ethanporcaro/eric-fulltext-meta huggingface dataset:
State Report on the Implementation of the Gun-Free Schools Act: U.S. States and Other Jurisdictions, 2019-20 School Year
Author: Stuart-Cassel, Victoria
Date: 2022-03-00
Type: Numerical/Quantitative Data
Subjects: Weapons,Educational Legislation,Expulsion,School Safety,State Legislation,Public Schools,Federal Legislation,Elementary Secondary Education,State Regulation,School Districts,Compliance (Legal),Elementary School Students,Middle School Students,High School Students,Nontraditional Education,Educational Environment,Equal Education,Students with Disabilities

The federal Gun-Free Schools Act (GFSA) enacted in1994 requires U.S. public school systems to report any incident of a student bringing a firearm to school or being in possession of a firearm on school property, the law applies to all states and jurisdictions funded under the Elementary and Secondary Education Act (ESEA) of 1965. Under federal law, states must also enact their own laws that require local education agencies(LEAs) to expel students for firearm offenses for a period of no less than 1 year. State education agencies (SEAs) must submit data to the secretary of education on an annual basis, reporting the number of students who were expelled for firearm offenses under the law during the 12-monthreporting period. The report describes the GFSA review process and results and includes a summary of how the quality of data submissions improved as the result of the data review and feedback process with states. The report also summarizes compliance with GFSA reporting mandates and data on firearm incidents for SY 2019-20 and includes detail about the number of incidents reported by student grade level, weapon type, and disciplinary action resulting from violations of the law. The report also presents comparisons to incident counts and rates from prior school years to explore changes in incident rates across time. However, it is important to note that data for SY 2019-20 are not comparable to prior schoolyears of reporting, because of widespread school closures that occurred nationally beginning in March of 2020, which were prompted by the COVID-19 pandemic. These school closures had the effect of truncating the reporting timeline, because students were not present on campus for in-person instruction for approximately a quarter of the school year. [For the &quot;State Report on the Implementation of the Gun-Free Schools Act: U.S. States and Other Jurisdictions, 2018-19 School Year, see ED613103.]
State Report on the Implementation of the Gun-Free Schools Act: U.S. States and Other Jurisdictions, 2020-21 School Year
Author: Jones, Wehmah
Date: 2023-03-00
Type: Numerical/Quantitative Data
Subjects: Weapons,Educational Legislation,Expulsion,School Safety,State Legislation,Public Schools,Federal Legislation,Elementary Secondary Education,State Regulation,School Districts,Compliance (Legal),Elementary School Students,Middle School Students,High School Students,Nontraditional Education,Educational Environment,Equal Education,Students with Disabilities

The federal Gun-Free Schools Act (GFSA) enacted in1994 requires U.S. public school systems to report any incident of a student bringing a firearm to school or being in possession of a firearm on school property, the law applies to all states and jurisdictions funded under the Elementary and Secondary Education Act (ESEA) of 1965. Under federal law, states must also enact their own laws that require local education agencies(LEAs) to expel students for firearm offenses for a period of no less than 1 year. State education agencies (SEAs) must submit data to the secretary of education on an annual basis, reporting the number of students who were expelled for firearm offenses under the law during the 12-monthreporting period. The report describes the GFSA review process and results and includes a summary of how the quality of data submissions improved as the result of the data review and feedback process with states. The report also summarizes compliance with GFSA reporting mandates and data on firearm incidents for SY 2019-20 and includes detail about the number of incidents reported by student grade level, weapon type, and disciplinary action resulting from violations of the law. The report also presents comparisons to incident counts and rates from prior school years to explore changes in incident rates across time. However, it is important to note that data for SY 2020-21 are not comparable to prior school years of reporting because of the COVID-19 pandemic, which resulted in many schools across the country operating remotely for the whole school year or part of the school year. With many students not on campus for in-person instruction, incidents of firearm possession and related disciplinary actions were generally lower than in previous years, even with SY 2019-20 being truncated due to COVID-19 related closures across the country. Any year to-year comparative data should be interpreted with caution. [For the &quot;State Report on the Implementation of the Gun-Free Schools Act: U.S. States and Other Jurisdictions, 2019-20 School Year, see ED628880.]
Reimagining School Safety: A Guide for Schools and Communities
Author: Trout, Lauren
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: School Safety,Caring,Student Experience,Design,Equal Education,Restorative Practices,Educational Strategies,Educational History,School Violence,Community Involvement,Educational Change

This guide aims to help education professionals reimagine and redefine school safety such that safety is not the absence of a negative but rather the existence of positive elements such as interconnection, belonging, voice, and agency. The guide is intended to support educators and education leaders to create systems of mutual care and shift the paradigm about what safety is and how it is achieved, building safe schools through an &quot;asset frame,&quot; which means defining people by their strengths and aspirations rather than their deficits and challenges. Further, working from this paradigm of safety and centering the lived experiences of students and families--especially those who have been kept furthest from institutional power--can be a key component of designing systems that are more equitable and sustainable. This interactive guide pulls from different frameworks and concepts, including &quot;complex adaptive systems,&quot; &quot;restorative justice,&quot; &quot;co-designing&quot;, and &quot;design thinking,&quot; to provide educators, school leaders, and district administrators with mindsets, strategies, and grounded examples of what is possible by reimagining school safety.
High Dosage Tutoring Program Summary, 2011-2012. DPE Publication 11.79RB
Author: Smith, Ralph J.
Date: 2012-11-00
Type: Reports - Research
Subjects: Tutoring,School Turnaround,Elementary School Students,Middle School Students,High School Students,Grade 3,Grade 6,Grade 9,Mathematics Instruction,Reading Instruction,Mathematics Achievement,Reading Achievement,Program Implementation,Teacher Attitudes,Student Attitudes,Administrator Attitudes

AISD's Office of Turnaround Schools implemented a high-dosage tutoring (HDT) program for selected grade levels and subject areas in the Travis and Eastside Memorial vertical teams. This report summarizes the first year of implementation.
Career and Technical Education: Postsecondary Outcomes of the Class of 2011. DRE Publication 12.50 RB
Author: Pazera, Carol
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Vocational Education,Postsecondary Education,Outcomes of Education,College Enrollment,Employment Level,Income,Certification,High School Graduates,Low Income Students,Minority Group Students

This report assesses whether significant differences existed in the postsecondary enrollment, employment, and earnings of 2011 AISD high school graduates, based on their Career and Technical Education (CTE) participation, industry certification status, and eligibility for articulated college credit. [This report was funded by a federal Carl D. Perkins grant to the district's CTE department.]
Using Epistemic Network Analysis to Explore Discourse Patterns across Design Iterations of a Teacher Dashboard
Author: Adair, Amy
Date: 2022-00-00
Type: Speeches/Meeting Papers
Subjects: Epistemology,Network Analysis,Discourse Analysis,Educational Technology,Learning Analytics,Scaffolding (Teaching Technique),Science Instruction,Science Teachers,Middle School Teachers,Grade 8,Physical Sciences,Teaching Methods,Instructional Effectiveness,Inquiry,Pedagogical Content Knowledge

Providing high-level support to students on NGSS inquiry practices can be challenging; however, teacher dashboards can help teachers provide just-in-time instruction to students, both in-person and online. Prior work has shown some success with a dashboard that alerts teachers in real time on students' science inquiry difficulties, but teachers differed in their use of the alerts. To further support teachers, we designed a second iteration, in which the alerts included actionable, evidence-based Teacher Inquiry Practice Supports (TIPS), a series of suggested scaffolds that teachers can use to support students on the practices with which they are struggling. In this study, we investigate how the discursive support patterns from one teacher differed when using the dashboard alerts &quot;without&quot; TIPS followed by &quot;with&quot; TIPS. Findings suggest that TIPS influenced how the teacher incorporated different types of support for her students, and further, that the support given varied across different virtual lab stages. [This paper was published in: &quot;ICLS2022 Proceedings,&quot; International Society of the Learning Sciences, 2022, pp. 297-304.]
Maps of Student Campus Mobility, 2010-2011. DRE Publication 12.54 MB
Author: Stojakovic, Zoran
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: School Districts,Student Mobility,Maps,Enrollment,Neighborhoods,Housing,Geographic Location,Elementary Schools,Middle Schools,High Schools,Home Schooling,Attendance,Socioeconomic Status,Economically Disadvantaged

These maps were designed in order to understand students' mobility in AISD. They represent areas and campuses within the district that have varying levels of student campus mobility, and are used as a visual tool for understanding student mobility patterns.
New York State Testing Program: 2022 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Field Tests. Teacher&apos;s Directions for Computer-Based Field Testing May 16-June 3, 2022
Author: New York State Education Department
Date: 2022-00-00
Type: Guides - Classroom - Teacher
Subjects: Testing Programs,Elementary School Students,Grade 5,Middle School Students,Grade 8,Science Tests,Computer Assisted Testing,Testing Accommodations,Test Format,Test Preparation,Supervision,Students with Disabilities,English Language Learners

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the online delivery of the 2022 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Computer-Based Field Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The guidelines in this document help ensure that the field tests are valid, reliable, and equitable for all students. A series of instructions helps to follow the steps necessary for administering the computer-based field tests within the field test window.
TELPAS Results for English Language Learners: Spring 2013. DRE Publication 12.55
Author: Brunner, Josie
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,English Language Learners,English (Second Language),Language Tests,Language Proficiency,Second Language Learning,Kindergarten,Elementary Secondary Education,Achievement Gains,Reading Tests,Language Skills,Bilingual Education Programs,Scores,Trend Analysis,Longitudinal Studies

Sixty-two percent of AISD English Language Learner students (ELLs) demonstrated yearly progress toward English language proficiency, based on Spring 2013 TELPAS results. TELPAS is the state of Texas annual assessment of English language proficiency for ELLs.
Moving the Needle: Are Community Colleges in Colorado Equity-Ready?
Author: Munoz, Susana M.
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Readiness,Equal Education,Adult Learning,State Legislation,Educational Practices,Educational Attainment,Race,Student Diversity,Minority Group Students,Educational Change

As higher education institutions across Colorado continue to address the impact of COVID19 on enrollment and identify practices that promote student success and institutional sustainability, many are focusing their attention on the enrollment of adult learners. The Colorado Department of Higher Education (CDHE) has actively engaged in building awareness and understanding of the demographic changes impacting postsecondary attainment. In doing so, CDHE aligned its attainment practices for adults 25 to 64 with Lumina Foundation's Path Toward Equity Tool, which seeks to reach 66% completion nationally by 2025. However, despite having the second highest attainment rate in the country amongst adults 25-64, alarming racial and ethnic disparities continue to exist amongst Coloradoans who identify as African American/Black, American Indian/Alaskan Native, and Hispanic/Latinx in comparison to their White counterparts. These gaps cannot be solved in isolation or by one institution type. However, community colleges can be one of the solutions to higher attainment rates and equity gaps. The open access mission and commitment to the social and economic mobility of underserved and underrepresented student populations such as racially minoritized adults ages 25-64 make community colleges a smart choice for students to further their education and/or workforce development. Nevertheless, in order to be a solution, various considerations need to be addressed. This brief provides an overview of the legislature and equity efforts and present recommendations for community colleges to apply equity-minded practices in closing the attainment gap amongst racially diverse students.
Central Office Work Environment Survey Results, Spring 2012 and Spring 2013. DPE Publication # 12.56RB
Author: Gross, Raymond
Date: 2013-06-00
Type: Reports - Research
Subjects: School Districts,Central Office Administrators,Work Environment,Administrator Surveys,Administrator Attitudes,Administrator Evaluation,Professional Development,Equal Opportunities (Jobs),Grievance Procedures,Expectation,Morale,Collegiality,Educational Facilities,Educational Resources,Bullying,Sexual Harassment

Since 2005, the AISD Central Office Work Environment Survey has been conducted to gather information about working conditions. The following report presents the survey results for Spring 2012 and Spring 2013 for AISD central office employees. Separate reports were published for each central office group.
2012 Senior FAFSA Submission Summary. DPE Publication 11.77 RB
Author: Looby, Karen
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Reputation,Student Financial Aid,Costs,Educational Finance,High School Seniors,School Districts,Immigrants,English Language Learners,College Applicants,Comparative Analysis,Financial Needs,Student Characteristics,Financial Aid Applicants

The FAFSA application can be completed by aspiring students to access federal financial aid for college enrollment. FAFSA completion rates for AISD seniors were the same in 2011 and 2012, and gaps in FAFSA completion remained among student groups.
Ewing Marion Kauffman School Year 9 Impacts
Author: Johnson, Matthew
Date: 2021-11-00
Type: Reports - Research
Subjects: Public Schools,Charter Schools,Low Income Students,Minority Group Students,African American Students,Hispanic American Students,Program Effectiveness,Grade 4,Grade 5,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12,Elementary Secondary Education,High School Graduates,COVID-19,Pandemics,School Closing,Distance Education,College Enrollment,Graduation Rate,Suspension

The Kauffman School is a public, tuition-free charter school serving Kansas City students. In the 2019-20 school year, the school enrolled 1,186 students in grades 5 through 12. Most (88 percent) of the students were low income, and 89 percent were Black or Hispanic. To measure the impact of the Kauffman School on its students, the authors identified a group of students in other Kansas City district and charter schools who had similar demographic characteristics and achievement at the end of 4th grade. They compared outcomes for those students to the outcomes of Kauffman students in 5th grade through high school graduation and enrollment in college. During March 2020, the Kauffman School switched to virtual instruction due to the COVID-19 pandemic, as did all schools in Missouri. Because attendance and suspension data were not tracked during the fourth quarter of 2019-20, the results in this report are based on the first three quarters of that year. This report discusses the impact of the Kauffman School on college enrollment, high school graduation, attendance, and suspensions. Key findings include: (1) Substantial positive impacts on enrollment in four-year colleges; (2) Impact on enrollment in four-year colleges compares favorably to those found in studies of other high-performing charter schools; (3) Eighty percent of Kauffman School graduates enrolled in a four-year college; (4) Positive impact on attendance; and (5) Reduced suspensions.
Results of the 2012 Student Substance Use and Safety Survey. High School and Middle School Report. Publication # 11.74 c
Author: Naik, Reetu
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Substance Abuse,High School Students,Middle School Students,Student Attitudes,Knowledge Level,Student Behavior,Gender Differences,Age Differences,Parent Participation,After School Programs,Student Participation,Weapons,Aggression,Violence,Antisocial Behavior,Access to Information,Information Sources,Racism,Racial Relations,Bullying,Juvenile Gangs,Attendance,Behavior Problems,Positive Reinforcement,School Safety,Smoking,Drinking,Drug Abuse

The AISD Student Substance Use and Safety Survey, administered annually to a random, representative sample of AISD students, provides self-report data on student knowledge, attitudes, and behavior related to substance use and school safety issues. This report summarizes results for school year 2011-2012 compared with previous years.
AISD Pilot Teacher Appraisal System, 2011-2012. Multiple Measures of Teacher Evaluation. DRE Publication No. 11.80
Author: Lamb, Lindsay M.
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Evaluation,Student Evaluation,Peer Evaluation,Feedback (Response),Student Educational Objectives,Holistic Approach,Evaluation Methods,Performance Based Assessment,Scores,Classroom Observation Techniques,Outcomes of Education,Elementary School Teachers,Secondary School Teachers

Results from the AISD 2011-2012 school year pilot teacher appraisal system suggest peer, administrator, and student feedback are valuable tools that can be used with Student Learning Objectives and value added data to provide a holistic evaluation of teachers in AISD.
Career and Technical Education: College Readiness and Cost-Effectiveness, 2011-2012. DRE Publication 11.78 RB
Author: Pazera, Carol
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: College Readiness,Vocational Education,High School Seniors,Program Costs,Cost Effectiveness,Expenditures,College Entrance Examinations,Scores,Disadvantaged Youth,Economically Disadvantaged,Minority Group Students,Hispanic American Students,Enrollment

Compared to 2010-2011, the cost-effectiveness of the AISD CTE program improved in 2011-2012. Also, CTE may be more successful than the regular curriculum at achieving the effect of college readiness among AISD Hispanic and economically disadvantaged students.
AISD REACH Program Update, 2011-2012 Professional Development Units. DRE Publication No. 11.82
Author: Ibanez, Natalia
Date: 2013-04-00
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Faculty Development,Educational Practices,Academic Achievement,Outcomes of Education,Compensation (Remuneration),Teacher Effectiveness,Teacher Participation,Intellectual Disciplines,Teacher Attitudes,Job Satisfaction,Teacher Improvement

Professional Development Units (PDUs) are an optional component of the AISD REACH program. The following report summarizes the effects of PDU participation on instructional practice and student growth during 2011-2012.
Department of Research &amp; Evaluation Plan of Work, 2012-2013. DRE Publication Number 12.01
Author: Austin Independent School District (AISD)
Date: 2013-01-00
Type: Reports - Descriptive
Subjects: School Districts,Program Evaluation,Educational Planning,Strategic Planning,After School Programs,Truancy,Compensation (Remuneration),Teacher Recruitment,Partnerships in Education,Beginning Teachers,Mentors,Beginning Teacher Induction,Bilingual Education,Vocational Education,Federal Programs,Student Financial Aid,Financial Aid Applicants,Tutorial Programs,School Counselors,Leadership,Grants,National Competency Tests,Postsecondary Education,Enrollment,Preschool Education,Middle Schools,Social Emotional Learning,Special Schools,Compensatory Education,College Entrance Examinations,Scores,Test Results,Disadvantaged Schools,Educational Legislation,Elementary Secondary Education,Federal Legislation,Teacher Education,Principals,Management Development

Each year, Austin Independent School District Department of Research and Evaluation (DRE) staff develop a plan of work to describe the scope of work for the coming year. The plans that make up this document identify programs to be evaluated and services to be provided by DRE staff and provide the blueprints for evaluation that staff will follow throughout the year.
Professional Learning Communities and Teacher Planning Time in AISD: Results from District Surveys, 2011-2012. DRE Publication # 12.02 RB
Author: Gross, Raymond
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Communities of Practice,Teacher Collaboration,Educational Practices,Released Time,Instructional Development,Teacher Attitudes,Experience

This report summarizes select results for items pertaining to Professional Learning Communities (PLCs), teacher collaboration, instructional practice, and teacher planning from the 2010-2011 and 2011-2012 Teaching, Empowering, Leading and Learning (TELL) AISD Working Conditions and the 2011-2012 Employee Coordinated (ECS) surveys.
Prekindergarten Program, 2012-2013. Issue 1: Student Academic Performance. DRE Publication #12.53 RB a
Author: Brunner, Josie
Date: 2013-06-00
Type: Reports - Descriptive
Subjects: Preschool Education,Preschool Children,Receptive Language,School Readiness,Academic Achievement,Emergent Literacy,At Risk Students,English,Spanish Speaking,Native Language,Program Effectiveness,English Language Learners,Vocabulary Development,Federal Programs,Low Income Students,Social Services,Early Intervention,Bilingual Education

In 2012-2013, AISD pre-K students demonstrated growth in receptive vocabulary on a nationally-normed test. Students enrolled in multiple programs showed greater growth in receptive vocabulary in their native language than did other pre-K students. [Funding for this report was provided by Title I funds.]