ethanporcaro/eric-fulltext-meta huggingface dataset:
Vanguard Program Evaluation, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-01-26
Type: Reports - Research
Subjects: Compliance (Legal),Gifted Education,Program Effectiveness,Elementary Secondary Education,School Districts,Urban Schools,Magnet Schools,Enrollment,Academic Achievement,State Standards,Achievement Tests,Standardized Tests,Advanced Placement Programs,Aptitude Tests,College Entrance Examinations,Student Characteristics

According to the Texas Education Code §29.121 and the Houston Independent School District (HISD) Board Policy, Gifted and Talented (G/T) students are &quot;those identified by professionally qualified persons, who perform at, or show the potential for performing at a remarkably high level of accomplishment when compared to others of the same age, experience, or environment.&quot; These are students who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society. According to Section 29.123 of the Texas Education Code, the &quot;Texas State Plan for the Education of Gifted/Talented Students&quot; forms the basis of program accountability for state-mandated services for G/T students. In HISD, G/T students were served through one of two program designs: Board-approved Vanguard/Magnet or Vanguard Neighborhood. Vanguard Magnet programs (K-12) were designed to serve G/T students, who excelled in general intellectual ability, in combination with creative/productive thinking and/or leadership ability. Vanguard Magnet programs provided a learning continuum that was differentiated in depth, complexity, and pacing in the four core areas (reading/language arts, mathematics, social studies, and science). This evaluation report summarizes the effectiveness of the Vanguard Program during the 2016-2017 school year. Among the key findings are: (1) In 2016-2017, a total of 32,533 students attending 265 elementary, middle, and high schools participated in the district's Vanguard Program, reflecting 16.2 percent of the district K-12 population, representing a slight increase from 16.1 percent in 2015-2016; (2) When comparing the demographic profile of those participating in the Vanguard Program to the district's demographic profile, African American, Hispanic, and economically disadvantaged students were underrepresented, while White and Asian students were overrepresented; (3) For 2017, a total of 12,274 Advanced Placement (AP) exams were taken by 5,466 G/T students and 52.5 percent of the scores were three or higher on a scale of one to five, showing an increase in participation rates of 27.3 percentage points from 2007; and (4) On the fall 2016 PSAT results for eleventh grade, 1,748 or 95.8 percent of eleventh grade G/T students took the PSAT, and 88.8 percent met the Evidenced-Based Reading and Writing (ERW) final College and Career Readiness (CCR) Benchmark of 460 or higher and 77.6 percent met the mathematics final CCR Benchmark of 510 or higher.
Trends in Pre-K Education Funding in 2017-18. Policy Brief
Author: Parker, Emily
Date: 2019-02-00
Type: Reports - Evaluative
Subjects: Educational Trends,Educational Finance,Preschool Education,State Aid,Expenditures,Resource Allocation,Educational Quality

This Policy Brief begins by reviewing the educational and societal impacts of quality pre-K programs before revealing legislative changes to state pre-K funding in 2017-18. The brief highlights four states and breaks down total pre-K funding for all states, including year-over-year changes.
VET in Schools 2018. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Vocational Education,Secondary Education,Certification,Apprenticeships,Trainees,Educational Trends,Age Groups,Tables (Data)

This publication presents information on VET in Schools, the vocational education and training (VET) undertaken by school students as part of their senior secondary certificate of education (SSCE). The VET in Schools arrangement offers two main options: students can undertake school-based apprenticeships and traineeships; or they can enrol in other VET subjects and courses as part of their school curriculum. Data are presented by the state or territory of the senior secondary assessment authority. In 2018, there were: (1) 230 700 VET in Schools students; and (2) 18 200 school-based apprentices and trainees, representing 7.9% of all VET in Schools students. In 2018, compared with 2017: (1) VET in Schools students decreased by 4.7%; (2) school-based apprentices and trainees decreased by 8.9%; and (3) students undertaking other VET in Schools programs decreased by 4.3%. From 2014 to 2018: (1) VET in Schools students decreased by 6.7%; (2) school-based apprentices and trainees decreased by 13.3%; and (3) students undertaking other VET in Schools programs decreased by 6.0%. [This work was produced with funding provided through the Australian Government Department of Employment, Skills, Small and Family Business.]
Data for the People Equity Alert: What&apos;s Next for California&apos;s Cradle to Career Data System
Author: Education Trust-West
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Longitudinal Studies,Data Collection,Equal Education,Family Involvement,Data Analysis,Information Security,Privacy,Data Use,Usability

With Governor Newsom's signature on the state budget in June 2019, California is finally on the path to joining the majority of other states in the country who have robust data systems. Having this administration provide funding to begin to build and maintain a statewide longitudinal data system (SLDS) is an important win. Advocates have been demanding data for the people in the Golden State for years, recognizing that actionable, accessible data can help to create more just institutions. The table presented in this report shares updates about how the state's new Cradle to Career Data System addresses each of the five equity principles shared in May 2019 (see ED598107) and what still needs to happen to ensure the data system is developed with those principles as a foundation.
The 5 Big Things We Are Looking for in California&apos;s ESSA Plan
Author: Education Trust-West
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Equal Education,Educational Planning,Statewide Planning,Accountability,Educational Objectives,Information Dissemination,Educational Improvement,Teacher Effectiveness

The new federal education law known as the Every Student Succeeds Act (ESSA) provides an opportunity for states to advance equity and ensure that all students have access to a high-quality education. This gives California the chance to align their new system of state accountability and support with federal requirements as the state develops their ESSA state plan. As Education Trust-West looks at the state's draft ESSA plan during the review and public comment period in late spring and through the summer, they will be trying to answer five big questions discussed in this brief: (1) Does the state have ambitious, long-term goals for student success? (2) Does the state plan to communicate how each school is performing overall, and as compared with other schools? (3) What is the state's plan for school improvement? (4) Does the state plan shine a light on and address resource inequities? and (5) Does the state plan address educator equity?
Toxic Stress and Children&apos;s Outcomes: African American Children Growing up Poor Are at Greater Risk of Disrupted Physiological Functioning and Depressed Academic Achievement
Author: Morsy, Leila
Date: 2019-05-01
Type: Reports - Research
Subjects: African American Children,Low Income Groups,Disadvantaged Youth,Academic Achievement,Child Behavior,Whites,Racial Differences,Educational Change,Achievement Gap,Stress Variables,At Risk Students,Social Class,Income

Since the Coleman Report's release in 1966, education policymakers have grappled with the fact that, on average, African American children's academic and behavioral outcomes are depressed relative to those of white children (Coleman et al. 1966). Because African American children disproportionately come from low-income families, it is generally understood that the disadvantaged social and economic conditions from which many of these children come to school predict these depressed outcomes. &quot;Stress&quot; is a commonplace term for hormonal changes that occur in response to frightening or threatening events or conditions. When severe, these changes are termed &quot;toxic&quot; stress and can impede children's behavior, cognitive capacity, and emotional and physical health. Frightening or threatening situations are more sustained and are experienced more frequently by African American and socially and economically disadvantaged children, who also have less access to protective resources that can mitigate their stress to tolerable levels. Seeking to improve outcomes for these children, education reform efforts have focused mostly on how higher-quality teaching can overcome the force of social and economic challenges; however, these efforts have failed to make a meaningful dent in the black-white achievement gap. This report describes the relative frequency of toxic stress by race and social class, and shows how it depresses children's outcomes and contributes to the &quot;achievement gap.&quot; It concludes by suggesting policy and practice recommendations that can reduce the cognitive, behavioral, and health harm that toxic stress provokes. [This report was produced in collaboration with the Opportunity Institute.]
GED® Educator Handbook: Everything You Need to Prepare Students for the GED Test. Edition 5.0
Author: GED Testing Service
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: High School Equivalency Programs,Equivalency Tests,Scores,Test Coaching,Teaching Methods,Readiness

The GED® test was built from the ground up to give students a test that measures the skills they need to succeed. The test focuses on the foundational knowledge and skills needed for career and college readiness, so colleges and employers know that students who pass the GED® test have the skills to excel on the job or in the classroom. This Educator Handbook is organized into the following four chapters: (1) The GED Test -- A Closer Look; (2) What Scores Look Like; (3) Strategies for Teaching the Test; and (4) See If Your Students Are Ready.
Advanced Placement (AP) Report, 2013-2014. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2014-10-14
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Dramatically more HISD students are taking AP courses, completing them, taking more AP exams, earning AP exam scores of at least a 3, and receiving AP awards at a record pace. Among the highlights of AP in 2013-2014 are: (1) Student participation in AP courses decreased from 36.1% in 2013 to 33.7% in 2014 in the district; (2) The number of AP exam takers decreased by 1% from 12,966 in 2013 to 12,837 in 2014; (3) However, the number of AP testers in 2014 represents an increase of 125% compared to 2009 when 5,694 HISD students took AP exams; (4) The number of AP exams taken decreased by 1.8% from 22,693 in 2013 to 22,277 in 2014. However, the number of exams taken in 2014 represents an increase of 92.1% compared to 2009 when HISD students took 11,594 AP exams; and (5) Despite the decreases in AP testers and the number of AP exams taken in 2014, 271 more students had AP exams scored at 3 or higher, reflecting an increase of 3.6% from 2013 to 2014.
Advanced Placement (AP) Report, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-01-13
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Significantly more HISD students are taking and completing AP courses, taking and passing AP Exams, and earning AP Awards now than before 2009. Among the highlights of AP in 2015-2016 are: (1) The number of high school students taking at least one AP Exam increased by 3 percent to 14,416 in 2015-16 from 13,929 in 2014-15; (2) The number of AP Exams taken by high school students increased by 7 percent to 26,868 in 2015-16 from 25,127 in 2014-15; (3) The number of AP Exams scored 3 or higher increased by 6 percent to 8,765 in 2015-16 from 8,277 in 2014-15; however the proportion of exams scored 3 or higher remained constant at 33 percent in both 2014-2015 and 2015-16; (4) History and Social Sciences represented the largest category among the six AP categories with 47 percent of all AP Exams taken by high school students, followed by 23 percent in Science, Technology, Engineering, and Mathematics (STEM); and (5) Enrollment in AP courses remained constant at 37 percent in 2015-16 compared to the previous year for students enrolled in grades 10-12.
Advanced Placement Report 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-11-10
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Significantly more HISD students are taking and completing AP courses, taking and passing AP Exams, and earning AP Awards now than before 2009. Among the highlights of AP in 2017 are: (1) The number of high school students taking at least one AP Exam increased by 4 percent to 15,018 in 2017 from 14,416 in 2016; (2) The number of AP Exams taken by high school students increased by 5 percent to 28,236 in 2017 from 26,868 in 2016; (3) The number of AP Exams scored 3 or higher increased by 9 percent to 9,513 in 2017 from 8,765 in 2016; moreover, the proportion of exams scored 3 or higher increased from 33 percent in 2016 to 34 percent in 2017; (4) History and Social Sciences represented the largest category among the seven AP categories with 46 percent of all AP Exams taken by high school students, followed by 19 percent in English and (5) Enrollment in AP courses decreased to 34 percent in 2016-2017 compared to 37 percent in the previous year for students enrolled in grades 10-12.
Advanced Placement Report, 2017-2018. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2018-12-14
Type: Reports - Research
Subjects: Advanced Placement,Advanced Placement Programs,High School Students,Student Participation,Tests,Incidence,Scores,Educational Trends,School Districts,Grades (Scholastic),Student Characteristics,Intellectual Disciplines

The Advanced Placement (AP) program represents a critical element in Houston Independent School District's (HISD's) efforts to inject rigor into the high school classrooms. Since 2009, the AP course offerings in HISD have been vastly expanded, with more campuses offering a wider selection of AP courses that exposes a larger percentage of the high school population to academic rigor. Significantly more HISD students are taking and completing AP courses, taking and passing AP Exams, and earning AP Awards now than before 2009. Among the highlights of AP in 2018 are: (1) The number of high school students taking at least one AP Exam decreased by 2 percent to 14,732 in 2018 from 15,018 in 2017; (2) The number of AP Exams taken by high school students decreased by 2 percent to 27,647 in 2018 from 28,236 in 2017; (3) The number of AP Exams scored 3 or higher increased by 4 percent to 9,932 in 2018 from 9,513 in 2017; moreover, the proportion of exams scored 3 or higher increased from 34 percent in 2017 to 36 percent in 2018; (4) History and Social Sciences represented the largest category among the seven AP categories with 46 percent of all AP Exams taken by high school students, followed by 18 percent in English; and (5) Enrollment in AP courses increased to 36 percent in 2017-2018 compared to 34 percent in the previous year for students enrolled in grades 10-12.
Effects of the North Carolina Pre-Kindergarten Program: Findings through Pre-K of a Small-Scale RCT Study. 2017-2018 Statewide Evaluation
Author: Peisner-Feinberg, Ellen
Date: 2019-02-00
Type: Reports - Research
Subjects: Preschool Education,State Programs,Preschool Children,Program Effectiveness,Randomized Controlled Trials,Outcomes of Education,Language Proficiency,Educational Quality,English Language Learners,Spanish Speaking,Longitudinal Studies,Interpersonal Competence,Classroom Environment,Executive Function,Behavior Problems,Language Skills,Mathematics Skills,Student Behavior,Reading Skills

The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. The major issue addressed by this type of study is around the benefits of offering children access to enrollment in NC Pre-K. An RCT is considered the gold-standard design for addressing such a question because children are randomly assigned to either receive the program (treatment) or not (control). Therefore, differences in outcomes can be causally attributed to whether or not they received treatment rather than to other differences between the children and families in the two different groups. This study is designed to follow children longitudinally from pre-k into elementary school in order to examine the short- and longer-term effects. The current study (2017-2018) provided baseline data about children's outcomes during their pre-k year. This small-scale study compared 582 children who were randomly assigned to either NC Pre-K (Treatment=473) or the waitlist (Control=109) in two selected counties with substantially large waitlists. Because children in both groups had applied to and were eligible for NC Pre-K, they had similar characteristics. However, because not everyone could be served with the available number of program slots, random assignment was used to select children for NC Pre-K or the waitlist (with very few crossovers between groups). The study considered factors that might affect the impact of receiving the treatment -- specifically, children's level of oral language proficiency and classroom quality for children in preschool settings. In addition, the study also included a sample of children who were Spanish-speaking dual language learners and gathered data in both Spanish and English to examine the effects of treatment in both their first and second languages. [For the executive summary of this report, see ED598159.]
Effects of the North Carolina Pre-Kindergarten Program: Findings through Pre-K of a Small-Scale RCT Study. 2017-2018 Statewide Evaluation. Executive Summary
Author: Peisner-Feinberg, Ellen
Date: 2019-05-00
Type: Reports - Descriptive
Subjects: Preschool Education,State Programs,Preschool Children,Program Effectiveness,Randomized Controlled Trials,Outcomes of Education,Language Proficiency,Educational Quality,English Language Learners,Spanish Speaking,Longitudinal Studies,Interpersonal Competence,Classroom Environment,Executive Function,Behavior Problems,Language Skills,Mathematics Skills,Student Behavior,Reading Skills

The primary purpose of the 2017-2018 NC Pre-Kindergarten (NC Pre-K) Evaluation was to examine the effectiveness of the NC Pre-K Program using a randomized controlled trial (RCT) design. Because children are randomly assigned to either receive NC Pre-K (treatment) or not (control) in an RCT, differences in outcomes can be causally attributed to treatment rather than to other differences between the children and families in the two different groups. This small-scale study is designed to follow children longitudinally from pre-k into elementary school in order to examine the short- and longer-term effects. The current study (2017-2018) provided baseline data during the pre-k year for 582 children who were randomly assigned to either NC Pre-K (treatment=473) or the waitlist (control=109) in two selected counties with large waitlists (with very few crossovers between groups). The RCT study addressed three primary research questions: (1) Do children who receive access to enrollment in NC Pre-K (treatment group) exhibit better outcomes than children who do not receive access to enrollment (control group)?; (2) Are there factors that affect the impact of treatment -- children's level of oral language proficiency or pre-k classroom quality?; and (3) What are the effects for children who are dual-language learners? This executive summary highlights the results of the study and provides and overview of the NC Pre-Kindergarten program. [For the full report, see ED598158.]