ethanporcaro/eric-fulltext-meta huggingface dataset:
School Attendance, Absenteeism, and Student Success. Research Brief
Author: Oregon Department of Education
Date: 2015-12-00
Type: Reports - Research
Subjects: Attendance Patterns,Academic Achievement,Elementary School Students,Middle School Students,High School Students,Correlation,Student Characteristics,Standardized Tests,Scores,Graduation Rate,Low Income Students,Poverty,American Indian Students,Alaska Natives,Gender Differences,State Standards,Academic Standards,Mathematics Tests,Reading Tests

Oregon Department of Education staff spoke with principals from five Oregon schools that had low rates of chronic absenteeism compared to schools with similar demographics during the 2014-15 school year: Echo Shaw Elementary School, Free Orchards Elementary School, Dayton Junior High School, Valor Middle School, and North Marion High School. Each school takes a unique approach to encouraging student attendance, yet they share some common threads. This brief highlights the high correlation between attendance, absenteeism, and student outcomes. It focuses on students whose attendance rates are below 90 percent--students who are sometimes referred to as &quot;chronically absent.&quot; It first examines how chronic absenteeism and student characteristics are correlated, and then looks at how chronic absenteeism relates to student success as measured by standardized test scores and high school on-time graduation rates. Findings include: (1) students who are in poverty and American Indian/Alaska Native students have higher rates of chronic absenteeism than their peers; (2) Female students have higher rates of chronic absenteeism than male students in later grades; (3) Fewer chronically absent students meet state standards on math and reading tests than their peers; and (4) Chronically absent students have a lower on-time graduation rate than their peers, lagging about 16 percentage points behind.
Massachusetts English Language Learners&apos; Profiles and Progress: A Report for the Massachusetts Department of Elementary and Secondary Education
Author: Slama, Rachel
Date: 2015-10-00
Type: Reports - Research
Subjects: English Language Learners,Profiles,Elementary Secondary Education,Statistical Distributions,Guidelines,Classification,Language Proficiency,Time Factors (Learning),Content Area Reading,Content Area Writing,Promotion (Occupational),State Standards,Educational Policy,Academic Achievement,Statistical Analysis

The present study was commissioned by the Massachusetts Department of Elementary and Secondary Education (ESE) to provide a profile of Massachusetts English Language Learners (ELLs) and policy recommendations for improving their outcomes. ESE was concerned about previous study findings that most of these learners exited ELL instructional programs at relatively fast rates--within three years of school entry as kindergartners--but struggled academically following exit. Furthermore, the State was concerned about the numbers of students who never exited ELL instructional services at all. The purpose of this report is to update and expand these findings to reflect changes in the standards and assessments for ELLs and a major statewide initiative to improve the training of core academic teachers of ELLs.
Reference Manual on Making School Climate Improvements. School Climate Improvement Resource Package, 2017
Author: Yoder, N.
Date: 2017-01-00
Type: Reference Materials - General
Subjects: Educational Environment,Educational Improvement,Educational Strategies,Program Implementation,Educational Planning,Strategic Planning,Stakeholders,Data Collection,Intervention,Progress Monitoring,Information Dissemination,Surveys,Resources,Program Evaluation

This reference manual identifies five overarching sets of activities for improving school climate, with the goal of improving student outcomes (e.g., achievement, attendance, behaviors, and skills). These sets of activities help to initiate, implement, and sustain school climate improvements. For each activity set, the manual presents a clear purpose and set of activities that can help schools and districts develop an infrastructure to promote and sustain their efforts. They are: (1) Planning for School Climate Improvements; (2) Engaging Stakeholders in School Climate Improvements; (3) Collecting and Reporting School Climate Data; (4) Choosing and Implementing School Climate Interventions; and (5) Monitoring and Evaluating School Climate Improvements. This manual provides comprehensive strategies to implement school climate improvements.
A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon. Chronic Absenteeism in Oregon Elementary Schools. Part 1 of 4. September 2016. Research Brief Series
Author: Oregon Department of Education
Date: 2016-09-00
Type: Reports - Research
Subjects: Attendance Patterns,Elementary School Students,Gender Differences,Economically Disadvantaged,Minority Group Students,White Students,English Language Learners,Disabilities,Kindergarten,Grade 1,Municipalities,Rural Schools,Urban Schools

This brief highlights the importance of using a measure like chronic absenteeism, rather than average daily attendance, in order to identify concerning patterns in elementary attendance rates. The chronic absenteeism measurement is better able to shine a light on the number of individual students struggling with attendance. Subsequent briefs in this series will examine the implications of chronic absenteeism for students and highlight different ways schools can use data to identify and support these students. [For &quot;Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series,&quot; see (ED578928); For &quot;Daily Attendance Data. Chronic Absenteeism in Oregon Elementary Schools. Part 3 of 4. September 2016. Research Brief Series,&quot; see ED578929; For &quot;Excused and Unexcused--The Value of Labeling an Absence. Chronic Absenteeism in Oregon Elementary Schools. Part 4 of 4. September 2016. Research Brief Series,&quot; see ED578930.]
Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series
Author: Oregon Department of Education
Date: 2016-09-00
Type: Numerical/Quantitative Data
Subjects: Attendance Patterns,Elementary School Students,Academic Achievement,Outcomes of Education,Educational Trends,Grade 5,Predictor Variables,Cohort Analysis,Correlation,Reading Achievement,Mathematics Achievement,Reading Tests,Mathematics Tests,Standardized Tests,Economically Disadvantaged,Graduation Rate

This report highlights several trends in Oregon that show the correlation between chronic absenteeism and various academic outcomes. Oregon student patterns follow the national trend in that students with better attendance have better outcomes. Fifth-grade chronic absenteeism is a moderately strong predictor of chronic absenteeism in subsequent grades, particularly 6th, 7th and 8th grades. Figure 1 shows combined data from three intact cohorts of students from 5th through 12th grade. The figure shows that, in any given year, about half of the students who were chronically absent in 5th grade were chronically absent in 6th through 12th grade. This suggests the importance of developing good attendance habits early in a student's academic career as these rates are much higher than their peer's rates. The figure also illustrates that chronic absenteeism tends to become a more common issue in later grades even for those students who were frequent attenders in 5th grade. [For &quot;A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon. Chronic Absenteeism in Oregon Elementary Schools. Part 1 of 4. September 2016. Research Brief Series, see ED578927; For &quot;Daily Attendance Data. Chronic Absenteeism in Oregon Elementary Schools. Part 3 of 4. September 2016. Research Brief Series,&quot; see ED578929; For &quot;Excused and Unexcused--The Value of Labeling an Absence. Chronic Absenteeism in Oregon Elementary Schools. Part 4 of 4. September 2016. Research Brief Series,&quot; see ED578930.&quot;]
Daily Attendance Data. Chronic Absenteeism in Oregon Elementary Schools. Part 3 of 4. September 2016. Research Brief Series
Author: Oregon Department of Education
Date: 2016-09-00
Type: Reports - Research
Subjects: Attendance Patterns,Elementary School Students,Scheduling,Holidays,Barriers,Classification,Vacations,Correlation,Data Analysis

The Oregon Department of Education (ODE) partnered with 15 elementary schools to obtain and analyze student-level daily attendance records for 6,390 students. Schools ranged in size from just over 100 students to more than 600 students. Geographic locations also varied with 4 schools located in a city, 4 in a suburb, 4 in a town, and 3 in a rural area. In seven schools, more than 50 percent of students were economically disadvantaged in the 2013-14 school year. The following sections of this report highlight the value of closely examining school-level attendance data. The sample includes a diverse selection of schools, the graphs in this brief are provided to give readers different tools to look at their own data rather than thought of as representative of all elementary schools in Oregon. Three themes are depicted in the example graphics: (1) The average number of daily absences significantly varies by month; (2) Students tend to miss days that extend holiday breaks and other scheduled time off; and (3) Schoolwide absence trends vary for chronically absent and not chronically absent students. [For &quot;A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon. Chronic Absenteeism in Oregon Elementary Schools. Part 1 of 4. September 2016. Research Brief Series,&quot; see ED578927; For &quot;Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series,&quot; see ED578928; For &quot;Excused and Unexcused--The Value of Labeling an Absence. Chronic Absenteeism in Oregon Elementary Schools. Part 4 of 4. September 2016. Research Brief Series,&quot; see ED578930.]
Excused and Unexcused--The Value of Labeling an Absence. Chronic Absenteeism in Oregon Elementary Schools. Part 4 of 4. September 2016. Research Brief Series
Author: Oregon Department of Education
Date: 2016-09-00
Type: Reports - Research
Subjects: Attendance Patterns,Elementary School Students,Labeling (of Persons),Economically Disadvantaged,Minority Group Students,English Language Learners,Racial Differences,Disabilities,Truancy

This four part series of research briefs summarized detailed analysis of attendance and chronic absenteeism in Oregon. Brief 1 highlighted the importance of tracking chronic absenteeism rather than average daily attendance. The second brief in this series focused on student outcomes and attendance. Research suggests, and Oregon Department of Education data confirm, that chronically absent students have poorer academic outcomes and graduate at lower rates that their peers. The third brief highlighted the ability of schools to use daily attendance data to find trends and patterns that are relevant to students in their building. This fourth and final brief in the series provides an overview of some of the challenges presented by focusing too much on excused and unexcused absences. Data from the sample schools suggest that certain student groups, like economically disadvantaged students, students with a race or ethnicity other than White, students and English Language Learners, may be more likely to have unexcused absences than their peers. [For &quot;A Statewide Look at Attendance and Chronic Absenteeism in Elementary Schools in Oregon. Chronic Absenteeism in Oregon Elementary Schools. Part 1 of 4. September 2016. Research Brief Series,&quot; see ED578927; For &quot;Connecting Attendance and Academic Outcomes. Chronic Absenteeism in Oregon Elementary Schools. Part 2 of 4. September 2016. Research Brief Series,&quot; see ED578928; For &quot;Daily Attendance Data. Chronic Absenteeism in Oregon Elementary Schools. Part 3 of 4. September 2016. Research Brief Series,&quot; see ED578929.]
Raising the Floor: New Approaches to Serving the Lowest-Skilled Students at Community Colleges in Texas and Beyond
Author: Visher, Mary
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Mathematics Skills,Skill Development,Low Achievement,Academic Ability,Developmental Programs,State Programs,State Policy,Program Effectiveness,Developmental Studies Programs

Faced with many applicants with very low math skills, community colleges are responding with a variety of reforms, including restricting developmental courses to students with high-school-level skills. This brief provides context for the policy changes and describes the alternatives two colleges offer to those who don't make the cut. [This brief was written with Kayla Reiman and Dominique Dukes.]
An Evaluation of the Kansas Child Support Savings Initiative
Author: Baird, Peter
Date: 2017-12-00
Type: Reports - Research
Subjects: Program Evaluation,Children,Financial Support,Parent Financial Contribution,Debt (Financial),State Programs,Money Management,Paying for College,Randomized Controlled Trials,Program Implementation,Low Income Groups,Family Income

The state of Kansas created the Child Support Savings Initiative (CSSI) in 2013 to help parents who owe child support pay off debt that is owed to the state while also saving for their children's future higher education. The program aims to encourage parents to make qualifying deposits into tax-advantaged college savings plans--529 accounts--administered by the state. In return, the parents receive matching reductions in their child support debts. MDRC applied insights from behavioral science to design and test solutions to address the savings program's primary challenge, which was that very few of the parents invited to participate ever responded or enrolled. Over several years, Kansas and MDRC conducted two randomized controlled trials to test different methods of outreach and engagement, and made significant changes to the program's design and operations. While implementation research suggests that some parents found CSSI appealing, the first round of testing saw largely trivial effects and the second round saw none. These results confirm other research that it is difficult to encourage low- and moderate-income individuals to save money. Parents in child support debt probably face even greater economic challenges than many other low-income people, as they are struggling to make their current child support payments and pay down their child support debts while meeting all their other life obligations. Members of the target population for this study, parents who owed more than $1,000 in child support debt, generally had no income or extremely low incomes.
Projections of the Size and Composition of the U.S. Population: 2014 to 2060. Population Estimates and Projections. Current Population Reports. P25-1143
Author: Colby, Sandra L.
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Census Figures,Demography,Population Distribution,Population Trends,Birth Rate,Migration Patterns,Age,Minority Groups,Immigrants,Social Change,Racial Composition

Between 2014 and 2060, the U.S. population is projected to increase from 319 million to 417 million, reaching 400 million in 2051. The U.S. population is projected to grow more slowly in future decades than in the recent past, as these projections assume that fertility rates will continue to decline and that there will be a modest decline in the overall rate of net international migration. By 2030, one in five Americans is projected to be 65 and over; by 2044, more than half of all Americans are projected to belong to a minority group (any group other than non-Hispanic White alone); and by 2060, nearly one in five of the nation's total population is projected to be foreign born. This report summarizes results from the U.S. Census Bureau's 2014 National Projections, with a focus on changes in the age structure and shifts in the racial and ethnic composition of the population--both the total population as well as the native and foreign born.
An Annual Report to the Legislature on Oregon Public Schools. Oregon Statewide Report Card. 2014-2015
Author: Oregon Department of Education
Date: 2015-11-30
Type: Numerical/Quantitative Data
Subjects: Accountability,Program Evaluation,Public Schools,Educational Objectives,State Legislation,Goal Orientation,Enrollment,Teacher Student Ratio,Charter Schools,Student Diversity,Minority Groups,Females,Women Faculty,Women Administrators,Salaries,Teaching Conditions,Educational Finance,Financial Support,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Programs,Discipline,Teacher Qualifications,Educational Environment,Measurement,Language Arts,Mathematics,Graduation Requirements,Academic Achievement,Participation,Homeless People,At Risk Students,Lunch Programs,Cutting Scores,State Standards,Standardized Tests,National Competency Tests,Reading Achievement,Mathematics Achievement,Science Achievement,College Entrance Examinations,Advanced Placement,Individualized Instruction,Student Needs,Graduation Rate,Dropout Rate,Gender Differences,Racial Differences,Ethnicity,Attendance Patterns,Special Education,Early Intervention,Academically Gifted,Nontraditional Education

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon.
Native American Participation among Bachelors in Physical Sciences and Engineering: Results from 2003-13 Data of the National Center for Education Statistics. Focus On
Author: Merner, Laura
Date: 2017-03-00
Type: Reports - Research
Subjects: American Indian Students,Bachelors Degrees,Physical Sciences,Engineering Education,Trend Analysis,Disproportionate Representation,Physics,Astronomy,Chemistry,Earth Science,Oceanography,Weather

Using the National Center of Education Statistics' Integrated Postsecondary Education Data System (IPEDS), this report analyzes data on Native American recipients of bachelor's degrees among 16 physical science and engineering fields. Overall, Native Americans are earning physical science and engineering bachelor's degrees at lower rates than the total population. For every 1,000 degrees earned by Native Americans 41, were earned in engineering and 12 were earned in the physical sciences, compared to 54 and 15 by the total population, respectively. If trends continue at their current rates, underrepresentation in these fields will only increase for Native Americans.
Alabama Education Quick Facts, 2016-2017
Author: Alabama Department of Education
Date: 2017-02-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,State Boards of Education,Educational Finance,Statistics,Taxes,Elementary Secondary Education,Vocational Education,School Personnel,Student Evaluation,Enrollment Trends,Student Characteristics,Racial Differences,Ethnicity,Gender Differences,Graduation Rate,Reading Achievement,Mathematics Achievement,Science Achievement,Grade 10,College Entrance Examinations,Expenditures,Breakfast Programs,Lunch Programs,Graduation Requirements,Special Education,Career Education,Technical Education,Transportation,English Language Learners,Distance Education,Educational Technology

This two-page Quick Facts document provides a snapshot of general state statistics, facts about public schools, the State Board of Education, and financial data.
Oregon&apos;s On-Time High School Graduation Rate Shows Strong Growth in 2014-15. Research Brief
Author: Oregon Department of Education
Date: 2016-01-00
Type: Reports - Research
Subjects: High School Graduates,Graduation Rate,Achievement Gains,Gender Differences,Economic Status,Racial Differences,Ethnicity,Disabilities,Institutional Characteristics,Statistical Data,Achievement Gap

Oregon continues to make gains in its on-time high school graduation rate. The rate increased to 74% for the 2014-15 school year--up from 72% the year before. The graduation rate for almost all student groups rose, led by Hispanic students (2.4 percentage points) and Black students (2.4 percentage points). The rate for economically disadvantaged students also showed a substantial increase--rising by 2.2 percentage points--but the gap for those students, compared to their counterparts from more affluent families, is still substantial. Oregon Department of Education staff spoke with principals from seven Oregon high schools that have significantly improved their graduation rates or reduced the graduation gap between student groups: Jefferson High School in Portland, Newport High School, North Medford High School, David Douglas High School in east Portland, Neah-Kah-Nie High School in Rockaway Beach, Rainier Jr/Sr High School, and Gervais High School. They also spoke with Superintendent Charles Ransom about the success of the high schools in the Woodburn School District. Each school has a unique story to tell about how it has created its success, but some common threads emerged: (1) A shared vision among students and staff that all students can succeed; (2) Close connections between staff and students that create a positive school climate; (3) A focus on college and career goals that emphasizes high school success as a path to later success; (4) Partnerships with community colleges/universities and community organizations; and (5) Individualized attention and early intervention for students falling behind.