,Nontraditional Education,School Choice,Participant Characteristics,Parent Background

This poll was conducted between September 16-17, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) About a third of parents believe their child's school is political. One in five feels the school is either too conservative or too liberal; (2) Seven in ten Americans have heard about teacher shortages in the last month. Four in ten heard about public schools losing students. News media appear to drive this information -- rather than friends, family, or schools; (3) Two-thirds of Americans say they respect K-12 teachers. At the same time, nearly 60 percent also feel teachers are undervalued. Respect for school board members is about half that for K-12 teachers. One in three adults feels school board members are overvalued; and (4) In September, roughly one-third of parents indicated they were participating in or seeking learning pods. This report highlights: (1) views on K-12 education; (2) views on schooling; (3) pods, tutoring, and extracurriculars; (4) school choice policies; and (5) the survey profile and demographics.
The Public, Parents, and K-12 Education: A National Polling Report [March 2022]
Author: EdChoice
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Adults,Parents,Public Opinion,Opinions,Boards of Education,Meetings,Activism,Antisocial Behavior,Educational Policy,COVID-19,Pandemics,Immunization Programs,Hygiene,Disease Control,Health Behavior,School Safety,Occupational Safety and Health,School Choice,Elementary Secondary Education,Nontraditional Education,Small Group Instruction

This poll was conducted between March 15-March 19, 2022 among a sample of 2,200 adults. The interviews were conducted online and the data were weighted to approximate a target sample of adults based on gender, educational attainment, age, race, and region. Among the key findings are: (1) Roughly one of six Americans reported a protest or major disruption at their local school board meeting this school year. Most appear associated with COVID-19-related topics such as masking, vaccines, or other pandemic policies; (2) Despite a decrease in March, education issues still rank higher when it comes to voting for local offices. Most Americans continue to view economic issues as their top priority when deciding who to vote for at the federal, state, or local levels; (3) Four out of five school parents believed that schools should provide multiple learning options for students this school year - reflecting a 10-point increase since the previous month; and (4) All school choice policies continue to see a lift in support when people are given a description. This report highlights: (1) COVID-19 and schooling; (2) school choice policies; (3) views on K-12 education; and (4) the survey profile and demographics.
Austin Independent School District Human Resources Exit Survey: Interim Human Resources Report. DRE Publication #14.28 RBa
Author: Hutchins, Shaun D.
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: School Districts,Surveys,Occupational Mobility,Gender Differences,Race,Ethnicity,Instructional Program Divisions,Comparative Analysis,Bilingual Education,Special Education,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Mobility,Value Added Models,Teacher Attitudes,Teacher Characteristics,Elementary Secondary Education,Kindergarten,Faculty Development,Urban Schools,Human Resources

In 2013, the Austin Independent School District began administering a voluntary online exit survey to all professional and administrative employees leaving the district. Responses and respondent characteristics are described for 2014. This is a research brief of a full report (published separately). [For the full report, see ED626497.]
Austin Independent School District Human Resources Exit Survey: Summary of Results, 2014. DRE Publication #14.28
Author: Hutchins, Shaun D.
Date: 2015-02-00
Type: Reports - Evaluative
Subjects: Employee Attitudes,Teacher Attitudes,Administrator Attitudes,Surveys,Human Resources,School Districts,Faculty Mobility,Faculty Development,Work Environment,Job Satisfaction,Educational Environment,Urban Schools,Value Added Models,Teacher Evaluation,Administrator Evaluation,Comparative Analysis,Specialization,Race,Ethnicity,Gender Differences,Teaching Experience,Elementary Secondary Education,Bilingual Education,Special Education,English (Second Language),Second Language Learning,Second Language Instruction,Profiles,Age Differences,Salaries

In 2013, the Austin Independent School District began administering a voluntary online exit survey to all professional and administrative employees leaving the district. Responses and respondent characteristics are described for 2014. A separate research brief also was published. [For the research brief, see ED626496.]
Postsecondary Enrollment for 2013 Graduates: Austin Independent School District. DRE Publication #14.36 RB
Author: Wiggins, Afi Y.
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,College Attendance,High School Graduates,Academic Persistence,Enrollment Trends,School Districts,Community Colleges,Universities,Gender Differences,Race,Ethnicity,Institutional Characteristics,Economically Disadvantaged,Comparative Analysis,Student Characteristics,Special Education,Technical Education,Limited English Speaking,Predictor Variables,Grade Point Average,Student Financial Aid,Academic Aspiration,College Preparation,College Freshmen

Sixty-three percent of AISD's Class of 2013 graduates enrolled in a postsecondary institution the year after high school, and 74% of Class of 2012 graduates persisted in college for a second year. A supplemental report (published separately) provides technical documentation. [For the technical documentation report, see ED626499.]
2013 Postsecondary Enrollment Report: Technical Documentation. DRE Publication #14.41
Author: Wiggins, Afi Y.
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,College Attendance,Enrollment Trends,High School Graduates,School Districts,Student Characteristics,Race,Ethnicity,Student Records,Information Systems,State Departments of Education,Gender Differences,Socioeconomic Status,Economically Disadvantaged,College Entrance Examinations,College Readiness,Academic Persistence,College Freshmen,Algorithms,Educational Legislation,Parent Rights,Privacy

This supplemental report provides technical documentation for the full report (published separately) concerning the 63% of AISD's Class of 2013 graduates who enrolled in a postsecondary institution the year after high school, and 74% of Class of 2012 graduates persisted in college for a second year. [For the full report, see ED626498.]
Results of the Teaching, Empowering, Leading, and Learning (TELL) AISD Survey, 2011-2015. DRE Publication #14.60
Author: Cornetto, Karen M.
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Surveys,Teacher Attitudes,Teaching Conditions,Educational Environment,Teacher Empowerment,Elementary School Teachers,Middle School Teachers,High School Teachers,Work Environment,Teaching Methods,Learning Processes,Academic Achievement,Principals,Instructional Leadership,Faculty Development,Student Behavior,Academic Standards,School Community Relationship,Educational Facilities,Educational Resources

This report summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. A separate one-page research brief also was published. [For the brief, see ED626501.]
2015 TELL AISD Teaching and Learning Conditions Survey. DRE Publication #14.60RB
Author: Cornetto, Karen M.
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Teaching Conditions,Teacher Surveys,Teacher Attitudes,School Districts,Teaching Methods,Educational Environment,Learning Processes,Elementary School Teachers,Middle School Teachers,High School Teachers,Academic Achievement,Work Environment,Instructional Leadership

This one-page brief report highlights findings from the full report (published separately) that summarizes district-level results of the 2015 Teaching, Empowering, Leading, and Learning (TELL) AISD Survey. [For the full report, see ED626500.]
Logic Models for Evaluation: An Introduction for Program Managers. Publication 14.80
Author: Fowler, Laura T. Sanchez
Date: 2015-06-00
Type: Guides - Non-Classroom
Subjects: Models,Program Evaluation,School Districts,Program Design,Program Improvement

This brief 2-page guide explains what a logic model is and why AISD's Department of Research and Evaluation staff uses them as a first step in planning a program evaluation.
Results of the 2014 Student Substance Use and Safety Survey October, 2014. High School and Middle School Report. Publication Number 13.88 c
Author: Naik, Reetu
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Substance Abuse,Middle School Students,High School Students,Student Attitudes,Student Behavior,Knowledge Level,School Safety,Educational Environment,Racism,Bullying,Juvenile Gangs,Attendance,Parent Participation,Help Seeking,Geographic Location,Stress Variables,Coping

The Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD middle and high school students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. These are the results from the spring 2014 survey.
Social and Emotional Learning in the Austin Independent School District: Key Outcomes over Time. Publication 14.66 RB
Author: Lamb, Lindsay M.
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Social Emotional Learning,Discipline,Student Behavior,Behavior Problems,Disproportionate Representation,African American Students,Hispanic American Students,Attendance,Bullying,Incidence,Secondary Schools,Secondary School Students,White Students,Racial Differences,Ethnicity,Program Effectiveness

This report addresses four key student outcomes based on longevity in the Social Emotional Learning (SEL) program in the Austin Independent School District (AISD).
Students Continue to Report a Positive School Climate: Student Climate Survey Results Spring 2013 through Spring 2015. Publication 14.70a
Author: Lamb, Lindsay M.
Date: 2015-06-00
Type: Reports - Research
Subjects: Educational Environment,Student Attitudes,School Districts,Ethics,Academic Ability,Self Esteem,Teacher Expectations of Students,Learner Engagement,Middle School Students,Elementary School Students,High School Students,Student Surveys,College Attendance,Academic Aspiration,Teacher Student Relationship,School Personnel,Interpersonal Relationship

The AISD student climate survey provides the opportunity to monitor students' opinions regarding topics such as behavioral environment, adult fairness &amp; respect, student academic self-confidence, teacher expectations, and student engagement. This report summarizes results for 2014-2015.
AISD Graduates, Continuers, and Dropouts: Profiles for the Class of 2014. Publication 14.72 RB
Author: Schmitt, Lisa
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: School Districts,High School Students,High School Graduates,Student Characteristics,Graduation Rate,Dropouts,Academic Persistence,At Risk Students,Attendance Patterns

This report describes characteristics of AISD students from the Class of 2014 who graduated on time, dropped out, or continued in high school. The report also includes demographic information and data for dropout risk factors identified in previous research.