ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5. Appendix. REL 2021-083
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-04-00
Type: Reports - Research
Subjects: Elementary School Students,Grade 5,Reading Comprehension,Language Arts,Reading Instruction,Instructional Effectiveness,Reading Achievement,State Standards,Morphemes,Suffixes,English Language Learners,Vocabulary Development,Research Methodology,Data Analysis,Scores,Outcome Measures

This is the appendix for the report, &quot;The Impact of Word Knowledge Instruction on Literacy Outcomes in Grade 5.&quot; District leaders in a large urban school district in central Florida wanted to examine the efficacy of a new curriculum designed to enhance the word knowledge of grade 5 students so as to improve reading achievement. The new curriculum, called Word Knowledge Instruction (WKI), consists of 15-minute lessons 4 days a week for 20 weeks. The lessons address state standards and cover 20 prefixes and suffixes. Thirty-nine schools participated in the study, with 92 English language arts (ELA) teachers in high-poverty schools randomly assigned within schools either to use WKI or to continue to use their standard ELA curriculum. This appendix describes the study data, intervention, analytic sample, and analyses used to assess the impact of Word Knowledge Instruction (WKI) on student literacy outcomes in grade 5. One appendix is included in this document: Data, intervention, sample, and methodology. [For the full report, see ED611683. For the study snapshot, see ED611684.]
The Relative Effectiveness of Two Approaches to Early Literacy Intervention in Grades K-2. Stated Briefly. REL 2017-258
Author: Foorman, Barbara
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Kindergarten,Grade 1,Grade 2,Instructional Effectiveness,Emergent Literacy,Intervention,Literacy Education,At Risk Students,Spelling,Reading Improvement,Student Improvement,Language Skills,English Language Learners,Randomized Controlled Trials,Elementary School Students

This randomized controlled trial in 55 low-performing schools across Florida implemented two literacy interventions--one using a standalone intervention and one using materials embedded in the core reading program. The interventions were delivered daily for 45 minutes for 27 weeks in 2013/14 and 2014/15 in small groups of K-2 students at risk of literacy failure. The standalone intervention significantly improved grade 2 spelling outcomes relative to the embedded intervention, but impacts on other student outcomes were similar for the two interventions. On average, students in schools in both intervention groups showed improvements relative to each other in reading and language outcomes. The two interventions also had a similar impact on reading and language outcomes among English learner students and non-English learner students, except for some reading outcomes in kindergarten. [For the full report, see ED572933.]
Rehabilitation Services Administration Annual Report, Fiscal Year 2002: Report on Federal Activities under the Rehabilitation Act
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2006-02-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the Act), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the Act during fiscal year 2002 (October 2001 through September 2002). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the Act. RSA has responsibility for preparing and submitting this report to the president and congress under Section 13 of the Act. The Act also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. [For the Fiscal Year 2001 report, see ED485644.]
FY19 Federal High School Graduation Rates. Memorandum
Author: Fennoy, Donald E., II.
Date: 2020-01-09
Type: Numerical/Quantitative Data
Subjects: School Districts,Urban Schools,Graduation Rate,Minority Group Students,White Students,African American Students,Hispanic American Students,Achievement Gains,Racial Differences,Ethnicity,Charter Schools,Public Schools,Nontraditional Education,High School Graduates,English Language Learners,Low Income Students,Students with Disabilities,Certification,Dropouts,High School Equivalency Programs

In FY19, School District of Palm Beach County (SDPBC) outperformed Florida and four other large urban school districts by maintaining a stable graduation rate from FY18 to FY19. District operated high schools exceeded the Board's Strategic Plan goal of 90% by posting a graduation rate of 91.6%. In this memorandum, table 1 reports the graduation rates for the five years (FY15-FY19) for Florida, the SDPBC, and the other large urban school districts. Table 2 shows the graduation rates for the five years (FY15-FY19) for Black, Hispanic, White, English Language Learners (ELL), Free or Reduced Lunch (FRL), and Students with Disabilities (SWD) students. Table 3 reports the graduation rates for the five years (FY15-FY19) for SDPBC District operated and Charter schools. Tables 4-6 report graduation rates for District operated high schools, Charter high schools, and Alternative high schools, respectively, for five years (FY15-FY19). [For the report from the previous year &quot;FY18 Federal High School Graduation Rates. Memorandum,&quot; see ED593868.]
FY20 Federal High School Graduation Rates. Executive Summary
Author: Fennoy, Donald E., II.
Date: 2021-01-07
Type: Numerical/Quantitative Data
Subjects: School Districts,Urban Schools,Graduation Rate,Minority Group Students,White Students,African American Students,Hispanic American Students,Achievement Gains,Racial Differences,Ethnicity,Charter Schools,Public Schools,Nontraditional Education,High School Graduates,English Language Learners,Low Income Students,Students with Disabilities,Certification,Dropouts,High School Equivalency Programs,COVID-19,Pandemics

On January 7, 2020, the Florida Department of Education (FDOE) released high school graduation rates for the State of Florida and the School District of Palm Beach County (District). It should be noted that due to COVID-19, assessment requirements for graduation were waived for FY20 seniors who had yet to meet them. This fact should be kept in mind when comparing the FY20 graduation rates with prior years. The District is working with the FDOE to determine the impact of this on Palm Beach County. The District graduation rate is higher than the State's and increased by 3.1% from FY19 to FY20. District operated high schools exceeded the Board's Strategic Plan goal of 90% by posting a graduation rate of 94.4%. Table 1 reports the graduation rates for the five years (FY16-FY20) for Florida, the District, and the other large urban school districts. Table 2 shows the graduation rates for the five years (FY16-FY20) for Black, Hispanic, White, English Language Learners (ELL), Free or Reduced Lunch (FRL), and Students with Disabilities (SWD) students. Table 3 reports the graduation rates for the five years (FY16-FY20) for District operated and Charter schools. Tables 4-6 report graduation rates for District operated high schools, Charter high schools, and Alternative high schools, respectively, for five years (FY16-FY20). [For the report from the previous year &quot;FY19 Federal High School Graduation Rates. Memorandum,&quot; see ED611688.]
Rehabilitation Services Administration Annual Report, Fiscal Year 2003: Report on Federal Activities under the &quot;Rehabilitation Act&quot;
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2007-05-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the act), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the act during fiscal year 2003 (October 2002 through September 2003). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the act. RSA has responsibility for preparing and submitting this report to the president and congress under Section 13 of the act. The act also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. [For the Fiscal Year 2002 report, see ED611687.]
Annual Report, Fiscal Year 2005: Report on Federal Activities under the &quot;Rehabilitation Act&quot;
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the &quot;Rehabilitation Act&quot;), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year 2005 (October 2004 through September 2005). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. [For the Fiscal Year 2004 report, see ED497135.]
Annual Report on Federal Activities under the &quot;Rehabilitation Act,&quot; Fiscal Year 2006
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (the &quot;Rehabilitation Act&quot;), provides the legislative basis for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year 2006 (October 2005 through September 2006). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. [For the Fiscal Year 2005 report, &quot;Annual Report, Fiscal Year 2005: Report on Federal Activities under the &quot;Rehabilitation Act,&quot; see ED611692.]
Annual Report, Fiscal Year 2007: Report on Federal Activities under the &quot;Rehabilitation Act of 1973,&quot; as Amended
Author: Rehabilitation Services Administration (RSA) (ED/OSERS)
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Disabilities,Vocational Rehabilitation,Federal Programs,Accessibility (for Disabled),Independent Living,Technical Assistance,Advocacy,Compliance (Legal),Program Evaluation,Information Dissemination,Employment Programs

The &quot;Rehabilitation Act of 1973,&quot; as amended (&quot;Rehabilitation Act&quot;), provides the statutory authority for programs and activities that assist individuals with disabilities in the pursuit of gainful employment, independence, self-sufficiency and full integration into community life. This report is intended to provide a description of accomplishments and progress made under the &quot;Rehabilitation Act&quot; during fiscal year (FY) 2007 (October 2006 through September 2007). To that end, the report identifies major activities that occurred during that fiscal year and the status of those activities during that specific time period. The report provides a description of the activities of the Rehabilitation Services Administration (RSA), a component of the Office of Special Education and Rehabilitative Services (OSERS), U.S. Department of Education. RSA is the principal agency for carrying out Titles I, III, VI and VII, as well as specified portions of Title V of the &quot;Rehabilitation Act.&quot; RSA has responsibility for preparing and submitting this report to the president and congress under Section 13 of the &quot;Rehabilitation Act.&quot; The &quot;Rehabilitation Act&quot; also authorizes research activities that are administered by the National Institute on Disability and Rehabilitation Research (NIDRR) and the work of the National Council on Disability (NCD) and includes a variety of provisions focused on rights, advocacy and protections for individuals with disabilities. A description of those activities also is provided in this report. [For the Fiscal Year 2006 report, see ED611693.]
Community Philanthropy for Student Success Initiative Evaluation Summary
Author: Geiser, Kristin
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Philanthropic Foundations,Partnerships in Education,Graduation Rate,Scholarships,Educational Finance,Equal Education,College Students,Capacity Building,Community Organizations,Program Effectiveness

In 2015, College Futures Foundation launched the Community Philanthropy for Student Success Initiative (CPI) to engage a cohort of community foundations across California as partners and leaders in reducing statewide disparities in college completion rates. Through CPI, College Futures endeavored to build the capacity of participating foundations to (a) increase strategic need-based scholarships, (b) increase funding for strategic need-based scholarships, and (c) serve as leaders in regional efforts to eliminate inequities in college attainment rates. Prepared by the Gardner Center as the Initiative's research partner, this report summarizes the extent to which CPI reached its goals, the factors that facilitated and hindered progress, and lessons learned that could aid College Futures and other philanthropic organizations in advancing efforts to achieve equitable college completion rates.
Condition of Education in the Commonwealth: 2021 Data Dashboard
Author: Rennie Center for Education Research and Policy
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Elementary Secondary Education,Census Figures,Higher Education,State Departments of Education,Data Analysis,Holistic Approach,Educational Indicators,Futures (of Society),Educational Trends,Trend Analysis,COVID-19,Pandemics,Outcomes of Education,Leadership Styles,Instructional Leadership,Access to Education,Internet,Public Schools,Enrollment Trends,Attendance,Distance Education,Learner Engagement,Grade 9,Art Education,Homeless People,Race,Poverty,Disadvantaged,Parent Child Relationship,Parent Participation,Educational Environment,Minority Group Teachers,Teacher Characteristics,High School Graduates,Career Development,Advanced Courses,Graduation Rate,College Attendance,Costs

Each year, the Rennie Center collects state-level indicators in our Data Dashboard to provide context on the condition of education in the Commonwealth. This data is collected from the MA Department of Early Education and Care; MA Department of Elementary and Secondary Education; MA Department of Higher Education; U.S Census Bureau; and U.S. Department of Education. However, this year has looked very different from previous years, and the 2021 Data Dashboard is adjusting to this upheaval in our education system. This Dashboard will not represent a comprehensive view of all the indicators that the Rennie Center typically features. Rather, the hope of this feature is to elevate key indicators that can show us how our state is doing this year and how to build on these measures in future years. This report includes analyses of indicators that demonstrate data trends related to the COVID-19 pandemic as well as inputs, access, engagement, and outcomes related to Holistic Learning, Shared Leadership, and Multiple Pathways to Career--all of which are featured as major themes in this year's Action Guide. [For the Action Guide, see ED611674.]
Academic Outcomes for North Carolina Virtual Public School Credit Recovery Students. Stated Briefly. REL 2017-217
Author: Stallings, D. T.
Date: 2017-01-00
Type: Reports - Descriptive
Subjects: Virtual Schools,Public Schools,Outcomes of Education,Credits,Repetition,Required Courses,Economically Disadvantaged,Low Income Students,High School Students,Reading Skills,Mathematics Skills,Scores,Graduation Rate,Minority Group Students,Academic Achievement,Summer Schools,Enrollment

This study examined the North Carolina Virtual Public School's (NCVPS) credit recovery program and other common credit recovery options available to students in the state. The study compared short- and longer-term academic outcome data across credit recovery options, as well as correlations between the academic outcomes and characteristics of enrolled students. Overall, NCVPS students were less likely than other credit recovery students to be economically disadvantaged, and a greater proportion of NCVPS students entered high school proficient in math and reading. However, there was little difference in short-term success rates (such as end-of-course exam scores) between NCVPS credit recovery students and other credit recovery students. NCVPS students were less likely than other credit recovery students to graduate, but those who did graduate were more likely to graduate in four years. Among NCVPS students, outcomes for racial/ethnic minority students and economically disadvantaged students differed from those for other students. [For the full report, see ED569940.]
Girls&apos; Education Accelerator
Author: Global Partnership for Education (GPE)
Date: 2021-03-00
Type: Reports - Descriptive
Subjects: Females,Equal Education,Gender Bias,Womens Education,Access to Education,Foreign Countries,Grants,Resource Allocation,Educational Finance

Every girl deserves a quality education and every country deserves gender equality. In December 2020, Global Partnership for Education (GPE) created the US $250 million Girls' Education Accelerator to transform girls' opportunities to go to school and learn. To secure funding, countries commit to ambitious action for gender equality by investing in girls' education. The grant is implemented alongside and tightly integrated with GPE's existing grants -- the system transformation grant and the Multiplier.