ethanporcaro/eric-fulltext-meta huggingface dataset:
Pennsylvania Distributes Emergency K-12 School Funding Backwards--The Fewest Dollars Go to School Districts with the Greatest Need
Author: Polson, Diana
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Educational Finance,COVID-19,Pandemics,Elementary Schools,Secondary Schools,Resource Allocation,Federal Legislation,School Districts,Retrenchment,Funding Formulas,Grants,Economically Disadvantaged

The United States and Pennsylvania economies remain deeply depressed compared to before the COVID-19 pandemic. While the unemployment rate has come back down to around 7% (7.3% in Pennsylvania, 6.9% in the U.S.), Pennsylvania had 488,000 fewer jobs in October than February and the U.S., 10 million fewer. With COVID case rates higher than ever and death rates rising again, many people worry about a &quot;double dip&quot; recession. Reflecting this worry, the U.S. Congress continues to debate the need for more emergency funding for American families, businesses, states, and localities. If Congress acts soon, local K-12 schools are considered the state and local government entities most likely to receive additional federal relief. This briefing paper looks at how Pennsylvania distributed the K-12 funding within earlier rounds of federal relief. The authors focus on the portion of funding from the federal Coronavirus Aid, Relief and Economic Security Act (CARES Act) that the federal government left up to states to allocate among school districts.
National Alliance for Partnership in Equity (NAPE) Student Outcomes: 2016-2017. Publication 17.39
Author: Leung, Jenny
Date: 2018-08-00
Type: Reports - Research
Subjects: School Districts,Equal Education,Partnerships in Education,Minority Group Students,Disproportionate Representation,STEM Education,Academic Achievement,Outcomes of Education,Faculty Development,Training,Mathematics Achievement,Science Achievement,Advanced Courses,Elective Courses,Vocational Education,Secondary School Teachers,Secondary School Students

This report provides an overview of Austin Independent School District students' academic performance and interest in the science, technology, engineering and math fields for those who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in the 2016-2017 school year.
National Alliance for Partnership in Equity (NAPE) Student Outcomes: 2015-2016. Publication 17.38
Author: Leung, Jenny
Date: 2018-05-00
Type: Reports - Research
Subjects: Equal Education,School Districts,Academic Achievement,Partnerships in Education,Faculty Development,Training,STEM Education,Minority Group Students,Disproportionate Representation,Science Interests,Science Teachers,Middle School Teachers,Middle School Students,Mathematics Achievement,Science Achievement,Advanced Courses,Elective Courses,Outcomes of Education

This report provides an overview of Austin Independent School District students' academic performance and interest in the science, technology, engineering and math fields for those who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in the 2015-2016 school year.
National Alliance for Partnership in Equity (NAPE) Student Outcomes: 2015-2016. Publication 16.29
Author: Leung, Jenny
Date: 2017-06-00
Type: Reports - Research
Subjects: School Districts,Equal Education,Outcomes of Education,Mathematics Achievement,Achievement Gap,Minority Group Students,Disproportionate Representation,Mathematics Teachers,Partnerships in Education,Faculty Development,Training,STEM Education

This report provides an overview of Austin Independent School District students who were enrolled in a course with a teacher trained by the National Alliance for Partnerships in Equity in 2015-2016.
Education Indicators in Canada: Handbook for the Report of the Pan-Canadian Education Indicators Program
Author: Statistics Canada
Date: 2022-03-29
Type: Guides - General
Subjects: Foreign Countries,Educational Finance,Elementary Secondary Education,Postsecondary Education,Outcomes of Education,Educational Indicators,Indigenous Populations,Cultural Pluralism,Diversity,Low Income Students,Family Characteristics,Public Schools,Private Schools,Expenditures,Preschool Education,Debt (Financial),Student Loan Programs,Student Financial Aid,Enrollment,Academic Achievement,Achievement Tests,Secondary School Students,International Assessment,Program Implementation,Information Technology,Educational Environment,Teacher Salaries,Foreign Students,Apprenticeships,Colleges,Graduation Rate,Educational Attainment,Labor Force Development,Employment Level,Income

This handbook updates the general descriptions for the indicators of the Pan-Canadian Education Indicators Program (PCEIP) as new sets of tables are released. It is a reference document that gives readers a broad understanding of each indicator, rather than the very specific methodological descriptions that would be necessary to reproduce the indicator using the raw data. The PCEIP tables highlight the most recent data available for five broad indicator sets: (1) A portrait of the school-age population; (2) Financing education systems; (3) Elementary and secondary education; (4) Postsecondary education; and (5) Transitions and outcomes. The following information forms the main body of the Handbook, and is presented for each of the PCEIP indicators: (1) A brief, general description; (2) The major concepts and definitions used; (3) An overview of the methodology; (4) A short review of any major data limitations, including interjurisdictional comparability as needed; and (5) The data source(s) used to produce the indicator. Two appendices conclude this Handbook. One that presents the structure of education and training in Canada and another that details the relationship of some indicators to international comparators.
Supplemental Report: English Language Learners&apos; Academic Performance across Four Years, Cohorts 1 and 2 Presented Separately. Publication 16.10 b
Author: Orr, Aline
Date: 2017-02-00
Type: Reports - Evaluative
Subjects: English Language Learners,English (Second Language),Standardized Tests,Elementary School Students,Middle School Students,Reading Achievement,Mathematics Achievement,Grade 1,Grade 2,Grade 3,Grade 4,Grade 5,Grade 6,Bilingual Education,Second Language Instruction

In Texas, English language learner (ELL) students are assessed annually in academic subject areas using the State of Texas Assessments of Academic Readiness (STAAR) at elementary and middle school levels. This supplemental report describes continuously enrolled Austin Independent School District ELLs' performance as compared with all AISD students' performance on STAAR reading and math by program, from 2012-2013 through 2015-2016, separating students into two cohorts. A separate research brief report also was published. [For &quot;English Language Learners' Academic Performance across Four Years, 2012-2013 through 2015-2016. Publication 16.10,&quot; see ED620124.]
5th Grade Native English Speakers&apos; Performance on STAMP 4Se, Spanish-Language Proficiency Assessment, Austin Independent School District, 2017. Publication 16.22
Author: Orr, Aline
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Native Speakers,English,Immersion Programs,Bilingual Education,Spanish,School Districts,Grade 5,Elementary School Students,Language Proficiency,Language Tests,Second Language Learning,Reading Skills,Listening Skills,Writing Skills,Speech Skills

This report documents how native English speaking students enrolled in the two-way dual language program at Austin Independent School District (AISD) performed on STAMP 4Se, a Spanish-language proficiency test during the 2016-2017 school year.
Kansas Public School Expenditures Show Consistent Trends across the Years
Author: Kansas Association of School Boards (KASB)
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: School Districts,School District Spending,Educational Finance,Expenditure per Student,Educational Trends,Instruction,Student Personnel Services

Each year, the Kansas Association of School Boards (KASB) pulls the school district expenditure data from the Kansas State Department of Education's (KSDE) Data Central site and compiles it in an online tool for members to access. This shows how money is being spent and allows for the comparison of current and past trends to better prepare for discussions of educational spending with community stakeholders and educational leaders in the state. This report makes use of the data available through KSDE and does not include any additional calculations beyond the raw data points. The goal is to provide a better understanding of the data available to any Kansan and what it says about the broad trendlines of educational spending in Kansas over the last half-decade.
Texas English Language Proficiency Assessment System (TELPAS), Spring 2018 Results, Austin Independent School District. Publication 17.44
Author: Jensen, Mishan
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: English (Second Language),Second Language Learning,School Districts,English Language Learners,Language Proficiency,Language Tests,Kindergarten,Poverty,Institutional Characteristics,Achievement Gains,Instructional Program Divisions,Middle School Students,Elementary School Students,High School Students,Native Language,Socioeconomic Status,Rating Scales,Reading Skills,Writing Skills,Listening Skills,Speech Communication,Scores

This report summarizes Austin Independent School District English learner students' (ELs) TELPAS performance on the 2018 Spring administration. TELPAS is the state of Texas' student assessment of English language proficiency. Performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed. [For the executive summary, see ED620136.]
Texas English Language Proficiency Assessment System (TELPAS), Spring 2018 Results Executive Summary, 2017-2018. DRE Publication 17.44
Author: Jensen, Mishan
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,School Districts,Language Tests,Language Proficiency,Rating Scales,Scores,Elementary School Students,Middle School Students,High School Students,Kindergarten,Writing Skills,Reading Skills,Listening Skills,Speech Communication,Poverty,Institutional Characteristics,Socioeconomic Status

This executive summary report highlights Austin Independent School District English learner students' (ELs) state-required English language proficiency test performance on the 2018 Spring administration. Student performance is summarized by domain and composite ratings, and years in U.S. schools. The changes made to the test are also discussed. A separate full report also was published. [For the full report, see ED620135.]
Bilingual and English as a Second Language Programs Summary, 2016-2017. DRE Publication 16.43
Author: Orr, Aline
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education Programs,School Districts,Academic Achievement,Language Proficiency,Language Tests,Elementary School Students,Middle School Students,State Standards,Learning Readiness,Achievement Tests,Spanish,Native Language,Comparative Analysis,Algebra,Biology,United States History,Classroom Observation Techniques,Transitional Programs,Gifted Education,Program Implementation,Special Education,Well Being,Career Education,Technical Education

This report provides information on Austin Independent School District's bilingual and English as a Second Language programs implemented in 2016-2017, summarizing the numbers of students served, and students' language acquisition and academic performance.
Basic Needs Insecurity at Historically Black Colleges and Universities. A #RealCollegeHBCU Report
Author: Dahl, Sonja
Date: 2022-01-00
Type: Reports - Research
Subjects: Black Colleges,Educational Needs,Student Needs,African American Students,College Students,COVID-19,Pandemics,Equal Education,Educational Equity (Finance),Security (Psychology),Health,Well Being,Student Personnel Services,Federal Programs,Nutrition,Welfare Services,Employment,Hunger

Historically Black Colleges and Universities (HBCUs) were established primarily in the post-Civil War era to meet the educational needs of Black Americans. They provide pathways to upward social mobility and have a long-standing commitment to promoting both academic success and students' health and well-being. But persistent funding inequities at both the state and federal level actively undermine those commitments and leave the sector particularly vulnerable during the coronavirus (COVID-19) pandemic. This report examines how students at HBCUs are faring, and to what extent are their basic needs supported so that they can focus on learning and attain degrees? It uses data from the #RealCollege Survey to examine the overlapping pandemic-related and basic needs challenges affecting students attending HBCUs during fall 2020. In total, nearly 5,000 students from 14 public and private HBCUs responded to the survey for a response rate of 8.3% and shared their experiences. Topics covered include: (1) impacts of the pandemic on students' health and employment; (2) students' basic needs security; (3) utilization of public and campus supports, including emergency aid and Supplemental Nutrition Assistance Program (SNAP); and (4) recommendations for federal and state policymakers. [This report is a collaboration with the Center for the Study of Historically Black Colleges and Universities at Virginia Union University.]
Intersectionality: Scaling Intersectional Praxes
Author: Martin, Gregory
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Social Systems,Political Attitudes,Educational Philosophy,Music,Critical Theory,Teaching Methods,Popular Education,Action Research,Theater Arts,Power Structure,Participatory Research,Geography,Ethnic Studies,Social Justice,Social Class,Social Action,Gender Bias,African Americans

Since its inception, intersectional theory and practice have instigated new forms of analysis and activity that offer to renew and reassert the relevance of Marxist inspired educational praxes. Taking inspiration from intersectional theory and a broad range of disciplines and contexts including Geography and Ethnic Studies, this entry will explore how socio-spatial biases have contributed to the devaluing of everyday, relational and intersectional approaches that are central to the scaling of educational praxes. In this context, the plural form of praxes is privileged because it shines a spotlight on the varied forms and goals of critical education (e.g., critical hip-hop pedagogy, popular education, theatre of the oppressed, youth participatory action research), from the everyday and mundane to the grand and spectacular and their relational and scaled intersections. [This paper was published in: &quot;The Encyclopaedia of Marxism &amp; Education,&quot; edited by A. Maisuria, Brill, 2022, pp. 341-354.]
Texas English Language Proficiency Assessment System (TELPAS): Spring 2016 Results. Publication 15.59
Author: Doolittle, Martha
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,Listening Skills,Speech Skills,Reading Skills,Writing Skills,Language Proficiency,Language Tests,Public Schools,Elementary Secondary Education,Instructional Program Divisions,Scores,Bilingual Education

This report summarizes Spring 2016 Texas English Language Proficiency Assessment System (TELPAS) results for Austin Independent School District's English language learner (ELL) students. TELPAS is used annually in Texas public schools to assess ELLs' English acquisition in listening, speaking, reading, and writing.
Kansas Educator Engagement and Retention Study, 2022
Author: Church, Bret
Date: 2022-00-00
Type: Reports - Research
Subjects: Teacher Shortage,Teacher Persistence,Job Satisfaction,Teacher Attitudes,Intention,Career Change,Teacher Retirement,Faculty Mobility,Teacher Promotion,Teacher Characteristics,Elementary Secondary Education,Tenure,Unions,Teacher Role,Classroom Environment,School Culture,Educational Environment,Teaching Conditions,Educational Attainment,Employment Level,Generational Differences,Barriers

A growing educator shortage is having significant impacts in schools and communities throughout the United States. In response to this growing concern, the Kansas Teacher Retention Initiative was launched in the summer of 2021, with a focus on measuring, understanding, interpreting, and disseminating data-driven insights regarding the driving factors of teacher retention within school districts and across the State of Kansas. The initiative seeks to provide actionable information and stimulate solutions-minded collaboration to improve teacher engagement and retention. In partnership with the Kansas Association of Schools Boards (KASB), Kansas National Education Association (KNEA), United School Administrators of Kansas(USA-KS), and Emporia State University, the inaugural Kansas Teacher Retention Survey was conducted between October and December of 2021. The survey explores the critical drivers of teacher engagement and retention in the State of Kansas. Over 20,000 educators participated in the survey, with a final sample size of 18,427. 71% of the respondents were K-12 classroom teachers. Likert scales were utilized to measure three areas: (1) Satisfaction with specific aspects of being an educator; (2) General 'Engagement' as an educator in the State of Kansas; and (3) Future intentions specific to leaving the profession, retiring, changing districts, or moving into administration. [This report was produced by the Kansas Teacher Retention Initiative in partnership with the United School Administrators of Kansas (USA-KS).]
Bilingual and English as a Second Language Program and Demographic Summary, 2017-2018. DRE Publication 17.41
Author: Jensen, Mishan
Date: 2018-09-00
Type: Reports - Research
Subjects: School Districts,Bilingual Education,English (Second Language),Second Language Instruction,Vocational Education,Gifted Education,Special Education,Well Being,Educational Finance,Racial Composition,Ethnicity,Enrollment,Student Characteristics,Refugees,Immigrants,Migrants,Language Usage,Socioeconomic Status,Gender Differences,Homeless People,Program Implementation,Language Teachers,Elementary Secondary Education,Educational Legislation,Federal Legislation,Language Proficiency,Student Behavior,Student Attitudes,Learner Engagement

This report summarizes the bilingual and English as a second language programs implemented during 2017-2018 in the Austin Independent School District. Programs and program participation are summarized, as well as student demographic characteristics and the number of students served. [For the Executive Summary, see ED620143.]
Bilingual and English as a Second Language Programs Summary, 2015-2016, Austin Independent School District. DRE Publication 15.71
Author: Orr, Aline
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: English Language Learners,English (Second Language),Second Language Learning,Second Language Instruction,Bilingual Education Programs,School Districts,Student Characteristics,Academic Achievement,Language Tests,Language Proficiency,Immigrants,Refugees,Program Implementation,Elementary School Students,State Standards,Writing Tests,Reading Tests,Mathematics Tests,Science Tests,Social Studies,Instructional Program Divisions,Spanish,Achievement Tests

This annual report summarizes Austin ISD's English language learner students and the bilingual and ESL programs in which they participated during the 2015-2016 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.
Interim Findings from the Dana Center Mathematics Pathways Long-Term Follow-Up Study. Research Brief
Author: Biedzio, Dorota
Date: 2022-03-00
Type: Reports - Research
Subjects: College Mathematics,Career Choice,Student Interests,Remedial Mathematics,Outcomes of Education,Program Effectiveness,Mathematics Instruction,Academic Persistence,Community Colleges,Mathematics Achievement,Two Year College Students

The Charles A. Dana Center at the University of Texas at Austin launched the Dana Center Mathematics Pathways (DCMP) in 2011. The initial version of DCMP diversified developmental and college-level math course content, separating it into distinct pathways that better aligned with students' career interests. It also streamlined the developmental math sequence, so students who tested two or more levels below college ready in math were only required to take a one-semester developmental course, and it implemented an evidence-based curricula and pedagogy to engage students in active problem solving pertinent to real-life situations. DCMP was designed to help students complete developmental math, pass their first-year college-level math course, and accumulate more math credits, with the ultimate goal of helping more students earn degrees. Center for the Analysis of Postsecondary Readiness (CAPR) researchers have been studying this early model of DCMP at four Texas community colleges since 2014, following students in a randomized controlled trial to assess their outcomes. After three semesters, this early version of DCMP was found to have a positive impact on measures of students' math completion (completion of the developmental math sequence, the likelihood of taking and passing college-level math, and the number of math credits earned). As part of a long-term follow-up study, researchers are following the students through five years after random assignment. This brief presents interim findings for the first three years after random assignment and provides an exploratory analysis of the effectiveness of the program for various subgroups. The findings show that the impacts found on math completion in the original study were sustained during the first three years but that these impacts did not lead to broader academic progress or success for students.
Texas Literacy Initiative Staff Survey Summary, Teachers&apos; Responses, Fall 2014. DRE Publication 14.30a RB
Author: Bell, Christian M.
Date: 2015-01-00
Type: Numerical/Quantitative Data
Subjects: School Districts,Literacy Education,Early Childhood Education,School Readiness,Reading Consultants,Coaching (Performance),Faculty Development,Reading Instruction,Writing Instruction,Educational Needs,Progress Monitoring

The Texas Literacy Initiative (TLI) was first implemented in Austin Independent School District during the 2012-2013 school year. This report summarizes Fall 2014 survey responses from teachers at TLI campuses.
Texas Literacy Initiative Staff Survey Summary, Administrators&apos; Responses, Fall 2014. DRE Publication 14.30c RB
Author: Bell, Christian M.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: School Districts,Literacy Education,School Readiness,Early Childhood Education,Reading Consultants,Coaching (Performance),Elementary Secondary Education,Educational Needs,Grants

The Texas Literacy Initiative (TLI) was first implemented in Austin Independent School District during the 2012-2013 school year. This report summarizes Fall 2014 survey responses from administrators at TLI campuses.
Bilingual Education Program Evaluation Summary, 2014-2015, Austin Independent School District. Publication #14.116
Author: Doolittle, Martha
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: School Districts,English Language Learners,Bilingual Education,Second Language Instruction,Second Language Learning,Student Characteristics,Demography,Language Acquisition,Academic Achievement,Educational Finance,Language Proficiency,Program Implementation,Faculty Development,Secondary Schools

This annual report summarizes information on Austin Independent School District's English language learner students and the bilingual education and English as a second language programs that served them during the 2014-2015 school year. The report includes summaries of data on student demographics, language acquisition, and academic performance.