ethanporcaro/eric-fulltext-meta huggingface dataset:
What&apos;s Aid Got to Do with It? The Importance of Incorporating Financial Aid Data in California&apos;s Cradle-to-Career Data System
Author: Perry, Angela
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,State Legislation,State Programs,Databases,Educational Policy,Information Systems,COVID-19,Pandemics,Access to Information,Data Use,Postsecondary Education,Paying for College,Costs,At Risk Students,Debt (Financial),Student Loan Programs,Public Colleges,Information Dissemination,Higher Education

States invest heavily in education, providing funding either directly or in the form of financial aid from preschool through college, with positive outcomes from those impacting nearly every other area of public policy, particularly the workforce. To understand and assess results, states collect and analyze information about these investments at various levels, and most have already created longitudinal data systems. These systems empower students to make better-informed decisions and provide policymakers with a deeper understanding of the factors that shape student outcomes in order to create public policy to address state priorities. &quot;What's Aid Got to Do With It? The Importance of Incorporating Financial Aid Data in California's Cradle-to-Career Data System,&quot; the latest report from The Institute for College Access &amp; Success (TICAS), examines how states -- Texas, Virginia, and Maryland -- have utilized financial aid data in their longitudinal and higher education data systems and provides recommendations for how California can follow suit to build a longitudinal data system that will help address equity gaps within the state. [Debbie Cochrane, Laura Szabo-Kubitz, and Jingwen Zhang made substantial contributions to this report.]
Inequalities in Postsecondary Attainment by English Learner Status: The Role of College-Level Course-Taking. Research Brief for the Houston Independent School District. Volume 9, Issue 2
Author: Holzman, Brian
Date: 2020-05-00
Type: Reports - Research
Subjects: Educational Attainment,English Language Learners,English (Second Language),Course Selection (Students),Undergraduate Students,High School Graduates,Age Differences,Socioeconomic Status,Academic Achievement,Institutional Characteristics,High School Students,Enrollment,College Attendance,Classification,Middle School Students,Elementary School Students,Instructional Program Divisions,College Graduates,Advanced Placement Programs,Predictor Variables

This report examines the role of English learner (ELs) status in four-year college enrollment and bachelor's degree completion among Houston Independent School District (HISD) high school graduates. We divide students into four groups: students who are never classified as EL (hereafter referred to as &quot;Never EL&quot; students), ELs who are reclassified during elementary school (grades kindergarten-five), ELs who are reclassified during middle school (grades six-eight), and ELs who are reclassified during high school (grades nine-11) or still EL as of the fall of 12th grade (hereafter referred to as &quot;reclassified during high school&quot; students). We find that gaps in four-year college outcomes by EL status are large, but are entirely explained by differences in sociodemographic, academic, and school characteristics. Of the academic characteristics we consider, differences in college-level course taking during the junior and senior years of high school explain 7 percent of the gap in four-year college enrollment between Never EL students and students reclassified in elementary school, 18 percent of gap between Never EL students and students reclassified in middle school, and 22 percent of the gap between Never EL students and students reclassified in high school. We also find that differences in college-level course-taking explain 14 percent of the gap in four-year college completion between Never EL students and students reclassified in middle school and 40 percent of the gap between Never EL students and students reclassified in high school.
Pell Grants Help Keep College Affordable for Millions of Americans
Author: Institute for College Access & Success
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Paying for College,Federal Aid,Grants,Student Financial Aid,COVID-19,Pandemics,Access to Education,Minority Group Students,Federal Legislation

Due to the impact of COVID-19, current and incoming students will be facing unprecedented struggles when starting the new academic year -- and, likely, for years to come -- and many students will need significant additional support to pay for college. It is critical to protect and strengthen the Pell Grant program to reduce students' need to borrow and to increase equity and educational attainment.
Preparing Today&apos;s Students for Tomorrow&apos;s Texas Workforce
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: College Readiness,Career Readiness,Postsecondary Education,College Attendance,Graduation,Racial Differences,Ethnicity,Gender Differences,Educational Attainment,Grades (Scholastic),Attendance,Advanced Courses,Grade 9,Academic Degrees,Majors (Students),Academic Support Services,At Risk Students,Student Needs,Tuition,Grants,Elementary Secondary Education,School Business Relationship

Motivated by the Texas Higher Education Coordinating Board's (THECB) &quot;60×30TX&quot; strategic plan for ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030, this project examined the path to and through college and into the workforce for students in the Houston area and state of Texas. Strong academic supports in ninth-grade, college prep course-taking during high school, free college or tuition subsidies, and ensuring students have clear paths from education to occupations may be strategies to increase college attendance and graduation and plug the leaky educational pipeline in Harris County. This report discusses key findings on the path to and through college, path into the workforce, and the &quot;60x30TX&quot; goal. Recommendations are included.
School Practices to Address Student Learning Loss. Brief No. 1
Author: Allensworth, Elaine
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Retention (Psychology),Intervention,COVID-19,Pandemics,Student Improvement,At Risk Students,Identification,Acceleration (Education),Tutoring,Grade Repetition,Educational Strategies

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. Learning losses are likely to show up differently across grades and subjects, with intensive recovery needs concentrated in the early grades and among already struggling students. Supportive school environments and strong teacher-student relationships speed recovery from learning loss. High-dosage tutoring that is directly tied to classroom content -- helping students succeed in their coursework -- can substantially accelerate learning in both math and reading for the most struggling students. Extended learning time interventions, including weeklong acceleration academies staffed with highly effective teachers and some double dose math structures, show strong evidence of effectiveness. Strong systems to monitor for early student warning signs paired with strong norms and routines help students recover emotionally and engage academically. Compressed content, grade retention, and enhanced Response to Intervention (RTI) show less evidence that they substantially shift learning outcomes for struggling students, and some have potential adverse long-term consequences.
State of the Art on Current Practices in the Education and Training of Teachers in Southern Europe - The Case of Cyprus, Greece, Italy and Spain
Author: Martínez Monés, Alejandra
Date: 2019-03-30
Type: Reports - Evaluative
Subjects: Foreign Countries,Preservice Teacher Education,Educational Practices,Students with Disabilities,Inclusion,Special Education,Educational History,Educational Legislation,Qualifications,Learning Disabilities,Inservice Teacher Education

The present report provides an overview of current practices on teacher training, and how teacher training covers the needs of students with disabilities under the paradigm of inclusive education. The report aims at analysing the situation in the Southern Europe, namely presenting the cases of Cyprus, Greece, Italy and Spain. After a general overview of the gradual change in the provision of special education services into the mainstream educational system at an international level, this report presents the analysis of teacher training/ teacher preparation in Cyprus, Greece, Italy and Spain. It describes the context of teachers' education and provides an overview of the most frequently assessed types of disabilities that are reported in each country. Then, a review of the main teacher training providers is presented, together with a final statement about possibilities of providing teacher training/ teacher preparation in the respective counties. The report should be of interest to the educational community, particularly researchers and practitioners in inclusive education and teacher preparation.
The Pandemic v. Schools: States Must Guide Schools on Reopening, Slowing Spread of Virus. National Call to Action
Author: Healthy Schools Network, Inc.
Date: 2020-07-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Disease Control,School Closing,Public Health,Planning,Prevention,Government Role,State Government,Educational Facilities,School Personnel,Educational Environment,Risk Management,Sanitation,Hygiene

Schools are an environment conducive to the spread of COVID-19. They are densely occupied for long periods. In fact, schools are where children spend the most time, other than home--often 30-40 hours per week. Like adults, children may shed and transmit the coronavirus, yet show no symptoms. Except for masks, there is no personal protection equipment (PPE) for children, who breathe more air per pound of body weight than adults; further, children cannot identify or protect themselves from risks. Schools can either slow the spread of the virus or speed it up. If they are to reduce, rather than increase, the risk of new COVID-19 outbreaks and repeated closures, schools will need to adopt districtwide, facility-level written school infection prevention and control plans to address the details of cleaning, disinfecting, sanitation, indoor air, and environmental quality, as well as occupancy rates, occupant behaviors, and how to determine day to day who can enter. COVID-19 is a public health crisis. This report is the national call to action for the public health community--the states and tribes and big city public agencies--to produce guidance, in the form of an authoritative Plan for Infection Prevention and Control in Schools that local schools can adopt as they prepare for reopening. These authoritative state-level plans offered to schools should include detailed recommendations on specific steps that schools should follow and selected options for other issues. [With additional contributions from: New Jersey Education Association, Healthy Schools Now (NJ), NEA Healthy Schools Caucus, New York Lawyers for the Public Interest, Asthma and Allergy Foundation of America.]
School-to-Work Linkages in Texas
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Research
Subjects: Education Work Relationship,College Graduates,Bachelors Degrees,Career Readiness,Income,Majors (Students),Employment,Unemployment,Age Differences,Gender Differences,Racial Differences,English (Second Language)

This report examined school-to-work linkages among bachelor's degree holders in the state of Texas. Linkage is a measure of how closely connected college majors are to specific occupations in the labor market. Studying linkage is useful as the state works toward ensuring students complete postsecondary credentials with marketable skills. The study found linkage positively predicted earnings. Moreover, the earnings benefits from linkage were concentrated among individuals in matched occupations, or individuals employed in jobs common among people with their college major. Finally, the study found linkage negatively predicted unemployment.
HISD Teachers of English Learner Students Professional Development Survey, Spring 2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-07-16
Type: Reports - Research
Subjects: Faculty Development,English Language Learners,Teacher Competencies,Teacher Attitudes,Program Effectiveness,Knowledge Level,Preferences,Teaching Methods,Scheduling,Educational Technology,Technology Uses in Education,Elementary School Teachers,Secondary School Teachers,Geographic Location,Barriers,Educational Needs,Educational Resources

In November 2019, the Legislative Budget Board published a management and performance review of the Houston Independent School District. Among its recommendations was one that concerned professional development for teachers of English learners (ELs). Specifically, the report recommended: &quot;[S]urveying teachers of ELs to determine where they perceive their own instructional challenges to better tailor professional development focused on instruction for ELs.&quot; In accordance with this recommendation, the district administered an online survey to all content teachers in the district, specifically targeting those who worked with ELs in the following core areas: reading, language arts, English language arts, mathematics, science, social studies, and career &amp; technical education. The survey was designed to collect data on teachers' opinions concerning the effectiveness of professional development (PD) opportunities they may have had, their knowledge and interest in various topics related to teaching of ELs, and what they believe would be useful to offer in the future. This report represents a summary of the findings from this survey.
Cycle 1 of HISD&apos;s College Success Initiative and Students&apos; Preparation for and Enrollment in College
Author: Thrash, Courtney
Date: 2020-07-00
Type: Reports - Research
Subjects: Correlation,School Districts,Program Effectiveness,College Readiness,College Attendance,Enrollment,Academic Persistence,Student Financial Aid,Federal Aid,Academic Advising,Probability,Success,Time,At Risk Students,Racial Differences,Ethnicity,English Language Learners,Minority Group Students,Financial Aid Applicants

This study examines the relationship between Cycle 1 of the Houston Independent School District (HISD) College Success Initiative and students' preparation for, enrollment in, and persistence in college. Rates of FAFSA submission, two-year applications, four-year applications, and on-time college enrollment all significantly increased during Cycle 1 of the College Success Initiative (2015-16 and 2016-17) when compared to the baseline year (2014-15). Student meetings with College Success Advisors (CSAs) were associated with a significant increase in the probability of a student submitting their FAFSA application and a significant increase in the number of two-year and four-year applications submitted. Additionally, these meetings were associated with a greater likelihood of students enrolling in college immediately following their high school graduation. There was also some evidence that aspects of the College Advising Initiative were most beneficial to historically disadvantaged race/ethnic groups and English learner (EL) students. These findings indicate that current efforts by HISD are improving the college enrollment rates of their students, and have the potential to close historic gaps in educational attainment.
Methodological Brief: The Incomparability of Campus-Specific Benchmark Running Records
Author: Thrash, Courtney
Date: 2020-06-00
Type: Reports - Research
Subjects: Screening Tests,Reading Skills,English,Spanish,Student Evaluation,Oral Reading,Elementary Education,Elementary School Students,Benchmarking,Reading Tests

The comparability of various assessments of literacy achievement and growth adopted for use by the Houston Independent School District (HISD) was the focus of this study. Renaissance 360 is the universal screener used by campuses throughout the district. In contrast, Benchmark Running Records (BRR) are campus-specific, and each campus is able to select which BRR to use. Although results from various BRRs are generally treated as comparable by the district, this study suggests the results from various BRRs may not always be comparable, and the district may want to use caution when comparing BRR results across campuses that use different BRR assessments.
Does Special Educator Effectiveness Vary Depending on the Observation Instrument Used?
Author: Johnson, Evelyn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Special Education Teachers,Teacher Evaluation,Teacher Effectiveness,Evaluation Methods,Direct Instruction,Observation,Scores

In this study, we compared the results of 27 special education teachers' evaluations using two different observation instruments, the Framework for Teaching (FFT), and the Explicit Instruction observation protocol of the Recognizing Effective Special Education Teachers (RESET) observation system. Results indicate differences in the rank-ordering of teachers depending on which instrument was used. Overall scores on RESET were higher on average than those on FFT. Item level analyses showed that across 125 correlations, 73 were significant, low-moderate, and 52 were non-significant. Implications for research and practice are discussed. [This paper will be published in &quot;Educational Measurement: Issues &amp; Practice.&quot;]
What College Costs for Low-Income Californians: 2020
Author: Szabo-Kubitz, Laura
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Low Income Students,Undergraduate Students,Tuition,Student Financial Aid,Grants,State Aid,Student Employment,Federal Aid,State Colleges,Public Colleges,Community Colleges,Student Costs,Commuting Students

Analysis finds that out-of-pocket college costs are unaffordable for low-income Californians, and often more so at the state's community colleges where tuition is low. This analysis is the third in a series, and is the first to look at affordability challenges of students in different living arrangements. [Debbie Cochrane and Oliver Schak made significant contributions to this report. For the 2019 report, see ED593560].
Evaluating an Explicit Instruction Teacher Observation Protocol through a Validity Argument Approach
Author: Johnson, Evelyn S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Direct Instruction,Teacher Evaluation,Classroom Observation Techniques,Validity,Scoring,Generalizability Theory,Special Education Teachers,Item Response Theory,Interrater Reliability

In this study, we examined the scoring and generalizability assumptions of an Explicit Instruction (EI) special education teacher observation protocol using many-faceted Rasch measurement (MFRM). Video observations of classroom instruction from 48 special education teachers across four states were collected. External raters (n = 20) were trained to observe and evaluate instruction using the protocol. The results of this study suggest that the scoring rule is appropriate, in that the three-point scale allows for a meaningful way to differentiate various levels of quality of implementation of EI across teachers. Raters consistently scored easier items with higher scores, and more difficult items with a lower score. Additionally, the MFRM results for the rater facet suggest that raters can consistently apply the scoring criteria, and that there is limited rater bias impacting the scores. Implications for research and practice are discussed. [This paper will be published in the &quot;Journal of Experimental Education.&quot;]
Tracking Eighth-Graders&apos; Postsecondary Outcomes in Harris County
Author: Holzman, Brian
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Grade 8,Outcomes of Education,Postsecondary Education,Gender Differences,Racial Differences,Educational Attainment,Enrollment,Social Differences,Equal Education,School Districts

This study tracked college and workforce outcomes for students who began 8th grade in fall 1998 and attended a Texas public school. Students were tracked for 17 years, through summer 2015, when they were approximately 30 years old. Of the 38,322 eighth-grade students in Harris County, 30 percent finished a postsecondary certificate or degree. Female, white, Asian, and non-economically disadvantaged students were more likely to earn a postsecondary credential than male, black, Hispanic, and economically disadvantaged students. [The results for this study are available on an interactive website: https://www.datahouston.org/story/8thgrade.html.]
Will Tuition-Free College Increase College Graduation Rates?
Author: Gul, Mehreen
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Tuition,Graduation Rate,Colleges,Educational Policy,Cost Effectiveness

This study determined the optimal tuition subsidy necessary to increase two- and four-year college graduation in Texas. The study also estimated the per pupil and total cost of potential subsidies, and compared how they might affect college graduation rates. The goal of this exercise was to provide guidance on how the state could achieve the Texas Higher Education Coordinating Board's (THECB) &quot;60×30TX&quot; strategic plan, an effort aimed at ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030. [The &quot;Optimal Subsidies for Increasing Two-Year and Four-Year College Graduation Rates&quot; report is available at kinder.rice.edu/houston-education-research-consortium.]
Office of Special Education Services (OSES) Professional Development Survey Results, 2019-2020. Research Educational Program Report
Author: Graham, Georgia
Date: 2020-06-15
Type: Reports - Research
Subjects: Special Education Teachers,Faculty Development,Teacher Surveys,Teacher Effectiveness,Students with Disabilities,Delivery Systems,Workshops,Elementary School Students,Middle School Teachers,High School Teachers,Knowledge Level,Intervention,Teaching Methods,Barriers

The Office of Special Education Services (OSES) at Houston Independent School District (HISD) wanted to explore various approaches to professional development (PD) that would allow more teachers to access training to improve their efficacy supporting students with disabilities. Currently, the department uses traditional in-person approaches to PD and wanted to evaluate the existing training, explore virtual PD opportunities, and identify gaps in training. Data was drawn from the Special Education (SPED) PD Survey that was administered during the 2019-2020 academic year. The survey focused on three areas: quality of professional development received, preferred professional development delivery model, and recommended professional development training topics. The results of this report highlighted a need for a community of practice built on more inclusive and diversified approach to professional development that would include not just teachers but instructional personnel (co-teachers, specialists, etc.) supporting students with disabilities and parents of students with disabilities.