ethanporcaro/eric-fulltext-meta huggingface dataset:
Interim Report on the Truancy Court Diversion Program in the District of Columbia, 2011-12
Author: Cahill, Meagan
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Truancy,Urban Schools,Courts,At Risk Students,Parents,Middle School Students,Attitudes,Motivation,Judges,Barriers,Program Implementation,Pilot Projects,Program Evaluation

The Truancy Court Diversion Program (TCDP) is a voluntary program for at risk students and their parents. It combines involvement of a Family Court judge in group and individual sessions with service provision. During the 2011-12 school year, a pilot TCDP was implemented at Kramer Middle School (M.S.) and at Johnson M.S. The program attempts to simultaneously address participants' motivations and attitudes, as well as barriers to attendance. Attitudes are addressed by the involvement of judges in the program, whose role includes meeting with individual families, and via the program's curriculum. The curriculum is intended to promote the personal responsibility of students and parents; increase parents' level of positive involvement with their children and the school; improve attitudes toward school achievement, graduation, and career aspirations; and improve parent-child communication. Barriers to attendance are addressed through family needs assessments, case management, and service referrals provided by a community collaborative and coordinated though a meeting with the judge and program team. The approach of the program is to address the &quot;whole child.&quot; This interim report is focused on implementation. The report reviews the logic and design of the program, implementation successes and challenges, and makes recommendations to enhance the program and its implementation. A final report will also examine the services delivered through the program. Key findings from the pilot TCDP include implementation challenges as well as some encouraging findings. Implementation findings include: (1) Successful program implementation requires a strong partnership between the courts and schools; (2) The current pilot encountered challenges concerning recruitment and program participation; and (3) A limiting factor to integrated service provision in the current pilot was the lack of regular team meetings to assess family needs and services as well as academic progress, or a strong structure for regular information-sharing. Despite such implementation issues, the program seems to have improved attitudes and school aspirations of students, as well as parent-child communication, for those students and parents who participated regularly. The program also was successful in reaching needy families with services. (Contains 1 figure, 2 footnotes, and 1 table.) [This report was produced by the Urban Institute's District of Columbia Crime Policy Institute (DCPI). The project was supported by the Justice Grants Administration, Executive Office of the Mayor, District of Columbia. The funding provided for this grant was awarded to
the Justice Grants Administration through the Byrne Justice Assistance Act Grant Program, through the American Recovery and Reinvestment Act, by the Bureau of Justice Assistance.]
What Works Clearinghouse Quick Review: &quot;The Effectiveness of Secondary Math Teachers from Teach for America and the Teaching Fellows Program&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Secondary School Teachers,Mathematics Teachers,Alternative Teacher Certification,Educational Research,Mathematics Achievement,Middle School Students,High School Students,Scores,Achievement Tests,Mathematics Tests,Grade 6,Grade 7,Grade 8,Grade 9,Grade 10,Grade 11,Grade 12

The study examined the impact of Teach for America (TFA) and The New Teacher Project's Teaching Fellows (TF) programs on the mathematics achievement of students in grades 6-12. TFA and TF provide alternative routes to teacher certification and aim to provide high-quality teachers to schools in low-income areas. TFA and TF were studied separately, using students in eight states during the 2009-10 and 2010-11 school years. For each analysis, students were randomly assigned to either an intervention (TFA or TF) or a comparison teacher who taught the same mathematics subject. The TFA analysis included more than 5,700 students, and the TF analysis included more than 6,800 students. End-of-year state mathematics achievement tests were administered to middle school students. End-of-course mathematics assessments,developed by the Northwest Evaluation Association, were administered to high school students. The study reported that students in the TFA group had statistically significant higher scores on end-of-year mathematics achievement tests than those in the comparison group. However, no differences in mathematics achievement were detected between students in the TF and comparison groups. Additional information related to sample attrition is needed from the authors to determine whether this randomized controlled trial &quot;Meets WWC Standards Without Reservations.&quot;Because the study authors established baseline equivalence for each of the analytic samples, the study &quot;Meets WWC Standards With Reservations.&quot; A more thorough review (forthcoming) will determine the final study rating. [The following study is the focus of this &quot;Quick Review&quot;: Clark, M. A., Chiang, H. S., Silva, T., McConnell, S., Sonnenfeld, K., Erbe, A., &amp; Puma, M. (2013). &quot;The effectiveness of secondary math teachers from Teach for America and the Teaching Fellows programs&quot; (NCEE 2013-4015). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This quick review was prepared for the What Works Clearinghouse by Mathematica Policy Research under contract ED-IES-13-C-0010.]
2013 Reading Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451]
Author: National Center for Education Statistics (ED)
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Reading Achievement,Tables (Data),National Surveys,State Surveys,Participation,Achievement Rating,Achievement Gains,Statistical Distributions,Elementary Education,Middle Schools,Educational Trends,English Language Learners,Special Needs Students

This document represents one of three appendices associated with &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451.&quot; It includes tabular data relating to the reading portion of the National Assessment of Education Progress at Grade 4 and 8. [For the main report, see ED544347.]
The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grades 4 and 8. NCES 2014-451
Author: National Center for Education Statistics (ED)
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: National Surveys,Educational Indicators,Educational Assessment,Mathematics Achievement,Reading Achievement,Achievement Rating,Problem Solving,Reading Comprehension,Outcome Measures,Elementary Education,Middle Schools,Knowledge Level,Skill Analysis,Achievement Gains,Public Schools

The National Assessment of Educational Progress (NAEP) mathematics assessment measures students' knowledge and skills in mathematics and students' ability to apply their knowledge in problem-solving situations. At each grade, students responded to questions designed to measure what they know and can do across five mathematics content areas: number properties and operations; measurement; geometry; data analysis, statistics, and probability; and algebra. The NAEP reading assessment measures students' reading comprehension by asking them to read selected grade-appropriate materials and answer questions based on what they have read. At each grade, students responded to questions designed to measure their reading comprehension across two types of texts: literary and informational. This report presents the results of the 2013 NAEP assessments for reading and mathematics in grades 4 and 8. (Contains 7 figures.) [For related appendices, see ED544346, ED544348, and ED544349.]
2013 Mathematics Assessment Report Card: Summary Data Tables for National and State Sample Sizes, Participation Rates, and Proportions of SD and ELL Students Identified. [Technical Appendix. NCES 2014-451]
Author: National Center for Education Statistics (ED)
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Tables (Data),Mathematics Achievement,Sample Size,Participation,Statistical Distributions,Achievement Gains,Achievement Rating,Educational Trends,State Surveys,Elementary Education,Middle Schools,Annual Reports,English Language Learners,Special Needs Students

This document represents one of three appendices associated with &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451.&quot; It includes tabular data relating to the mathematics portion of the National Assessment of Education Progress at Grade 4 and 8. [For the main report, see ED544347.]
2013 Mathematics Assessment Report Card: Summary Data Tables with Additional Detail for Average Scores and Achievement Levels for States and Jurisdictions. [Results Appendix. NCES 2014-451]
Author: National Center for Education Statistics (ED)
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Tables (Data),Achievement Rating,Mathematics Achievement,Statistical Distributions,Educational Assessment,National Surveys,Elementary School Mathematics,Middle Schools,Gender Differences,Special Needs Students,Geographic Distribution,Student Diversity,Lunch Programs,Annual Reports

This document represents one of three appendices associated with &quot;The Nation's Report Card: A First Look--2013 Mathematics and Reading. National Assessment of Educational Progress at Grade 4 and 8. NCES 2014-451.&quot; It includes tabular data relating to the mathematics portion of the Tables of Education Progress at Grade 4 and 8. [For the main report, see ED544347.]
Evaluation of the Truancy Court Diversion Program in the District of Columbia, 2011-12
Author: Cahill, Meagan
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Truancy,Middle School Students,At Risk Students,Parents,Judges,Courts,Urban Schools,Attitudes,Motivation,Barriers,Program Implementation,Program Evaluation,Pilot Projects,Program Effectiveness,Family Needs,Social Services

An evaluation of the Truancy Court Diversion Program (TCDP) found that despite significant implementation challenges, parent-child communication and youths' attitudes towards school both improved. A voluntary program for middle school students at risk for chronic truancy, TCDP involves judicially-led sessions that address student attitudes combined with case management and service referrals to address family-level attendance barriers. The evaluation found that families of truant youth had high levels of need and were successfully connected to services. The evaluation suggests that the program should be formalized and better supported through dedicated resources and support from school administration prior to expansion. (Contains 6 tables, 2 figures, and 5 footnotes..) [This report was produced by the District of Columbia Crime Policy Institute, part of the Urban Institute. This project was supported by a grant awarded by the Justice Grants Administration, Executive Office of the Mayor, District of Columbia. The funding for this grant was provided through the Byrne Justice Assistance Act Grant Program, through the American Recovery and Reinvestment Act, by the Bureau of Justice Assistance.]
International Quality Review and Distance Learning: Lessons from Five Countries. CHEA Occasional Paper
Author: Middlehurst, Robin
Date: 2004-12-00
Type: Reports - Research
Subjects: Distance Education,Quality Control,Educational Quality,Foreign Countries,Educational Development,Case Studies,Educational Policy,Quality Assurance,Higher Education,Educational Opportunities,Socioeconomic Influences,Context Effect,Educational Practices,International Educational Exchange,Program Descriptions,Stakeholders,Educational Methods,Educational Technology,Developing Nations,Developed Nations

This is a report on the quality review of distance learning in a sample of five countries. The report was commissioned by the Council for Higher Education Accreditation's (CHEA's) International Commission in order to understand better the nature of existing regulatory arrangements in the context of growth in electronically supported learning and in the import and export of education world-wide. The data collected from readily available public sources were used to create country case studies for Jordan, Malaysia, Australia, Kenya and the UK, which were subsequently verified by in-country experts. From the data and information collected, a summary report was produced in two parts. Part One summarizes information and issues arising from relevant policy reports and academic literature. The sections of the report cover: context and terminology, approaches to quality review, agencies involved, review processes, and challenges and issues in the quality review of distance learning. The second part presents data from the case studies. After a brief section outlining the socio-economic context, educational system and policy context for each country, Part Two addresses the main themes of the project: the nature of distance learning in each country and the main providers, the nature of the regulatory and quality assurance systems as they apply generally and to distance learning in particular, and the relationship between trade in educational services (from an importing and exporting perspective) and arrangements for quality review. [This report was produced by CHEA (Council for Higher Education Accreditation) Institute for Research and Study of Accreditation and Quality Assurance. It was prepared for the International Commission of the Council for Higher Education Accreditation.]
Digital Learning: Meeting the Challenges and Embracing the Opportunities for Teachers. Issue Brief
Author: Collier, Denise
Date: 2013-04-30
Type: Reports - Descriptive
Subjects: Educational Opportunities,Performance Factors,Barriers,Electronic Learning,Educational Policy,Professional Development,Teacher Education,Educational Principles,School Business Relationship,Institutional Characteristics,Case Studies,Educational Change,Change Strategies,Educational Technology,Technology Uses in Education

Today's students are often called &quot;digital-age learners&quot;--reflecting their technological savvy and free-agent approach to learning. With their iPods, iPhones, computer games, social media pages, and text messaging, these digital-age students have access to resources and knowledge beyond traditional school structures and practices. These students are &quot;less dependent upon traditional education institutions for knowledge acquisition and are much more self-reliant, exercising their internet-based skills to aggregate data and information.&quot; These evolving student characteristics and the increased presence of technology and digital resources certainly provide challenges for schools as they work to adapt and embrace this rapidly changing environment. Issues like access and resources, teacher training and professional development, and structures and delivery methods must be addressed. However, the digital learning era also provides great opportunity to help schools advance student learning and acquire 21st century skills. (Contains 7 notes.) [This policy brief was prepared prepared in cooperation with Texas Association of School Administrators &amp; Fort Worth Chamber of Commerce.]
Hiring and Higher Education: Business Executives Talk about the Costs and Benefits of College
Author: Farkas, Steve
Date: 2011-00-00
Type: Reports - Research
Subjects: Administrators,Administrator Attitudes,Higher Education,Educational Attitudes,Educational Quality,Access to Education,Focus Groups,Interviews,STEM Education,Costs,School Business Relationship

The Committee for Economic Development (CED), in collaboration with Public Agenda, launched this qualitative research effort to explore the attitudes of business leaders toward higher education. The goal is to understand the starting point of business executives: What are their views on the purposes, importance, strengths and weaknesses of the higher education system? What do they think is going on in terms of cost, access and quality? The research is a prelude to a public engagement effort with business leaders on these very issues.
Business Partnerships to Advance STEM Education: A Model of Success for the Nation
Author: Diaz-Rubio, Ivette
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: STEM Education,School Business Officials,Partnerships in Education,Career Development,Field Trips,Planning,Labor Force Development,Grants,Career Academies,Mentors,Professional Development,Teacher Participation,Administrator Role,Middle Schools,High Schools

In order to best prepare the U.S. workforce, schools need to focus on science, technology, engineering, and mathematics (STEM) education. However, given the current educational climate of reduced school funding, high teacher turnover, and increasing student diversity, the public school system simply cannot do this alone. This is where businesses can play a role. Businesses and education-focused organizations offer real-world applications associated with the lessons teachers need to provide. School and business collaboration can also provide teacher support, student mentorship, classroom resources, and help students see the 
value in what they are learning in terms of their own life success and the success of the nation. This report describes how business partnerships can provide a number of different resources to schools. Suggested examples of ways businesses can support teachers, schools and students include: (1) Offering career presentations that allow students to consider career opportunities; (2) Supporting employees to become mentors to students and teachers in particular fields; (3) Facilitating field trips to their sites for hands-on understanding of the organization; and (4) Working directly with teachers in the classroom to make lessons more practical for students. Most business people want to get involved with school partnerships because students are their future workforce. STEM related jobs are on a long-term rise and there is a high demand nationally and internationally for individuals with STEM educations. In order to prepare for tomorrow's demand of STEM occupations, we must prepare K-12 students today. [Ann G. Bessell of the University of Miami Evaluation Team contributed to this report.]
Implementation of Effective Intervention: An Empirical Study to Evaluate the Efficacy of Fountas &amp; Pinnell's Leveled Literacy Intervention System (LLI). 2009-2010
Author: Ransford-Kaldon, Carolyn R.
Date: 2010-09-00
Type: Reports - Research
Subjects: Reading Achievement,Program Evaluation,Program Effectiveness,Program Implementation,Reading Instruction,Achievement Gains,Reading Difficulties,Faculty Development,Small Group Instruction,Fidelity,Teacher Attitudes,Experimental Groups,Control Groups,Comparative Analysis,Measures (Individuals),Pretests Posttests,Focus Groups,Elementary School Teachers,Economically Disadvantaged,Mixed Methods Research

This report summarizes evaluation results for an efficacy study of the Leveled Literacy Intervention system (LLI) implemented in Tift County Schools (TCS) in Georgia and the Enlarged City School District of Middletown (ECSDM) in New York during the 2009-2010 school year. Developed by Fountas &amp; Pinnell (2009) and published by Heinemann, LLI is a short-term, small-group, supplemental literacy intervention system designed for students in kindergarten through second grade (K-2) who struggle with literacy. The goal of LLI is to provide intensive support to help these early learners quickly achieve grade-level competency. Both school districts evaluated in this study adopted the targeted, small-group implementation model of LLI in their schools with support from Heinemann consultants providing LLI professional development. This report focuses on the implementation and impact of this model during the first full school year of the system in these schools. The purpose of this study was threefold: (1) to determine the efficacy of the Leveled Literacy Intervention system (LLI) in increasing reading achievement for K-2 students; (2) to examine the implementation fidelity of LLI; and (3) to determine perceptions of the LLI system according to relevant stakeholders. This study focused on two U.S. school districts and comprised 427 K-2 students who were matched demographically and randomly assigned to treatment and control groups. This evaluation used a mixed-methods design to address the following key research questions: (1) What progress in literacy do students who receive LLI make compared to students who receive only regular classroom literacy instruction? (2) Was LLI implemented with fidelity to the developers' model? and (3) What were LLI teachers' perceptions of LLI and its impact on their students' literacy?  Altogether, the results from this evaluation allow us to conclude that the LLI system positively impacts students' literacy skills. These results also suggest that continued implementation of LLI would be beneficial in both Tift County Schools and the Enlarged City School District of Middletown. From this evaluation, CREP proposes several recommendations. (Contains 34 tables, 8 footnotes, and 1 figure.) [This study was supported by funding from Heinemann Publishing.]