ethanporcaro/eric-fulltext-meta huggingface dataset:
California Adult Education Annual Performance Report: Federally Funded Workforce Innovation and Opportunity Act, Title II Programs. Program Year July 1, 2016 to June 30, 2017
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Federal Legislation,Adult Literacy,Labor Force Development,Labor Legislation,Enrollment,English (Second Language),Second Language Learning,Adult Basic Education,Family Literacy,Citizenship Education,Civics,Literacy Education,High School Equivalency Programs,Adults,Partnerships in Education,Academic Persistence,Job Skills,Cooperation,Program Effectiveness,Leadership,State Programs,Improvement,Grants,Distance Education,Correctional Education,Institutionalized Persons

The California Department of Education (CDE) provides adult literacy services to one-fifth of adults enrolled in the Adult Education and Family Literacy Act (AEFLA) program in the United States. The adult education program addresses literacy needs of individuals by providing adults with the skills and knowledge necessary to (a) gain employment or better their current employment; (b) obtain a high school diploma (HSD) or high school equivalency (HSE) certificate; (c) attain skills necessary to enter postsecondary education and training; (d) exit public welfare and become self-sufficient; (e) learn to speak, read, and write the English language; (f) master basic academic skills to help their children succeed in school; and (g) become U.S. citizens, exercise their civic responsibilities, and participate in a democratic society. This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment and Opportunity Act (WIOA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL Civics funds. [For the 2015-2016 report, see ED596630.]
California Adult Education Annual Performance Report: Federally Funded Workforce Innovation and Opportunity Act, Title II Programs. Program Year July 1, 2017 to June 30, 2018
Author: CASAS (Comprehensive Adult Student Assessment Systems)
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Federal Legislation,Labor Legislation,Labor Force Development,Civics,Literacy Education,English (Second Language),Second Language Learning,Enrollment,Adult Basic Education,Family Literacy,Citizenship Education,High School Equivalency Programs,Academic Persistence,Job Skills,Cooperation,Program Effectiveness,Leadership,Correctional Education,Institutionalized Persons,State Programs,Adults,Improvement,Grants,Distance Education

The California Department of Education (CDE) provides adult literacy services to one-fifth of adults enrolled in the Adult Education and Family Literacy Act (AEFLA) program in the United States. The adult education program addresses literacy needs of individuals by providing adults with the skills and knowledge necessary to (a) gain employment or better their current employment; (b) obtain a high school diploma (HSD) or high school equivalency (HSE) certificate; (c) attain skills necessary to enter postsecondary education and training; (d) exit public welfare and become self-sufficient; (e) learn to speak, read, and write the English language; (f) master basic academic skills to help their children succeed in school; and (g) become U.S. citizens, exercise their civic responsibilities, and participate in a democratic society. This report is a compilation of California's responses to the four questions that the United States Department of Education (ED), Division of Adult Education and Literacy (DAEL) poses annually to all states and territories receiving federal supplementary funding from the Adult Education and Family Literacy Act (AEFLA), Title II of the Workforce Investment and Opportunity Act (WIOA). The questions asked each state to describe: (1) successful state leadership projects and activities supported with State Leadership Funds; (2) significant findings from its evaluation of the effectiveness of the adult education and literacy activities based on the core indicators of performance; (3) ways in which it has supported collaborative activities with local Workforce Investment Boards and One-Stops; and (4) successful activities and services supported with EL Civics funds. [For the 2016-2017 report, see ED596631.]
&quot;Our California&quot;: Building a Student-Centered Data System
Author: Campaign for College Opportunity
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Data Collection,Data Analysis,Higher Education,Access to Education,High School Graduates,Postsecondary Education,Student Characteristics,Community Colleges,Public Colleges,State Colleges,Databases,Elementary Secondary Education,Educational Policy,Student Records,Educational Indicators,State Policy

With over 37 million residents, California is the most populous state in the country. California's primary and secondary schools enroll over 6.2 million students,1 and there are 3.4 million undergraduates attending 683 postsecondary institutions in California. Yet, because of the lack of a strong data infrastructure, we are unable to answer basic questions about student progress and completion. To improve educational outcomes and meet future workforce demand, California must establish a longitudinal data system that can answer the following critical questions about student pathways and outcomes. This publication is part of &quot;Our California: A Call to Action and Blueprint to Increase College Graduates and Keep Our Economy Strong&quot;, which calls upon our Governor to make the necessary investments and implement bold reforms to California's higher education to ensure that our students and our state thrive.
Education Funding. A Brief to the Select Standing Committee on Finance and Government Services from the British Columbia Teachers&apos; Federation. BCTF Education Funding Brief
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Finance,Financial Support,Funding Formulas,Teacher Recruitment,Teacher Persistence,Mentors,Private Schools,Adult Education,Public Education,Canada Natives,Special Needs Students,English Language Learners,Equal Education,Access to Education,Resource Allocation,Government Role,Budgeting,Faculty Development

British Columbia teachers are pleased to have an early opportunity to present their views on priorities for the 2020 provincial budget to the Select Standing Committee on Finance and Government Services. The British Columbia Teachers' Federation (BCTF) represents 43,000 teachers and associated professionals in public schools across British Columbia. This brief is focused on recommendations that would give students the education system they deserve. British Columbia has an opportunity to make the necessary and pressing improvements to public education that have been denied for far too long and re-orient public education funding to fully reflect the needs of students and classrooms. Reversing direction is not simple for an institution as large and diverse as public education, but that is no reason to be timid; if anything, it is a reason to act boldly and for the long term. Good will on the part of everyone in the system will, allow for the establishment of a new equilibrium, where schools and students across the province have what they need to flourish and thrive. Provided in this brief is a summary of issues. Immediately following each issue are the detailed recommendations for improvement. The issues include: (1) Adequate, stable, and predictable system-wide funding; (2) Education funding formula reform to reflect system needs; (3) Investment in classroom resources and the new curriculum; (4) Supports for successful inclusion; (5) Expanded, fully funded adult education; (6) Dedicated funds for teacher recruitment, retention, and mentorship; (7) A phase-out of public funding for independent schools; and (8) A phase-out of public funding for independent schools.
To Educate All Children (TEACH): Creating Safer, Calmer Learning Environments for Students in HISD Schools, 2017-2018. Research Educational Program Report
Author: Holmes, Venita R.
Date: 2019-02-14
Type: Reports - Research
Subjects: Program Effectiveness,Elementary School Teachers,Middle School Teachers,School Districts,Middle School Students,Elementary School Students,Self Esteem,Conflict Resolution,Nonverbal Communication,Classroom Techniques,Classroom Environment,Teacher Attitudes,Feedback (Response),Coaching (Performance),Reading Achievement,Mathematics Achievement,Attendance,Student Behavior

This program evaluation observed distal educational outcomes, including reading and mathematics test performance, attendance, and disciplinary actions of students at eight elementary and six middle schools that implemented the To Educate All Children (TEACH) model in the Houston Independent School District (HISD) during the 2017-2018 academic year. The model helped teachers build students' self-confidence, while focusing on classroom management strategies, such as de-escalation, conflict resolution, and nonverbal communication. Teachers were provided leadership support, professional development, one-on-one coaching, videos, and tips to improve classroom culture. A total of 186 teachers responded to the Process Survey and 82 teachers completed the End-of-Year Survey. Surveyed teachers consistently indicated strong agreement that the TEACH model has helped them gain students' attention in class, manage behavioral incidents, and keep students focused as they transition between tasks. Survey respondents found that coaching feedback received through TEACH was, particularly, beneficial toward addressing students' specific educational needs. The majority of students at TEACH elementary campuses showed improvements on the combined English and Spanish grades 3-8 reading and mathematics tests from spring 2017 (pretest) to spring 2018 (posttest), relative to the percentage of students who scored at or above the Approaches Grade Level standard. Consistent STAAR campus-level improvements in these areas were not observed at the secondary level. Paired t-test analyses showed gains in the mean attendance rates at 88% of the TEACH elementary campuses, and no gains at secondary campuses with two years of data. There was an overall decline in disciplinary actions at the majority of TEACH elementary and secondary schools over the same time period. More consistent student progress over the past two years at TEACH elementary compared to secondary campuses suggest the need to examine whether all teachers have access to TEACH professional development if the full benefits of the model are to be realized for students at targeted schools. [For the 2016-2017 report, see ED596673.]
Special Education Program: Identification, Placement, and Assessment Report, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-11-18
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,English Language Learners,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Standardized Tests,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. The report will be organized as follows: Section I--Identification: (1) Identification trends for African American, Hispanic, and Hispanic English Language Learners (ELLs) students in the special education program; and (2) Identification trends for students with dyslexia. Section II--Placement: Percent of students with disabilities placed in mainstream instructional settings. Section III--Assessment: (1) Percent of students identified with a learning disability administered modified versions of the State of Texas Assessment of Academic Readiness (STAAR); (2) Performance of students with disabilities who were mainstream versus non-mainstream on the Stanford 10. Section IV--Students with Autism: (1) Demographic profile of students with autism; and (2) Academic performance of students with autism. [For the previous report, see ED596660.]
Special Education Program: Identification, Placement, and Assessment Report, 2014-2015. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2015-08-24
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,English Language Learners,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review, and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. The report will be organized as follows: Section I--Identification: (1) Identification trends for African American, Hispanic, and Hispanic English Language Learners (ELLs) students in the special education program; and (2) Identification trends for students with dyslexia. Section II--Placement: Percent of students with disabilities placed in mainstream instructional settings. Section III--Assessment: Percent of students identified with a learning disability administered the various versions of the State of Texas Assessment of Academic Readiness (STAAR). Section IV--Students with Autism: (1) Demographic profile of students with autism; and (2) Academic performance of students with autism. [For the previous report, see ED596640.]
Special Education Program: Identification, Placement, and Assessment Report, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-09-27
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,English Language Learners,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review, and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. The report will be organized as follows: Section I--Identification: (1) Identification trends for African American, Hispanic, and Hispanic English Language Learners (ELLs) students in the special education program; and (2) Identification trends for students with dyslexia. Section II--Placement: Percent of students with disabilities placed in integrated instructional settings. Section III--Assessment: Percent of students identified with a learning disability or dyslexia administered the various versions of the State of Texas Assessments of Academic Readiness (STAAR). Section IV--Students with Autism: (1) Demographic profile of students with autism; and (2) Academic performance of students with autism. [For the previous year's report, see ED596667.]
Special Education Program: Identification, Placement, and Assessment Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-10-04
Type: Reports - Research
Subjects: Special Education,School Districts,Urban Schools,Students with Disabilities,Disability Identification,Student Placement,Student Evaluation,English Language Learners,Dyslexia,Inclusion,Mainstreaming,Learning Disabilities,Autism,Pervasive Developmental Disorders,African American Students,Hispanic American Students,Disproportionate Representation,Achievement Tests,Testing Accommodations,Intellectual Disability,Emotional Disturbances,Speech Impairments,Elementary Secondary Education,White Students,Visual Impairments,Hearing Impairments,Head Injuries,Neurological Impairments,Physical Disabilities

The Office of Special Education Services (OSES) in the Houston Independent School District (HISD) supports students with disabilities in gaining college, career readiness, and independent living skills through active engagement in grade-level curriculum. The purpose of special education is to minimize the impact of the students' disability, while maximizing opportunities for students to fully participate in their natural environment. An Admission, Review, and Dismissal/Individualized Education Program (ARD/IEP) committee makes decisions about students' eligibility for special education services. The purpose of this report is to address specific questions regarding identification, placement, and assessment among various groups of students with disabilities. This report also provides a comprehensive analysis of students with autism. The report will be organized as follows: Section I--Identification (1) Identification trends for African American, Hispanic, and Hispanic English Language Learners (ELLs) students in the special education program; and (2) Identification trends for students with dyslexia. Section II--Placement: Percent of students with disabilities placed in integrated instructional settings. Section III--Assessment: Percent of students identified with a learning disability or dyslexia administered the various versions of the State of Texas Assessments of Academic Readiness (STAAR). Section IV--Students with Autism: (1) Demographic profile of students with autism; and (2) Academic performance of students with autism. [For the report from the previous year, see ED596642.]
Comparisons of Academic Achievement among Third-Grade Students Previously Enrolled in HISD and Head Start Prekindergarten Programs, 2015-2016. Research Educational Program Report
Author: Spikes, Sara
Date: 2016-11-22
Type: Reports - Research
Subjects: School Districts,Early Intervention,Disadvantaged Youth,Economically Disadvantaged,At Risk Students,Academic Achievement,Grade 3,Program Effectiveness,Preschool Education,Correlation,Reading Achievement,Mathematics Achievement,Poverty,Access to Education

The purpose of the Houston Independent School District (HISD) and Head Start Collaborative programs is to share the responsibility for closing the achievement gap between economically-disadvantaged children and their more affluent peers. HISD collaborates with the following four Head Start agencies: AVANCE-Houston, Inc. (AVANCE), Gulf Coast Community Services Association (GCCSA), Harris County Department of Education (HCDE), and Neighborhood Centers, Inc. (NCI). This brief compares the academic achievement among third-grade students previously enrolled in HISD-Head Start (dual) and Head Start Standalone prekindergarten programs. Findings in this study suggest a positive relationship exists between dually-enrolled, economically-disadvantaged students affiliated with AVANCE, GCCSA, and HCDE and their academic achievement on the 2016 STAAR English reading and mathematics assessments. This relationship was particularly noted among students affiliated with HCDE as dually-enrolled, economically-disadvantaged students had higher levels of achievement on both the 2016 STAAR English and Spanish versions of the reading and mathematics assessments than their peers who attended the corresponding standalone programs. Findings also show that dually-enrolled, economically-disadvantaged students regardless of Head Start agency, typically achieved both higher mean scale scores and met the 2016 Level II Satisfactory progression standard at higher rates on the STAAR assessments than their economically-disadvantaged peers in the district.