ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Needs Security among Washington College Students. Washington Student Experience Survey: Findings Report
Author: Bryant, Matt
Date: 2023-01-00
Type: Reports - Research
Subjects: Student Needs,Needs Assessment,Student Surveys,Child Care,Access to Computers,Housing,Food,Hunger,Minority Group Students,Foster Care,Homeless People,College Students,Two Year College Students,Student Characteristics,Access to Health Care,Resources,Student Attitudes

Washington has made some strides in recent years toward increasing awareness and state support of students' basic needs but has lacked state and regional information to drive larger-scale policies, programs, and investments to address the attainment barriers associated with basic needs insecurity. State and regional data on unmet basic needs can help Washington more effectively tackle basic needs barriers to postsecondary attainment by: (1) increasing awareness of the true scale of basic needs insecurity, particularly in communities and education sectors where it may be &quot;invisible&quot; or counter to popular perception; (2) pointing to disparate impacts in particular student populations through the lenses of student status, race/ethnicity, veteran, or employment status, etc.; and (3) serving as an advocacy tool for data-driven solutions on campus, regional, and state levels. To address this information gap, in 2021 a statewide Basic Needs Data Work Group proposed a coordinated basic needs survey across Washington higher education institutions. The Washington Student Experience survey reported on here identified considerable levels of basic needs insecurity among college students across the state. In addition, the survey highlighted significant disparities for certain student groups, especially American Indian/Alaska Native students, Black/African-American students, low-income students, students with disability, students with dependents, and former foster youth. [The administration of the Washington Student Experience Survey and the development of this report were completed by staff at Western Washington University.]
A Game-Based Learning Application to Help Learners to Practice Mathematical Patterns and Structures
Author: Lozano, Adrian S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Game Based Learning,Mathematics Instruction,Teaching Methods,Telecommunications,Handheld Devices,Student Attitudes,Specialists,Computer Assisted Instruction,Mathematical Concepts,Concept Formation,Guidelines,Difficulty Level,Instructional Effectiveness,Computer Software,High School Students,Foreign Countries

Purpose: The purpose of this study is to develop a game-based mobile application to help learners practice mathematical patterns and structures. Method: The study followed a mixed-method research design and prototyping methodology to guide the study in developing the mobile application. An instrument based on the Octalysis framework was developed as an evaluation tool for the study. Results: The study developed a mobile application based on the Octalysis framework. The application has fully achieved all its intended features based on the rating provided by the students and IT experts. Conclusion: The study successfully developed a mobile learning application for mathematical patterns and structures. By incorporating GBL principles and the Octalysis framework, the app achieved its intended features and received positive evaluations from students and IT experts. This highlights the potential of the app in promoting mathematical learning. Recommendations: This study recommends that the application be further enhanced to include other topics. Incorporating other game-based principles and approaches like timed questions and the difficulty level is also worth pursuing. Actual testing for end-users is also needed to verify the application's effectiveness. Practical Implications: Successful development of a game-based mobile app for practicing mathematical patterns and structures can transform education technology by engaging learners and enhancing their experience. This study provides valuable insights for future researchers developing similar applications, highlighting the potential to revolutionize traditional approaches and create an interactive learning environment for improving mathematical abilities.
Creating a New Agenda: How Board of Trustee Members Advance an Equity-Minded Agenda for Racial/Ethnic Minoritized Student Groups in Texas Community Colleges
Author: Ponjuán, Luis
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Administration,Governing Boards,Trustees,Equal Education,Agenda Setting,Organizational Change,Educational Development,Educational Planning,Leadership

Highlighting the work of the Texas Success Center, Dr. Luis Ponjuán discusses how he has collaboratively engaged with boards of trustees to develop equity-minded agendas to create spaces for brave conversations and help them use an equity-minded leadership approach toward student data for organization planning and change.
Local Educational Agencies&apos; Uses of Elementary and Secondary School Emergency Relief Funds for Technology. ED OIG Oversight of Coronavirus Response Funds. ED-OIG/F20US0030
Author: Office of Inspector General (ED)
Date: 2023-06-07
Type: Reports - Research
Subjects: School Districts,COVID-19,Pandemics,Emergency Programs,Elementary Secondary Education,Educational Technology,Federal Aid,Barriers,School District Spending,Academic Achievement,Distance Education,Educational Finance,Time on Task

This report presents information describing local educational agencies' (LEA) uses of Elementary and Secondary School Emergency Relief (ESSER) funds for technology purposes. It describes the: (1) types of educational technology that LEAs purchased with their ESSER funds; (2) challenges that LEAs experienced when using ESSER funds for educational technology; and (3) impact the educational technology had on student learning. LEAs nationwide generally reported using ESSER funds to purchase educational technology to continue student instruction due to the coronavirus. They purchased instructional software that offered teachers flexibility when creating remote learning environments and technology-related training that was both a challenge and an unexpected opportunity to improve teacher and student use of technology. LEAs nationwide reported on challenges that they addressed with educational technology purchased using ESSER funds (ESSER-funded technology), including resolving or mitigating challenges they faced while continuing student instruction during the coronavirus, and experienced when using ESSER funds to purchase educational technology. LEAs most frequently reported the need to sustain ongoing costs when ESSER funds are no longer available as an anticipated future challenge. LEAs nationwide generally reported experiencing lost instructional time and using ESSER-funded technology to address the academic impact that their student populations experienced during the coronavirus.
Findings from an Evaluation of KIPP School Leadership Programs. Final Report
Author: Walsh, Elias
Date: 2022-09-30
Type: Reports - Research
Subjects: Program Evaluation,Instructional Leadership,Program Effectiveness,Leadership Training,Management Development,Beginning Principals,Program Design,Outcomes of Education,Fellowships,Public Schools,Charter Schools,Leadership Effectiveness,Administrator Attitudes,Program Implementation

This evaluation of the KIPP school leadership programs, funded by a grant from the Supporting Effective Educator Development program in the Office of Innovation and Improvement at the U.S. Department of Education, aims to support sustained implementation of effective programs to prepare and support school leaders. KIPP administers three school leadership programs examined in this evaluation: (1) the Successor Prep program, which prepares new principals to lead existing schools; (2) the Fisher Fellowship program, which prepares new principals to lead new KIPP schools; and (3) the KIPP Leadership Design Fellowship (KLDF) program, which disseminates effective school leadership development strategies outside of KIPP. In addition to supporting KIPP to improve the design of the KIPP school leadership programs, the evaluation findings can guide the replication of effective tools and strategies that increase the number of highly effective principals among other charter and traditional public schools as well as across the principal preparation field. To understand how KIPP school leadership programs support the development of effective school leaders, this evaluation (1) conducted a descriptive analysis of results from surveys that we designed and administered to former program participants, (2) compared outcomes for teachers and students in schools that received Successor Prep principals to those for other similar KIPP schools in a comparison group, and (3) examined properties of the instrument KIPP uses to select participants for the Fisher Fellowship program, including its reliability.
English Learners in College Credit-Bearing Courses
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: English Language Learners,College Students,College Credits,High School Students,Dual Enrollment,Advanced Placement,Tests,Student Participation,Access to Education

This fact sheet uses data from the 2017-18 Civil Rights Data Collection (CRDC) to explore information about dual enrollment and Advanced Placement (AP) exam participation for students enrolled in grades nine to 12. This fact sheet is a complement to an August 2021 fact sheet [ED616295] that covered AP and IB course-taking using the same CRDC data. The CRDC is a biennial survey administered by the U.S. Department of Education's Office for Civil Rights. Credits earned through dual enrollment courses and/or AP exams may reduce students' postsecondary course load or shorten their time to earn a degree. Dual enrollment/dual credit programs provide opportunities for high school students to take college-level courses and earn concurrent credit toward a high school diploma and a college degree. Only schools that serve students in grades nine through 12 offer dual enrollment courses, and not all such schools do offer them. However, a majority of students in grades nine through 12 (75%) attend a school that offers dual-enrollment options.
English Learners: Demographic Trends
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2022-08-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary Secondary Education,Trend Analysis,Student Characteristics,Enrollment

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) English Learners as a Percentage of Total Enrollment within the Top 10 States: School Year 2000-01; (2) English Learners as a Percentage of Total Enrollment within the Top 10 States: School Year 2019-20; (3) Percent Change in Numbers of English Learners Per State: School Year 2000-01 to School Year 2019-20; and (4) Change in English Learner Enrollment as a Percentage of Total English Learner Enrollment, Top Five States: School Year 2000-01 to School Year 2019-20. [For the 2020 version of this report, see ED613175.]
High School Graduation Rates for English Learners
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,Graduation Rate,High School Graduates,Educational Trends

The Office of English Language Acquisition (OELA) has synthesized key data on English learners (ELs) into two-page sheets on a variety of subjects. This fact sheet focuses on: (1) State-Level Graduation Rate Percentages for English Learners: School Year 2019-20; (2) Graduation Rate Percentages for English Learners and All Students by State: School Year 2019-20; (3) National High School Graduation Rate Percentages for English Learners and All Students: School Years 2010-11 to 2019-20; and (4) Percentage Point Changes in English Learners' High School Graduation Rates: School Years 2014-15 to 2019-20. [For the 2020 version of this report, see ED613176.]
New York State Testing Program: 2023 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Field Tests. Teacher&apos;s Directions for Computer-Based Field Testing. May 15-June 2, 2023
Author: New York State Education Department
Date: 2023-00-00
Type: Guides - Classroom - Teacher
Subjects: Testing Programs,Elementary School Students,Grade 5,Middle School Students,Grade 8,Science Tests,Computer Assisted Testing,Testing Accommodations,Test Format,Test Preparation,Supervision,Students with Disabilities,English Language Learners

The New York State Education Department (NYSED) has a partnership with Questar Assessment Inc. (Questar) for the online delivery of the 2023 Elementary-Level (Grade 5) and Intermediate-Level (Grade 8) Science Computer-Based Field Tests. Teachers from across the State work with NYSED in a variety of activities to ensure the validity and reliability of the New York State Testing Program (NYSTP). The guidelines in this document help ensure that the field tests are valid, reliable, and equitable for all students. A series of instructions helps to follow the steps necessary for administering the computer-based field tests within the field test window. [For the 2022 manual, see ED628890.]
Deploying Blended Learning in the New Normal Pedagogy: Challenges and Prospects in Bangladesh
Author: Khan, Mohammad Ehsanul Islam
Date: 2021-12-00
Type: Journal Articles
Subjects: Blended Learning,Teaching Methods,Foreign Countries,Developing Nations,Barriers,College Faculty,Teacher Attitudes,Technological Literacy,Pedagogical Content Knowledge,Internet,Access to Education,Poverty,Flipped Classroom,Higher Education,COVID-19,Pandemics,Educational Change

While the world is experiencing a severe global crisis for the COVID-19 pandemic, the academic education sectors of several developing countries face formidable challenges, including Bangladesh. The current study aimed at finding out the barriers and possibilities for blended learning in the new normal situation in the education sector of Bangladesh. The researcher followed a descriptive approach with reviews of related literature and conducted Focus Group Discussions (FGD) with twenty-one university teachers to collect data and develop the study. The study found some challenges for blended education, e.g., poverty, lack of familial and institutional support, inadequate internet facilities, untrained teachers for using technological gadgets, electricity issues in rural and coastal areas. Still, the study found prospects to deploy blended learning and flipped classrooms in the post-pandemic period because of the countenance of 71.43% of participants. Finally, the study recommended some possible strategies in the new normal life for a more balanced educational system, particularly at the tertiary level.
Impact of GeoGebra on the Students&apos; Conceptual: Understanding of Limit of a Function in Bhutan
Author: Kado
Date: 2021-12-00
Type: Journal Articles
Subjects: Educational Technology,Computer Assisted Instruction,Grade 11,Computer Software,Teaching Methods,Conventional Instruction,Foreign Countries,Mathematics Instruction,Mathematical Concepts,Concept Formation,Calculus

The paradigm shift from traditional didactic instruction to technology-enriched teaching and learning environments significantly benefits learners. Educational technology can visualize abstract mathematical concepts contextually and graphically and allow learners to actively construct this knowledge. This study aims to ascertain the efficacy of a computer-assisted instruction method using GeoGebra in further developing the concept of the function limit for grade XI students. This study employed a quasi-experiment static-group comparison design with 60 students from Gongzim Ugyen Dorji Central School at Haa in Bhutan. The students were divided into two equal groups. Group 'A' used the GeoGebra software, while group 'B' used the conventional method to learn the limit of the function. The data was collected through a Conceptual Knowledge Test of Limit Function. In addition, an independent sample t-test was employed using the Statistical Package for the Social Sciences (SPSS 22.0). This study demonstrated that students who were taught using GeoGebra outperformed those who learned through conventional methods. The results confirmed that GeoGebra software could enhance and significantly improve students' conceptual understanding of the limit of the function.
Readiness of Students in Flexible Learning Modality: A Convergent Parallel Mixed-Methods Study
Author: Licayan, Rodrigo Jr. C.
Date: 2021-12-00
Type: Journal Articles
Subjects: Learning Readiness,Learning Modalities,Higher Education,College Students,Foreign Countries,Self Determination,Electronic Learning,Self Management,Study Habits,Technology Uses in Education,Blended Learning,Synchronous Communication,Socialization,Well Being

This convergent-parallel mixed-methods study was conducted to examine students' readiness on flexible learning modality established in the local context based on Commission on Higher Education Memorandum Order No. 04 series of 2020 or the &quot;Guidelines on the Implementation &quot;Flexible Learning in the Philippines.&quot; A sample of 408 students participated in the study. The self-determination theory model and contextual approach to e-learning delivery (learning flexibility, online learning, study management, technology, modular learning, and online interaction) were used as theoretical underpinnings. Data collected using electronic surveys and information from semi-structured interviews were analyzed. The application of a descriptive survey confirms the low level of readiness among students. When compared across the population, the results provided no significant difference in the level of readiness among students when grouped according to sex and provided significant difference according to year level and Course. Interpreting the results together with qualitative analysis parallels the notion of difficulties among students in all dimensions of flexible learning. This research places the thrust of improving curriculum delivery by addressing flexible learning policies in the local context.
Learning Motivation: Strategies to Increase Students&apos; Engagement in Online Learning at San Sebastian College-Recoletos, Manila
Author: Narca, Ma Lourdes G.
Date: 2021-12-00
Type: Journal Articles
Subjects: Learning Motivation,Learner Engagement,Psychology,Science Instruction,Teaching Methods,Student Motivation,Student Attitudes,Likert Scales,Student Interests,Educational Practices,Learning Activities,Online Courses,Foreign Countries,Zoology,Undergraduate Students

The objective of this study is to be able to find ways or the best strategies in teaching that will motivate students to exert effort in their studies, considering the present conditions in this pandemic period. A quantitative method was used to define the study's objective, where two sections of Psychology students who took up Science 101 and Science 104 were chosen as respondents to answer the survey questionnaire through google forms. The purposive sampling technique was also employed since these students can appropriately answer the queries sent to them. The Likert scale method was used to measure the students' level of agreement, with the 5-point range, where the results were collated and analyzed. The research result finds several strategic activities such as report enhancement, online debates, virtual experiments, discussion and updating of recent findings, and the creation of infomercials that truly captured their interest and attention. This study made use of several references and tables in order to support the results obtained. The researcher recommends that there should be effective and efficient motivational activities to sustain student engagement. The researchers, who are also educators, have agreed to continuously upgrade the newfound motivational activities to encourage more students to study well even in an online setting, thus giving more opportunities for better achievement in education.
SAT Test Results Summary, 2011-2012. DPE Publication 11.71 RB
Author: Looby, Karen
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Reading Skills,Mathematics Skills,Writing Skills,High School Students,Student Participation,Racial Differences,Ethnicity,Scores,Reading Achievement,Writing Achievement,Mathematics Achievement,School Districts

The SAT is an assessment of critical reading, mathematical reasoning, and writing skills administered by the College Board. This report provides a summary of all results for AISD students from school year 2011-2012 compared with previous years.
ACT Test Results Summary, 2011-2012. DPE Publication 11.72 RB
Author: Looby, Karen
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,High School Students,Student Participation,Racial Differences,Ethnicity,Scores,Academic Achievement,English Instruction,Mathematics Achievement,Reading Achievement,Science Achievement,College Readiness,Geographic Location

The ACT is a national college admissions examination developed and administered by ACT, Inc. AISD student participation has increased. This report summarizes the results for school year 2011-2012 compared with previous years.
Schoolnet Implementation Summary, 2011-2012. DRE Publication 11.75 RB
Author: Looby, Karen
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: School Districts,Program Implementation,Program Effectiveness,Educational Improvement,Professional Development,Teacher Attitudes,Principals,Administrator Attitudes,Planning,Progress Monitoring,Student Evaluation,Elementary Schools,Middle Schools,High Schools,Data Collection,Databases,Educational Technology

Schoolnet is an instructional tool designed to help AISD staff at all levels to improve student achievement. In 2011-2012, the evaluation focused on system implementation.
Student Course Feedback Pilot, 2011-2012: Administration and Implementation. DRE Publication #11.76 RB
Author: Schmitt, Lisa N. T.
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Course Evaluation,Student Attitudes,School Districts,Feedback (Response),Teacher Evaluation,Teacher Effectiveness,Student Evaluation of Teacher Performance,Kindergarten,Elementary School Students,Elementary School Teachers,Item Analysis,Middle School Students,High School Students,Pilot Projects,Teacher Student Relationship

Evidence from this Spring 2012 pilot suggests feedback about AISD teachers can be reliably obtained from students at all grade levels, and that such feedback can provide a valid supplemental measure of teacher quality to accompany additional indicators.
Postsecondary Enrollment Trends: Fewer Washington High School Graduates in the Classes of 2020 and 2021 Enrolled Directly in Postsecondary Education. Research Spotlight
Author: Kwakye, Isaac
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,High School Graduates,Graduation Rate,Enrollment Trends,College Enrollment,Enrollment Rate,Racial Differences,Ethnicity,COVID-19,Pandemics

Washington's high school graduation rate has increased over the past decade. In 2022, 82 percent of high school students in the state graduated in four years, a six-percentage point increase over the 2013 graduation rate. This report looks at postsecondary enrollment trends for Washington high school graduates in the classes of 2020 and 2021 enrolled directly in postsecondary education.