ethanporcaro/eric-fulltext-meta huggingface dataset:
Indiana&apos;s Promise: A Report on the 21st Century Scholars Program
Author: Indiana Commission for Higher Education
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: State Programs,Access to Education,Student Financial Aid,College Attendance,Grade Point Average,College Credits,Graduation Rate,Low Income Students,Achievement Gap,College Freshmen

Since 1990, Indiana's 21st Century Scholars program has been leading the way as a model for early college promise programs across the country. It is Indiana's promise to students that no matter life's circumstances or obstacles, college is an option for them. In this report, students are broken out into three groups by income level: scholars, low-income non-Scholars, and higher-income students. This report follows students by their high school cohort. Data highlighted in the report show how the 21st Century Scholars program helps bridge the higher education achievement gap between low-income and higher-income students. The focus of the data is around college access, success, and completion: (1) college-going rates; (2) freshman year GPA; (3) number of credits earned as a college freshman; and (4) on-time and extended-time completion rates. The report also highlights various policy changes, such as credit completion requirements, GPA and diploma requirements and the Scholar Success Program, among other changes. [Cover title varies: &quot;Indiana 21st Century Scholars Report 2021 -- Program Impact.&quot;]
Social and Emotional Skills of 10-Year-Old Students in the Houston Independent School District
Author: Yin, Ming
Date: 2021-09-00
Type: Reports - Research
Subjects: Social Emotional Learning,Social Development,Emotional Development,Skill Development,Altruism,Personality Traits,Creativity,Cooperation,Motivation,Grade 5,Grade 6,Grade 4,Age Differences,Racial Differences,Ethnicity,Socioeconomic Status,At Risk Students,English Language Learners,Students with Disabilities,Grade 3,Self Control,Interpersonal Relationship,Student Behavior,Self Efficacy

In the fall of 2019, 3,355 10-year-old students in the Houston Independent School District (HISD) students participated in the Study on Social and Emotional Skills (SSES), part of an international effort led by the Organization for Economic Cooperation and Development (OECD), with Houston serving as the only U.S. site. This report provides a snapshot of social and emotional (SE) skills of the 10-year-old students surveyed and sheds light on the student populations in need of support at district and campus levels. Social and emotional (SE) skills refer to the process by which children acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions (OECD, 2015). SE skills can lead to improved outcomes in education, employment, health, and well-being (Kankaraš and Suarez-Alvarez 2019). HISD students in the 10-year-old cohort varied with respect to their levels of SE skills, having reported higher levels of Tolerance, Curiosity, Creativity, Cooperation, Motivation and Self-Efficacy than other skills. Substantial variation existed across different groups of students.
Dual Language Bilingual Program Evaluation Report, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-10-18
Type: Reports - Research
Subjects: English Language Learners,Bilingual Education,Spanish Speaking,Program Effectiveness,Language Proficiency,Native Speakers,Academic Achievement,Attendance,Discipline,Elementary Secondary Education,Enrollment

Texas requires school districts to provide specialized linguistic programs (Texas Education Code, Chapter 29, Subchapter B 29.051) to meet the needs of students who are English learners (EL). These programs are intended to facilitate ELs' integration into the regular school curriculum and ensure access to equal educational opportunities. The Houston Independent School District (HISD) utilizes two different bilingual education program models: (1) The dual-language bilingual program (DL); and (2) The transitional bilingual program (TBP). The dual-language program differs from the transitional bilingual program in two ways: in DL, classes are composed of a mix of Spanish-speaking ELs as well as native English speakers, and there is a higher percentage of instructional time offered in Spanish. The Spanish-English dual-language program is the focus of this report. This evaluation of the dual-language bilingual program addresses the following topics: (1) Academic progress of dual-language ELs; (2) English proficiency among dual-language ELs and Spanish proficiency of native English speakers; (3) Academic progress of native English-speakers enrolled in the dual-language program; and (4) Data on school attendance and discipline for dual-language ELs.
Student Mobility Networks in the Greater Houston Area: Elementary School Student Mobility Networks
Author: Bao, Katharine
Date: 2021-09-00
Type: Reports - Research
Subjects: Public Schools,School Districts,Student Mobility,Incidence,Elementary School Students,Student Characteristics,Institutional Characteristics,Geographic Regions,Economically Disadvantaged,Academic Achievement,Racial Differences,Ethnicity,Socioeconomic Status,Cooperation

The Houston Education Research Consortium (HERC), in collaboration with 10 public school districts in the Greater Houston area, set out to better understand the prevalence, patterns, and consequences of student mobility on Houston area students and schools. This brief explores the informal networks of elementary school student mobility in the Greater Houston area across 27 independent school districts (ISDs), which include HERC's 10 school district partners involved in the Student Mobility and Continuous Enrollment project, their 17 neighboring districts, and non-district charter schools. Six mobility networks were identified in the Greater Houston area. These mobility networks crossed district boundaries, and differed in terms of their size, student demographics, and school characteristics. About 70 percent of student mobility that started from a campus in one of the six networks stayed within that same network.
Teacher Appraisal and Development System: End of Year Report, 2018-2019. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2020-10-02
Type: Reports - Research
Subjects: Teacher Evaluation,Teacher Effectiveness,Public School Teachers,Summative Evaluation,Academic Achievement,Teacher Persistence,Institutional Characteristics,Teacher Characteristics,Scores,Beginning Teachers,Experienced Teachers,Educational Practices,Job Performance

Houston Independent School District (HISD) strives to provide an equitable education to all its students. To uphold the district's mission, the Teacher Appraisal and Development System (TADS) was designed with the goal of promoting effective teaching by providing systematic, rigorous feedback on teacher effectiveness in the classroom. Through the use of comprehensive rubrics and student growth measures, the TADS is intended to give teachers and school leaders the information they need to improve teacher performance in the classroom, supporting efforts to ensure that every student in the district receives the opportunity to learn from an effective teacher. The purpose of this report is to provide aggregate data of the TADS in 2018-2019. The criteria used for the Instructional Practice (IP) and Professional Expectations (PE) components have remained the same since the inception of the TADS in the 2011-2012 school year. Student Performance (SP) was added for the 2012-2013 school year, waived for most teachers for the 2016-2017 school year, and waived for all teachers in 2017-2018. In 2018-2019, ratings for IP, PR, and SP (if available) components were included in teachers' summative ratings. This report focuses on the distribution of summative ratings and the IP, PE, and SP components of the TADS. Data are disaggregated by teacher-level and campus-level characteristics to examine how teachers with these ratings were distributed throughout the district.
Summer School Education Program, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-10-28
Type: Reports - Research
Subjects: Summer Schools,Attendance,Elementary Secondary Education,Grade Repetition,Student Promotion,Required Courses,At Risk Students,COVID-19,Pandemics,English Language Learners,Racial Differences,Ethnicity,Gender Differences,Students with Disabilities,Low Income Students,Grades (Scholastic)

Each year, the Houston Independent School District (HISD) offers a summer education program designed to assist students with a variety of instructional needs. In 2021, centrally coordinated summer school programs included accelerated instruction for State of Texas Assessments of Academic Readiness (STAAR) and STAAR End-of-Course (EOC) re-testers; bilingual or English as a Second Language (ESL) classes for English Learners (ELs); credit accrual/recovery for students needing to graduate; Extended School Year (ESY) services; Promotion/Retention classes; and other school-based programs. The summer education program supports HISD's Board Goal 3: Academic Growth. This report shows student enrollment and outcomes for students who attended summer school in 2021 based on either retention status at the end of spring 2020 or for other reasons, such as academic enrichment. This report addresses eligibility, enrollment, attendance, and outcomes for the 2021 HISD summer school program.
Teacher Appraisal and Development System End of Year Report, 2019-2020. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2021-12-10
Type: Reports - Research
Subjects: Teacher Evaluation,Teacher Effectiveness,Public School Teachers,Summative Evaluation,Academic Achievement,Teacher Persistence,Institutional Characteristics,Teacher Characteristics,Scores,Beginning Teachers,Experienced Teachers,Educational Practices,Job Performance,Faculty Mobility,Economically Disadvantaged,Low Income Students

Houston Independent School District (HISD) strives to provide an equitable education to all its students. To uphold the district's mission, the Teacher Appraisal and Development System (TADS) was designed with the goal of promoting effective teaching by providing systematic, rigorous feedback on teacher effectiveness in the classroom. Through the use of comprehensive rubrics and student growth measures, the TADS is intended to give teachers and school leaders the information they need to improve teacher performance in the classroom, supporting efforts to ensure that every student in the district receives the opportunity to learn from an effective teacher. The TADS has three appraisal components, with the criteria used for the Instructional Practice (IP) and Professional Expectations (PR) components remaining the same since the inception of the TADS in the 2011-2012 school year. The Student Performance (SP) component was added in the 2012-2013 school year but was waived for certain teachers at different points in time. Most recently, the SP component was waived in the 2019-2020 school year as a result of the disruption brought on by the COVID-19 pandemic. However, for teachers who were eligible to carry over their 2018-2019 ratings as their 2019-2020 ratings, there were some whose summative ratings included the SP component. The purpose of this report is to provide aggregate data of the TADS in 2019-2020, focusing on the distribution of summative ratings and the IP and PR components of the TADS. Data are disaggregated by teacher-level and campus-level characteristics to examine how teachers with these ratings were distributed throughout the district. This report also provides insight into the characteristics of teachers who carried over ratings from the previous school year as well as the utility of Instructional Practice criteria that correspond to Domains 2 and 3 of the Texas Teacher Evaluation and Support System (T-TESS) as factors in determining Teacher Designation Levels for the Teacher Incentive Allotment (TIA) initiative.
Leadership and Management in Education and Care Services: An Analysis of Quality Area 7 of the National Quality Standard. Occasional Paper 5
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Child Care,Preschool Education,National Standards,Educational Quality,Leadership Effectiveness,Case Studies,Foreign Countries,Administrative Organization,Educational Administration,Child Care Centers,Delivery Systems,Evaluation Methods,Educational Improvement,Educational Policy,Organizational Culture,Child Caregivers,Preschool Teachers,Communities of Practice,Faculty Development,Professional Development

ACECQA [Australian Children's Education and Care Quality Authority] has published its fifth occasional paper analysing Quality Area 7 -- Leadership and service management. This completes the suite of occasional papers that cover the four quality areas of the National Quality Standard that are comparatively challenging. Quality Area 7 recognises the importance of effective leadership and internal administrative systems in guiding and supporting educators, coordinators and staff members to deliver quality education and care programs. The paper highlights contemporary research and theory related to leadership and service management, describes the operational requirements of the National Law and National Regulations, and examines the distribution of quality ratings for Quality Area 7. It provides case studies of the Quality Area 7 elements, along with examples of evidence collected by authorised officers when assessing the elements. Future directions and the implications of the data and literature for service leadership and management are also examined. The paper will be of interest to people who deliver education and care services, people who provide training and professional development services to the sector, peak organisations, and officers in the state and territory regulatory authorities that regulate education and care services.
Quality Ratings by Socio-Economic Status of Areas. Occasional Paper 7
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Educational Quality,Socioeconomic Status,Disadvantaged Youth,Socioeconomic Influences,Access to Education,Geographic Regions,Equal Education,Child Development,Preschool Education,Child Care,Services,After School Programs,Kindergarten,Rural Urban Differences,Institutional Characteristics,Private Schools,Public Schools,Governance,Child Health,Safety,Leadership,Educational Environment,Interpersonal Relationship,Child Caregivers,Preschool Teachers,Family Involvement

This occasional paper is the seventh in a series on the National Quality Framework (NQF). It explores the quality of children's education and care services based on the socio-economic status of the area in which they are situated. The Socio-Economic Indexes for Areas (SEIFA) Index of Relative Socio-Economic Advantage and Disadvantage (IRSAD) is used by the Australian Bureau of Statistics (ABS) to classify services by the level of relative socio-economic advantage and disadvantage of their local area. This paper uses SEIFA as a proxy measure to identify services that are more or less likely to educate and care for children from disadvantaged backgrounds. This paper begins by highlighting contemporary research about the association between socio-economic status and developmental outcomes, and the impact of high quality education and care on children from more disadvantaged backgrounds. It then outlines the quality and availability of education and care in low socio-economic status areas, analysing service quality ratings and reassessment results. The paper also examines differences across service and provider management types, and remoteness classifications. The detailed analysis suggests that there are differences in the overall quality ratings of education and care services located in high and low socio-economic status areas. Services in relatively disadvantaged areas are slightly more likely to be rated Working Towards NQS and notably less likely to be rated Exceeding NQS than those in relatively advantaged areas.
HISD Family and Community Engagement Report, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2022-02-14
Type: Reports - Research
Subjects: School Districts,Program Evaluation,Parent Participation,Parent School Relationship,Academic Achievement,Parent Workshops,Achievement Tests,Reading Tests,Program Effectiveness

This is an evaluation of the Houston Independent School District (HISD) Family and Community Engagement (FACE) program. The FACE program is designed to support parent and schools and promote effective family and community engagement in every HISD school. FACE provides or promotes training and professional development, community partnerships, parent and school activities, special events, parent-teacher associations, or organizations. It also strengthens school-community partnerships. Serving as community resource guides, FACE specialists implement the FACE events and activities. Five of these specialists were assigned to single schools and nine were assigned to clusters of schools during the 2020-2021 school year. The purpose of this evaluation was to identify parental perceptions of and experiences with FACE programs and measure the association between parental involvement and engagement and student academic performance. The evaluation used a survey questionnaire and data from the workshops' exit survey. Student assessment data on the 2021 State of Texas Assessments of Academic Readiness (STAAR) 3-8 math and reading tests were used as the outcome data to determine the association between parental involvement and engagement and student achievement. The results show some association between parental participation in FACE workshops and student academic performance.
Immigrant Student Program Evaluation Report, 2020-2021. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2022-01-10
Type: Reports - Research
Subjects: School Districts,Immigrants,English Language Learners,Enrollment Trends,Student Characteristics,Academic Achievement,Language Proficiency,Attendance,Discipline,Student Promotion,Graduation Rate,Dropout Rate,Student Mobility,College Readiness,Grade Repetition,English (Second Language),Intervention,Services

There are approximately 200,000 students in Houston Independent School District (HISD), and many of them are recent immigrants who have been in the United States for three years or less. In recent years, the number of immigrant students in the district has increased dramatically, with over 11,000 enrolled in each of the past seven years. In fact, about one in ten of the district's students in 2020-2021 were either current or former immigrants (i.e., immigrant students whose three-year status had expired). For English learners (ELs), the numbers are even more striking; between one in four and one in five current ELs were either immigrant or former immigrant students in 2020-2021. This report summarizes data from programs dedicated to serving district immigrant students during the 2020-2021 school year. The report includes the following information: (1) enrollment and demographics data for immigrant students; (2) a brief review of what immigrant programs and services the district has provided in recent years; (3) performance of immigrant students on State of Texas Assessments of Academic Readiness (STAAR 3-8) and End-of-Course (EOC) exams; (4) performance of immigrant EL students on the Texas English Language Proficiency Assessment System (TELPAS); (5) Immigrant student data in school attendance, discipline, promotion, graduation/dropout rates, and school mobility; and (6) data relating to immigrant student preparedness for post-secondary education.
Quality Rating Reassessments: An Analysis of Quality Improvement in Education and Care Services, 2013-2017. Occasional Paper 6
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Educational Quality,National Standards,Educational Improvement,Teacher Recruitment,Teacher Persistence,Teacher Competencies,Leadership Qualities,Child Care,Preschool Education,Kindergarten,Foreign Countries,Geographic Location,Program Evaluation,Child Care Centers,Institutional Characteristics,Rural Areas,Urban Areas,Cooperation,Professional Development,Partnerships in Education,Family School Relationship

This occasional paper is the sixth in a series on the National Quality Framework (NQF). It examines trends in quality improvement from the perspective of services rated Working Towards National Quality Standard (NQS) under the 2012 NQS. In this paper, a service is considered to have improved its quality at reassessment where it: (1) receives a higher overall quality rating; (2) receives a higher rating in a quality area; and (3) meets a higher number of elements of quality. Qualitative analysis suggests primary drivers of quality improvement include the recruitment and retention of highly trained educators that have a good understanding of the NQF, delivering education and care under the direction of high quality service leadership. Case studies describing quality improvement practices that were evident during reassessment have been included in this paper. These case studies are intended to aid and support the process of continuous quality improvement and the ongoing development of quality improvement plans (QIPs).
The Quality of Physical Environments in Education and Care Services: An Analysis of Quality Area 3 of the National Quality Standard. Occasional Paper 4
Author: Australian Children’s Education and Care Quality Authority (ACECQA)
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Educational Environment,Educational Facilities,Foreign Countries,National Standards,Guidelines,Brain,Research,Teachers,Student Rights,Students with Disabilities,Ethics,Socioeconomic Status,Rural Areas,School Safety,Space Utilization,Design,Inclusion,Sustainability,Early Childhood Education,Child Development,Physical Environment,Compliance (Legal),Governance,Institutional Characteristics,Geographic Regions,Child Care

This occasional paper is the fourth in a series on the National Quality Framework (NQF). This paper offers detailed insights into education and care service quality ratings for Quality Area 3 (physical environment) of the National Quality Standard (NQS). The focus is on ensuring the physical environment of a service is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development. This paper begins with an overview of the physical environment standards and what these aim to achieve, highlighting contemporary research and theory behind sustainable environments promoting children's learning. It then outlines the operational requirements of the National Law and National Regulations for the physical environment, with a particular focus on the requirements specific to different service types. The paper also describes how service approval requirements in the National Law apply to the physical environment, and how providers may seek waivers for certain legislated requirements. The paper is intended to be of interest to people who deliver education and care services, families, people who provide training and professional development services to the sector, and to officers in the state and territory regulatory authorities that regulate education and care services.