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Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report
Download full textHouston Independent School District, 2021
In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the…
Descriptors: School Districts, Grades (Scholastic), COVID-19, Pandemics
Student Course Grades -- First Semester 2020-2021 and 2019-2020. Research Educational Program Report
Houston Independent School District, 2021
In response to the COVID-19 pandemic, the Houston Independent School District (HISD) moved to remote learning, which included distance learning, independent study, live online meetings, and completing assignments online or paper-based packets mailed to the home beginning on March 30, 2020. HISD extended remote learning through the end of the…
Descriptors: School Districts, Grades (Scholastic), Distance Education, COVID-19
Oregon Department of Education, 2016
This four part series of research briefs summarized detailed analysis of attendance and chronic absenteeism in Oregon. Brief 1 highlighted the importance of tracking chronic absenteeism rather than average daily attendance. The second brief in this series focused on student outcomes and attendance. Research suggests, and Oregon Department of…
Descriptors: Attendance Patterns, Elementary School Students, Labeling (of Persons), Economically Disadvantaged
Holmes, Venita R. – Houston Independent School District, 2018
HIPPY [Home Instruction for Parents of Preschool Youngsters] was designed to assist parents from disadvantaged backgrounds with educational opportunities to prepare their children for school. HIPPY targeted children in 70 Houston Independent School District (HISD) elementary schools during the 2017-2018 academic year. This figure reflects an…
Descriptors: Home Instruction, Parent Participation, Home Visits, Preschool Children
Attridge, Jonathon – Tennessee Department of Education, 2016
Although the average daily attendance rate for Tennessee students is 95 percent, almost 45,000, or 10 percent, of Tennessee K-3 students missed at least a month's worth of school days during the 2014-15 school year. These "chronically absent" students present a particular problem for schools that are charged with developing foundational…
Descriptors: Attendance, Elementary School Students, Primary Education, Academic Achievement
Pier, Libby; Christian, Michael; Tymeson, Hayley; Meyer, Robert H. – Policy Analysis for California Education, PACE, 2021
The research featured in this paper is part of the CORE-PACE Research Partnership, which is focused on producing research that informs continuous improvement in the CORE districts as well as policy and practice in California and beyond. In this report, the authors used data from multiple interim assessments to examine how the rate of student…
Descriptors: COVID-19, Pandemics, School Districts, Trend Analysis
Oregon Department of Education, 2016
This brief highlights the importance of using a measure like chronic absenteeism, rather than average daily attendance, in order to identify concerning patterns in elementary attendance rates. The chronic absenteeism measurement is better able to shine a light on the number of individual students struggling with attendance. Subsequent briefs in…
Descriptors: Attendance Patterns, Elementary School Students, Gender Differences, Economically Disadvantaged
Graham, Georgia – Houston Independent School District, 2021
Since 2007, nineteen Houston Independent School District (HISD) campuses have partnered with Literacy Now to offer the Reading Intervention program. The Reading Intervention program provides individualized, small group reading tutorials for at-risk students in kindergarten to second grade to create proficient readers by the end of third grade.…
Descriptors: Literacy Education, Reading Programs, Kindergarten, Elementary School Students
Oregon Department of Education, 2016
This report highlights several trends in Oregon that show the correlation between chronic absenteeism and various academic outcomes. Oregon student patterns follow the national trend in that students with better attendance have better outcomes. Fifth-grade chronic absenteeism is a moderately strong predictor of chronic absenteeism in subsequent…
Descriptors: Attendance Patterns, Elementary School Students, Academic Achievement, Outcomes of Education
Oregon Department of Education, 2017
The Oregon English Language Learner Report is an annual publication required by law (ORS 327.016). This report provides financial information for English language learner (ELL) programs, the objectives and needs of students eligible for and enrolled in an English language learner program, and information on the demographics of students in English…
Descriptors: English Language Learners, State Legislation, Student Characteristics, School Districts
Houston Independent School District, 2018
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2015 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as Every Student Succeeds Act (ESSA). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental support for…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Houston Independent School District, 2014
This report provides a summary of the Home Instruction of Parents with Preschool Youngsters (HIPPY) program activities and its effectiveness for HISD student participants. A total of 577 students and their parents participated in the Houston Independent School District (HISD) HIPPY program during the 2013-2014 academic year, which was more than…
Descriptors: Home Instruction, Parent Participation, Preschool Children, Program Descriptions
Houston Independent School District, 2017
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the "Elementary and Secondary Education Act of 1965" (ESEA), also known as the "No Child Left Behind Act of 2001" (NCLB). ESEA was reauthorized in 2015 as the "Every Student Succeeds…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
Peer reviewedDeke, John; Dragoset, Lisa; Bogen, Karen; Gill, Brian – National Center for Education Evaluation and Regional Assistance, 2012
This report presents the findings of an evaluation sponsored by the Institute of Education Sciences (IES) at the U.S. Department of Education (ED) and conducted by Mathematica Policy Research (Mathematica) that uses a regression discontinuity (RD) design to assess the potential benefits of offering SES in districts that have unmet need.…
Descriptors: Supplementary Education, Academic Achievement, Outcomes of Education, Elementary School Students
Houston Independent School District, 2016
Title I, Part A and Title II, Part A funds are provided to Houston Independent School District (HISD) through the 2002 reauthorization of the Elementary and Secondary Education Act of 1965 (ESEA), also known as the No Child Left Behind Act of 2001 (NCLB). Both funds focus on enhancing student achievement: Title I, Part A provides supplemental…
Descriptors: Educational Legislation, Federal Legislation, Elementary Secondary Education, Achievement Tests
