ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementation of Response to Intervention Programs in Maine
Author: Johnson, Amy
Date: 2019-03-00
Type: Reports - Research
Subjects: Program Implementation,Response to Intervention,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Screening Tests,Positive Behavior Supports,Special Education,Referral,Special Education Teachers,Regular and Special Education Relationship,Progress Monitoring,Fidelity,Program Effectiveness,Educational Finance,School Districts,Barriers

As a response to the 2004 Individuals with Disabilities Education Act (IDEA) federal statute, Maine enacted a rule requiring all schools to provide additional support to students who are not on track for meeting state learning standards beginning in 2012. One intent of the requirement was to improve student achievement, and another was to reduce the number of children who are identified as having special educational needs and thus require an Individualized Education Plan. Recent policy discussions, including the 2018 report of the Task Force to Identify Special Education Cost Drivers and Innovative Approaches to Services, have raised the question of how well schools implementing Response to Intervention (RTI) programs. The study found that most schools (83%) are using a universal screening assessment to identify students who need academic support. Elementary and middle schools are more likely to administer universal screening (92% and 85% respectively) than high schools (59%). A number of practitioners in schools without RTI programs or universal screening processes reported that classroom teachers were uncomfortable with providing behavior supports and escalated problems to special education staff before first trying general classroom strategies. This suggests that many classroom teachers would benefit from additional training and practice with evidence-based behavior strategies, and that this may also lessen the workload for special education teachers. The authors concluded that RTI academic and behavioral support programs are well on their way to being embedded in Maine schools, and practitioners cited numerous positive initial impacts on students and teachers. However, additional support is needed for all Maine districts to improve their programs and thus be able to offer supportive opportunities to their students.
The Case for Federal Funding for School Infrastructure
Author: Jimenez, Laura
Date: 2019-02-12
Type: Reports - Descriptive
Subjects: Educational Finance,Federal Aid,Public Schools,Elementary Secondary Education,School Buildings,Educational Facilities Improvement,Costs,Federal Government

While most infrastructure discussions consider transportation, energy, and more, they too often ignore K-12 public schools, which welcome more than 50 million children and adults every day. K-12 public schools represent the nation's second-largest infrastructure sector. Schools are economic drivers, as well-prepared students will earn $1 million more over their lifetimes than their less educated peers. The condition of school buildings provides a crucial foundation for classroom learning that affects students and the American economy. Congress should dedicate most school infrastructure funds to address all schools in poor condition. This funding would address critical building systems that affect basic building operations, such as roofing, insulation, and plumbing, as well as heating, ventilation, and air conditioning. This priority alone will cost a significant amount of money: Reports estimate that bringing all U.S. schools into good overall condition will cost approximately $200 billion.
The Adequacy and Fairness of State School Finance Systems. Findings from the School Finance Indicators Database, School Year 2015-2016. First Edition
Author: Baker, Bruce D.
Date: 2019-04-00
Type: Reports - Research
Subjects: Educational Finance,Elementary Secondary Education,Resource Allocation,Poverty,Educational Equity (Finance),School District Size,Population Trends,Wages,Measurement Techniques,Expenditures,Disadvantaged Youth,State Government

When it comes to American education, few policy areas are as misunderstood -- or as crucial -- as school finance. Over the past several years, a political and empirical consensus has emerged about the importance of equitable and adequate school funding for high-quality K-12 education. Certainly, there are plenty of contentious debates about how education funds should be spent. But regardless of one's opinions on specific education policies, virtually all of the options for improving America's schools require investment -- particularly for disadvantaged students. We introduce in this report an updated, public database of state school finance measures, and present results for three key measures in this system: effort, adequacy, and progressivity. Our results indicate, as would be expected, that states vary widely on all three measures. There are several states in which educational resources are comparatively adequate and distributed equitably. In general, however, resources in most states tend to be allocated non-progressively or even regressively, That is, higher-poverty districts do not receive more funds -- and in some cases receive substantially less -- than do lower-poverty districts, even controlling for factors that affect costs, such as regional wage variation, district size, and population density. Moreover, using models that estimate the spending levels required to achieve common outcome goals, we find that the vast majority of states spend well under the levels that would be necessary for their higher-poverty districts to achieve national average test scores. We do not provide state rankings or grades in this report, as the interplay between effort, adequacy, and progressivity is complex. We do, however, include recommendations on how researchers, policymakers, and the public can use our findings, as well as our database, to evaluate state systems and inform debates about improving school finance in the U.S.
What Makes a Good Reader: International Findings from PIRLS 2016
Author: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Foreign Countries,Grade 4,International Assessment,Reading Achievement,Reading Tests,Educational Trends,Gender Differences,Family Environment,Parents as Teachers,Parent Background,Educational Environment,School Safety,Reading Instruction,Reading Attitudes,Computer Use

Fifty countries from around the world participated in the Progress in International Reading Literacy Study (PIRLS) 2016 international assessment of reading comprehension at the fourth grade, and in every country there was a wide range of reading achievement from basic skills to advanced comprehension. This report presents international findings from PIRLS 2016 fourth grade. In terms of basic reading literacy, it is noteworthy that in more than half of the PIRLS 2016 countries almost all of the students (more than 95 percent) demonstrated fundamental reading skills. These students could locate and reproduce ideas and information from text and make straightforward inferences. [For the primary report &quot;PIRLS 2016: International Results in Reading,&quot; see ED580353. For the &quot;PIRLS 2016 Assessment Framework,&quot; see ED545242.]
Changing the Odds: Progress and Promise in Atlanta
Author: Torian, Sarah
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Poverty,Disadvantaged Environment,Barriers,Minority Groups,African Americans,Family Income,Housing,Urban Areas,High School Students,Graduation Rate,Employment Patterns,Educational Opportunities,Economic Opportunities,Equal Education,Mathematics Achievement,Reading Achievement,Achievement Gap,Attendance Patterns,Employment Opportunities,Low Income Groups

Since 2001, the Annie E. Casey Foundation has been working with Atlanta's Southside communities to transform high-poverty city neighborhoods and help low-income families and children succeed. While some progress is being made, the gap between Atlanta's haves and have-nots remains immense. This report -- which is a follow-up to Casey's &quot;Changing the Odds: The Race for Results in Atlanta&quot; -- focuses on promising policies and approaches that, if enacted on a larger scale, could help dismantle the systemic barriers that have kept too many Atlantans of color from reaching their full potential. [To view the original report (2015), see ED563827.]
Examining the Impact of Later High School Start Times on the Health and Academic Performance of High School Students: A Multi-Site Study. Final Report
Author: Wahlstrom, Kyla L.
Date: 2014-02-00
Type: Reports - Research
Subjects: High School Students,School Schedules,Health,Academic Achievement,Sleep,Traffic Safety,High Schools,Attendance,Grade Point Average,Achievement Tests,Adolescents,Well Being,Depression (Psychology),Standardized Tests

The results from this three-year research study, conducted with over 9,000 students in eight public high schools in three states, reveal that high schools that start at 8:30 AM or later allow for more than 60% of students to obtain at least eight hours of sleep per school night. Teens getting less than eight hours of sleep reported significantly higher depression symptoms, greater use of caffeine, and are at greater risk for making poor choices for substance use. Academic performance outcomes, including grades earned in core subject areas of math, English, science and social studies, plus performance on state and national achievement tests, attendance rates and reduced tardiness show significantly positive improvement with the later start times of 8:35 AM or later. Finally, the number of car crashes for teen drivers from 16 to 18 years of age was significantly reduced by 70% when a school shifted start times from 7:35 AM to 8:55 AM. [Additional funding was provided by Teton County School District, Jackson Hole, WY.]
Variance in Median Earnings. DataPoints. Volume 7, Issue 12
Author: American Association of Community Colleges
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: Income,STEM Education,Associate Degrees,Bachelors Degrees,Educational Certificates,Outcomes of Education,Majors (Students),Humanities,Liberal Arts,Health,Psychology,Social Work,Education,Blue Collar Occupations

This issue of &quot;DataPoints&quot; shows how median earnings for individuals with associate degrees in STEM are $60,000 and $48,000 for individuals with a certificate in STEM, compared to $53,000 for bachelor's-degree earners in humanities and $46,000 for a bachelor's degree in education.
About PIRLS 2016
Author: International Association for the Evaluation of Educational Achievement (IEA) (Netherlands)
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Achievement Tests,Foreign Countries,Reading Achievement,Grade 4,International Assessment,Reading Tests,Reading Comprehension,Reading Skills,Inferences,Critical Reading,Test Results,Reading Attitudes,Statistics

PIRLS (Progress in International Reading Literacy Study) is the fourth assessment in the current trend series, following PIRLS 2001, 2006, and 2011. There were 61 participants in PIRLS 2016, including 50 countries and 11 benchmarking entities (e.g., regions of countries as well as additional grades or language groups from the participating countries) that were assessed to provide comparative data to inform policy. For countries that have participated in a previous assessment since 2001, the PIRLS 2016 results provide an opportunity to evaluate progress in reading achievement across four time points: 2001, 2006, 2011, and 2016. The PIRLS 2016 assessment is based on the PIRLS 2016 Assessment Framework developed collaboratively with the participating countries. The framework is organized around two overarching purposes for reading--for literary experience and to acquire and use information. Four reading comprehension processes are integrated across the purposes: focus on and retrieve explicitly stated information, make straightforward inferences, interpret and integrate ideas and information, and evaluate and critique content and textual elements. This report presents an overview of PIRLS 2016 results. [For the primary report &quot;PIRLS 2016: International Results in Reading,&quot; see ED580353. For the &quot;PIRLS 2016 Assessment Framework,&quot; see ED545242.]
Challenges to Success. DataPoints. Volume 7, Issue 6
Author: American Association of Community Colleges
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Success,Barriers,Two Year College Students,Community Colleges,Student Employment,Costs,Family Influence,Online Courses,Facilities,Motor Vehicles,Developmental Studies Programs,College Faculty,Students with Disabilities,Health,College Readiness,School Registration

Based on a recent survey, this issue of &quot;DataPoints&quot; finds that work, expenses and family issues are the top three challenges to success cited by community college students. A breakdown of those categories shows the specific hurdles.
Going Back to School. DataPoints. Volume 7, Issue 5
Author: American Association of Community Colleges
Date: 2019-03-00
Type: Numerical/Quantitative Data
Subjects: Associate Degrees,Bachelors Degrees,Age Differences,Nontraditional Students,Job Skills,Adults,Educational Attainment

This issue of &quot;DataPoints&quot; shows that the number of first-time associate and bachelor's degree earners has dropped in almost all age groups since 2012-13, except for the under 25 group, according to the National Student Clearinghouse Research Center. The figures are consistent with trends when the economy is hot; that is, many older students tend to return to the workforce before completing a credential as jobs become more readily available. But a growing number of older students with previous credentials (such as associate and bachelor's degrees) are returning to attain another one, which signals that they are upgrading their skills.
Under-Represented in Work-Study. DataPoints. Volume 7, Issue 11
Author: American Association of Community Colleges
Date: 2019-06-00
Type: Numerical/Quantitative Data
Subjects: Work Study Programs,Paying for College,Two Year College Students,Community Colleges,Federal Aid,Full Time Students,Grants,Public Colleges,Private Colleges,Proprietary Schools

Federal Work-Study (FWS) funding provides opportunities for campus-based employment to students as a way to pay for their college expenses. This issue of &quot;DataPoints&quot; finds community colleges receive only 18 percent of Federal Work-Study funds from the $1 billion appropriated to the program.
Alaska Performance Scholarship Outcomes Report 2019. 2011-Fall 2018
Author: Becker, Gretchen
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Scholarships,Outcomes of Education,Postsecondary Education,High School Graduates,Eligibility,Enrollment,Graduation Rate,Colleges,College Graduates,College Freshmen,High School Students,Employment,Public Schools,College Attendance,Vocational Education,Attendance Patterns,Developmental Studies Programs,Academic Degrees,Certification,Paying for College,Academic Persistence,Wages,Geographic Regions,College Choice,Student Attitudes

The Alaska Performance Scholarship (APS) is beginning its ninth year rewarding students who strive to excel in high school and continue their education in degree and certificate programs in Alaska. This report covers the high school, postsecondary, Alaska residency, and workforce outcomes of the APS program between 2011-Fall 2018.
Finishing with Little Debt. DataPoints. Volume 7, Issue 7
Author: American Association of Community Colleges
Date: 2019-04-00
Type: Numerical/Quantitative Data
Subjects: Two Year College Students,College Graduates,Debt (Financial),Associate Degrees,Bachelors Degrees,Paying for College,Community Colleges

This issue of &quot;DataPoints&quot; finds significantly fewer two-year degree students finish their degree with student loan debt than students earning credentials from for-profit or four-year institutions. About 51 percent of all students who earned an associate degree from any college in 2015-16 graduated without taking any student loans. That compares to about 29 percent of all students who earned a bachelor's degree.
Outcomes for Asian Students. DataPoints. Volume 7, Issue 9
Author: American Association of Community Colleges
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Asian American Students,Two Year College Students,Two Year Colleges,Academic Persistence,Graduation Rate,Enrollment

This issue of &quot;DataPoints&quot; features data recently released by the National Student Clearinghouse Research Center highlighting completion and persistence patterns for different racial and ethnic groups. The data show Asian students who started at public two-year institutions have higher persistence and completion rates than any other race-ethnicity group.
Plans after High School. DataPoints. Volume 7, Issue 4
Author: American Association of Community Colleges
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Adolescent Attitudes,Academic Aspiration,Occupational Aspiration,Postsecondary Education,Two Year Colleges,Vocational Education,Military Service,Gender Differences,Community Colleges

About 60 percent of polled U.S. teens ages 13 to 17 plan to attend a four-year college, with another 12 percent indicating they plan to attend a two-year college, according to a recent Pew Research Center survey. Others plan to work full time, join the military or attend a technical/vocational school, but 13 percent said they weren't sure what they would do after completing high school. A higher percentage of girls (68 percent) said they plan to attend a four-year college, compared to boys (51 percent). Researchers found little difference between genders among surveyed teens who plan to attend a two-year college, technical/vocational school, work full time or join the military after high school. Nearly two-thirds (65 percent) of teens who said they planned to go to a four-year college expressed some concern over being able to afford it, particularly among students (76 percent) from households with incomes below $75,000. The research indicates that many U.S. families still may not realize that community colleges are a viable option to attain a postsecondary credential and an affordable pathway to a baccalaureate.
What Teens Want from Their Schools: A National Survey of High School Student Engagement
Author: Geraci, John
Date: 2017-06-00
Type: Reports - Research
Subjects: High School Students,Learner Engagement,Student Motivation,Student Characteristics,Student Attitudes,Student Behavior,Psychological Patterns,Student Participation,Teacher Student Relationship,Student School Relationship,National Surveys,Differences

Improving students' engagement--or involvement in and enthusiasm for school--has long been the focus of many school reform efforts, and for good reason: Half of high school students who consider dropping out cite lack of such engagement with the school as a primary reason, and 42 percent report that they didn't see value in the schoolwork they were asked to do. While it's clear that student engagement and academic achievement are closely linked, many engagement strategies assume that all students are similarly motivated to do their best. Some of these strategies therefore focus on more quality interactions between teacher and student; hands-on, problem-based learning; the &quot;relevant&quot; application of content to real-life scenarios; and various uses of technology meant to make learning more enjoyable or &quot;connected.&quot; This study attempts to characterize and quantify such differences by examining what motivates high school students to engage in school. While there are many ways to explore student engagement, analysts used proven methods of market research to identify student &quot;segments&quot; and the characteristics that their members have in common. Specifically, we sought to determine whether American high schoolers could be grouped into distinguishable segments that share common sets of behaviors, perceptions, and emotions that define what &quot;being engaged in school&quot; means to them. [Foreword and Executive Summary by Amber M. Northern and Michael J. Petrilli. Additional support by the American Federation for Children Growth Fund.]
Addressing College Drinking and Drug Use: A Primer for Trustees, Administrators, and Alumni
Author: Arria, Amelia
Date: 2019-06-00
Type: Guides - General
Subjects: College Students,Drinking,Drug Use,Academic Achievement,Prevention,Sexual Abuse,Fraternities,Sororities,Hazing,Marijuana,Drug Therapy,Cocaine,Alcohol Education,Drug Education,Sanctions,At Risk Students,Intervention,Evidence Based Practice,Progress Monitoring,Information Dissemination

As colleges and universities acknowledge the connection between behavioral health and student success, ACTA releases this powerful report calling for a new level of awareness and collaborative action by presidents and trustees to address student alcohol and drug use. The report provides examples of successful, evidence-based programs implemented at institutions across the country, and it emphasizes that the most effective approaches to college substance use must be tailored to the culture and particular challenges faced by each campus community. The guide uniquely explores how alcohol and drug use can affect student achievement, revealing that a coordinated substance use prevention strategy will not only work to make the campus a safer and healthier environment, but also help students maximize their potential. [Cowritten with the University of Maryland, School of Public Health. The report is supported through a grant from the Mary Christie Foundation.]