ethanporcaro/eric-fulltext-meta huggingface dataset:
National Strategy for the COVID-19 Response and Pandemic Preparedness
Author: White House
Date: 2021-01-21
Type: Reports - Descriptive
Subjects: Federal Programs,Emergency Programs,Disease Control,COVID-19,Pandemics,Federal Government,Crisis Management,Immunization Programs,Public Health,Federal Legislation,National Programs,School Closing,School Safety,At Risk Persons,Access to Health Care,Global Approach,Disease Incidence,Health Promotion,Public Opinion,Trust (Psychology),Delivery Systems

The National Strategy for the COVID-19 Response and Pandemic Preparedness provides a roadmap to guide America out of the worst public health crisis in a century. It outlines an actionable plan across the federal government to address the COVID-19 pandemic, including twelve initial executive actions issued by President Biden on his first two days in office. The National Strategy is organized around seven goals: (1) Restore trust with the American people; (2) Mount a safe, effective, and comprehensive vaccination campaign; (3) Mitigate spread through expanding masking, testing, data, treatments; health care workforce, and clear public health standards; (4) Immediately expand emergency relief and exercise the Defense Production Act; (5) Safely reopen schools, businesses, and travel while protecting workers; (6) Protect those most at risk and advance equity, including across racial, ethnic and rural/urban lines; and (7) Restore U.S. leadership globally and build better preparedness for future threats. To execute on the National Strategy, the White House will establish a COVID-19 Response Office responsible for coordinating the pandemic response across all federal departments and agencies. Through implementation of the National Strategy, the United States will make immediate progress on the seven goals. To monitor outcomes, the National Strategy includes the creation of publicly accessible performance dashboards, establishing a data-driven, evidence-based approach to evaluating America's progress in the fight against COVID-19. Full implementation of the National Strategy for COVID-19 will require sustained, coordinated, and complementary efforts of the American people, as well as groups across the country, including State, local, territorial, and Tribal governments; health care providers; businesses; manufacturers critical to the supply chain, communities of color, and unions. It will also require a global effort to contain the virus and advance health security. In collaboration with the people of this country, the United States government will lead an effective COVID-19 response that turns this crisis into a crucible, from which the nation will forge a stronger, better, and more equitable future.
Comparing Pupils and Teacher&apos;s Reflections on iRead Tablet-Based Literacy Games in a German Elementary School
Author: Knorr, Nancy
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Student Attitudes,Teacher Attitudes,Elementary School Teachers,Elementary School Students,Children,Handheld Devices,Literacy,Language Skills,Skill Development,Educational Games,Computer Games,Game Based Learning,Technology Integration,Foreign Countries

iRead is an EU Project involving literacy games in Spanish, German, Greek, and English for L1 and L2 acquisition. Content is selected dynamically from a large database using linguistic rules based on the player profile. The teacher can view pupils' progress based on automated game sequences or assign games manually. This project strives to understand how teaching with new technology is incorporated into the classroom. The authors interviewed both teachers and children about their points of view and compared their answers at the end of the project. Results indicate that pupils had a much deeper understanding of their learning than was apparent from the teachers' point of view. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Rebuilding Equitably: Overcoming Educational Inequity through Michigan&apos;s Budget. Brief on the Fiscal Year 2022 Executive School Aid Budget Recommendation
Author: Bentley, Tabitha
Date: 2021-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Budgeting,Budgets,Educational Equity (Finance),State Government,COVID-19,School Closing,Educational Needs,Students with Disabilities,English Language Learners,Literacy Education,Access to Education,Postsecondary Education,Student Financial Aid,Grants,State Aid,Low Income Students,At Risk Students

In the Fiscal Year 2022 Executive Budget Recommendation and the spending of Governor's Emergency Education Relief Funds, Governor Whitmer outlines investments intended to support the immediate recovery students require, while also making progress on the long-term goal of building a more equitable approach to school funding. This document is intended to highlight key pieces of Governor Whitmer's education budget recommendation and how these priorities can advance equity and excellence in Michigan schools. [For &quot;Building toward Equity: Prioritizing Fairness &amp; Opportunity in Michigan's Education Budget. Brief on the Fiscal Year 2021 Executive School Aid Budget Recommendation,&quot; see ED611150.]
VLASTWA: A Vocabulary Learning and Strategy Teaching Web-App
Author: Mirzaei, Siamak
Date: 2020-12-14
Type: Speeches/Meeting Papers
Subjects: Vocabulary Development,Learning Strategies,Second Language Learning,Second Language Instruction,Computer Software,Recall (Psychology),Comparative Analysis,Usability,Teaching Methods,Indo European Languages,Native Language,Computer Assisted Instruction,English (Second Language)

This research study tends to evaluate the efficaciousness and usability of a Vocabulary Learning And Strategy Teaching Web-App (VLASTWA) -- a customised and targeted web-app for (1) teaching the KeyWord Method (KWM) which is a widely investigated vocabulary learning strategy, and (2) facilitating new vocabulary learning via KWM. In this experimental study, with a between/within design, native Persian participants (n=160, age:18-60) learnt to use KWM, applied it in acquiring 22 new words, and tested this newly learnt vocabulary immediate (T1)/delayed (T2) recall. The effectiveness of the use of KWM taught within the web-app and the traditional Pen and Paper (P&amp;P) in the experimental groups were compared with the control app and P&amp;P groups via immediate/delayed recall of learnt vocabulary. The results suggest VLASTWA was efficient for learning new vocabulary while highlighting how meaningful and interactive it can be in accompanying and enriching Foreign Language (FL) vocabulary learning. [For the complete volume, &quot;CALL for Widening Participation: Short Papers from EUROCALL 2020 (28th, Online, August 20-21, 2020),&quot; see ED610330.]
Dual Language Bilingual Program Evaluation Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-11-06
Type: Reports - Research
Subjects: Bilingual Education Programs,Language Minorities,Program Evaluation,Academic Achievement,English Language Learners,Native Language,Language Fluency,English,Attendance,Language Proficiency,Discipline,Spanish,English (Second Language),Second Language Learning,School Districts,Achievement Tests,Reading Achievement,Mathematics Achievement,Comparative Analysis,Trend Analysis,Elementary School Students,Middle School Students,State Standards

The Texas Education Code (§ 29.051) requires school districts to provide every language minority student with the opportunity to participate in either a bilingual or English as a second language (ESL) program. This is the evaluation report summarizing the performance of students who participated in the district's Dual Language Bilingual Program. Included are findings from district interim assessments of academic achievement for all students classified as English Learners (EL) who participated in the Dual Language program. The report also includes performance results for fluent English-speakers enrolled in the Dual Language program. The present evaluation of the dual-language bilingual program (DL) addresses the following topics: (1) academic progress of dual-language ELs; (2) English proficiency among dual-language ELs and Spanish proficiency of native English speakers; (3) academic progress of native English-speakers enrolled in the dual-language program; and (4) data on school attendance and discipline for dual-language ELs.
Summer School Education Program, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-11-04
Type: Reports - Research
Subjects: Summer Schools,School Districts,Public Schools,Urban Schools,Enrollment,Elementary Secondary Education,Student Promotion,Grade Repetition,Outcomes of Education,Standardized Tests,Scores,Students with Disabilities,English Language Learners,Attendance,Instructional Program Divisions,Reading Achievement,Elementary School Students,Middle School Students,High School Students,Low Income Students,Minority Group Students,Sex

Each year, the Houston Independent School District (HISD) offers a summer education program designed to assist students with a variety of instructional needs. Centrally coordinated summer school programs in 2020 included accelerated instruction for State of Texas Assessments of Academic Readiness (STAAR) and STAAR End-of-Course (EOC) re-testers; bilingual or English as Second Language (ESL) classes for English Learners (ELs); credit accrual/recovery for students needing to graduate; Extended School Year (ESY) services; Promotion/Retention classes; and other school-based programs. The summer education program supports HISD's Board Goal 3: Academic Growth. This report shows student enrollment and outcomes for students who attended summer school in 2020 based on either retention status at the end of spring 2020 or for other reasons, such as academic enrichment. [For the 2018-2019 report, see ED603800.]
Changing Schools, Part 1: Student Mobility during the Summer Months in Texas and the Houston Area
Author: Potter, Daniel
Date: 2020-07-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Urban Schools,Student Promotion,Transfer Students,Elementary Secondary Education,Enrollment Rate,Student Attrition

In a series of research briefs, the Houston Education Research Consortium (HERC) examines and describes the amount of student mobility in Texas with particular focus on Houston area public schools. This first research brief provides an overview of how many students move during the summer months. Changing schools impacts students' achievement, educational attainment, and their relationships with peers and teachers. Mobile students tend to have lower grades and test scores, experience grade retention more frequently, and are more likely to drop out of school (Rumberger, 2003; South, Haynie, &amp; Bose, 2007). As the evidence of student mobility's negative consequences grows, understanding the influence of mobility on schooling in Texas and the Houston area becomes increasingly important. Before examining mobility's impact, however, an understanding of its prevalence must be acquired. This research brief offers an initial, descriptive look at summer mobility, or mobility that takes place between school years. [For &quot;Changing Schools, Part 2: Student Mobility during the School Year in Texas and the Houston Area. Research Brief for the Houston Independent School District. Volume 8, Issue 5,&quot; see ED611143.]
Changing Schools, Part 2: Student Mobility during the School Year in Texas and the Houston Area. Research Brief for the Houston Independent School District. Volume 8, Issue 5
Author: Potter, Daniel
Date: 2019-12-00
Type: Reports - Evaluative
Subjects: Student Mobility,Public Schools,Urban Schools,Elementary Secondary Education,School Districts,Enrollment Rate,Student Attrition

Student mobility refers to students changing schools. In this series of research briefs, the Houston Education Research Consortium (HERC) examines and describes the amount of student mobility in Texas, with particular focus on Houston area public schools. This second research brief focuses on providing an overview of how much mobility takes place during the school year (i.e., within school years). This research brief uses Texas Public Education Information Management System (PEIMS) six week attendance records data from the 2010-11 through 2016-17 school years to describe these three pieces of school year mobility: mobility entering a school, mobility departing a school, and net mobility. Each type of mobility is presented as a count (i.e., number of school changes) and as a rate (i.e., number of moves per 100 students). Other research briefs give more detail on school changes during the summer time, the percentage of mobility that stays within district and how much crosses between school districts, as well as differences in mobility across subgroups of students. [For &quot;Changing Schools, Part 1: Student Mobility during the Summer Months in Texas and the Houston Area,&quot; see ED611142.]
HISD Launch Ignite Scholar Program: Building Secondary Students&apos; College and Career Readiness, 2019-2020. Research Educational Program Report
Author: Graham, Georgia
Date: 2020-11-19
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Grade 10,Grade 11,High School Students,Disadvantaged Youth,Intervention,Academic Advising,Observation,Program Effectiveness,Academic Achievement,Academic Aspiration,Knowledge Level,Correlation,College Attendance,College Bound Students,Grade Point Average,Attendance,Advanced Placement Programs,School Business Relationship

Early exposure to college and career readiness supports were offered to disadvantaged grade 10 and 11 high school students through the Launch Ignite Scholar Program. Ignite Scholars were encouraged to build a stronger foundation for college and career through participation in one-on-one advising, college and industry tours, and college and career readiness presentations. In this study, Ignite Scholars' rate of access to the various program activities and changes in college and career readiness knowledge, mindset, and educational goal (educational aspiration and expectation) were calculated. Additionally, the academic performance of Ignite Scholars was compared to their campus-level peers, who opted out of participating in the program and did not participate in advising in the 2019-2020 school year. The self-reported educational aspiration of Ignite Scholars was high compared to their educational expectation. The rate of access to college and career readiness activities was comparable between Ignite Scholars and non-Ignite Scholars. Descriptive analysis showed that Ignite scholars were on track to meet academic indicators of college readiness, with Scholars outperforming their peers on all indicators. There was a positive association between educational aspiration and planning to go to college, an increase in educational aspiration was associated with increased odds of planning to go to college. The effect of mindset was also significant and positive, indicating that students with a growth mindset were more likely to plan to go to college than students with a fixed mindset. There was a statistically significant difference in the mean cumulative GPA, attendance, and AP course passing rate of Ignite Scholars and the comparative sample of campus peers. The findings indicated that there was an increased odds of meeting college-ready indicator of GPA 3.0+ for Ignite Scholars who participated in advising and had 90 percent or more attendance compared to their campus peers.
Changing Schools, Part 3: Student Mobility within and between Districts in Texas and the Houston Area
Author: Potter, Daniel
Date: 2020-11-00
Type: Reports - Research
Subjects: Student Mobility,Public Schools,Urban Schools,Elementary Secondary Education,School Districts,Enrollment Rate,Student Attrition,Student Promotion,Transfer Students

In a series of research briefs, the Houston Education Research Consortium (HERC) examines and describes the amount of student mobility in Texas, with particular focus on Houston area public schools. This third research brief provides an overview of how much mobility takes place within districts, between districts, and outside of the Texas public school system. Students who move between schools in the same district often have different experiences than students who move into an entirely new school district. Changing schools within a district allows students to stay embedded in the larger district structure and their student information often follows them in real-time, as schools within districts have efficient ways of sharing information across campuses (Kerbow, Azcoitia, &amp; Buell, 2003). Alternatively, students changing districts have new structures and cultures to adjust to, as well as possible delays in their student information following them to their new school. This can leave students without services and accommodations they might otherwise receive sooner (Xu, Hannaway, &amp; D'Souza, 2009). This brief examines the prevalence of these within-district, between-district, and non-Texas public school system moves in Texas and the Houston area. [For &quot;Changing Schools, Part 2: Student Mobility during the School Year in Texas and the Houston Area. Research Brief for the Houston Independent School District. Volume 8, Issue 5,&quot; see ED611143.]
Supporting College and Career Readiness of Middle School Students through Project Explore in HISD, 2019-2020. Research Educational Program Report
Author: Powers, Kenneth L.
Date: 2020-09-03
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Middle School Students,Program Evaluation,Grade 6,Grade 7,Grade 8,Student Attitudes,Attitude Change,Reading Achievement,Mathematics Achievement

Project Explore targeted minority students in grades six through eight who attended 28 Houston Independent School District (HISD) middle schools during the 2019-2020 academic year. In 2019-2020, a total of 2,095 students were accepted for participation in the Project Explore program, and an additional 715 students were waitlisted for program participation. The study measured students' growth mindset to determine whether they perceived their academic talents can be developed. Over fifty percent of all program participants, regardless of grade level, reported having either a strong growth mindset or a growth mindset with fixed ideas. Project Explore program participants experienced fewer absences, on average, compared to waitlisted students. Further, there was a similar number of students who scored at/above the benchmark on the RL360 math and reading assessments when comparing 2019-2020 beginning of year (BOY) to the 2019-2020 middle of year (MOY) for both program participants and waitlisted students. Finally, the fewer absences for grade 7 students was the only independent variable that was statistically significant in predicting Project Explore participation. This evaluation was limited by the school closures related to the COVID-19 pandemic which forced Project Explore program activities to be limited to cohort meetings and 1:1 advising in spring 2020.
Building toward Equity: Prioritizing Fairness &amp; Opportunity in Michigan&apos;s Education Budget. Brief on the Fiscal Year 2021 Executive School Aid Budget Recommendation
Author: Hubbard, Lauren
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Equal Education,Budgeting,Budgets,Educational Equity (Finance),State Government,Educational Needs,Students with Disabilities,English Language Learners,Literacy Education,Access to Education,Postsecondary Education,Student Financial Aid,Grants,State Aid,Low Income Students,At Risk Students

In the Fiscal Year 2021 Executive Budget Recommendation, Governor Whitmer outlines additional investments to support Michigan schools and particularly Michigan students with additional needs, including students from low-income families, English learners and students with disabilities. This document is intended to highlight key pieces of Governor Whitmer's education budget recommendation and how these priorities can advance equity and excellence in Michigan schools. [&quot;For &quot;Advancing Equity &amp; Opportunity: Prioritizing Public Education in Michigan's State Budget. Brief on the Fiscal Year 2020 Executive School Aid Budget Recommendation,&quot; see ED594017.]
A Profile of the Educational Opportunity Centers Program: 1999-2000
Author: Humphrey, Justin G.
Date: 2002-09-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Federal Programs,Program Descriptions,Postsecondary Education,College Admission,Awards,Grants,Participant Characteristics,Program Effectiveness,Federal Aid,College Attendance,Educational Counseling,Academic Advising,Student Financial Aid,Post High School Guidance,Low Income Groups,Educational Indicators,First Generation College Students,College Bound Students,Academic Support Services,Adults

In 1972, Educational Opportunity Centers (EOC) became the fourth of the TRIO Programs. EOCs provide counseling and information on college admissions to qualified adults who want to enter or continue a program of postsecondary education. EOCs coordinate with nearby postsecondary institutions and engage in activities designed to involve and acquaint the local community with higher education. This report provides a comprehensive profile of the EOC Program using the 1999- 2000 performance report data. Complete performance reports were submitted by 81 of 82 projects (99 percent), serving a total of 167,128 participants. This report is organized according to the structure of the performance report. Chapter I provides an introduction. Chapter II presents a demographic profile of EOC participants and target schools. Chapter III discusses the provision of project services. Chapter IV provides an analysis of performance outcomes, and Chapter V discusses data issues as well as plans for the future. This report is intended to serve as a resource for the improvement of EOC services. [This report was prepared for Federal TRIO Programs, Office of Postsecondary Education.]