972 results on '"Sheehan, Daniel"'
Search Results
2. Theta and gamma rhythmic coding through two spike output modes in the hippocampus during spatial navigation
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Lowet, Eric, Sheehan, Daniel J., Chialva, Ulises, De Oliveira Pena, Rodrigo, Mount, Rebecca A., Xiao, Sheng, Zhou, Samuel L., Tseng, Hua-an, Gritton, Howard, Shroff, Sanaya, Kondabolu, Krishnakanth, Cheung, Cyrus, Wang, Yangyang, Piatkevich, Kiryl D., Boyden, Edward S., Mertz, Jerome, Hasselmo, Michael E., Rotstein, Horacio G., and Han, Xue
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- 2023
- Full Text
- View/download PDF
3. Total Force showcase (top airmen and top units in the Air Guard and Reserve)
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Sheehan, Daniel M.
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AWARDS, DECORATIONS, ETC - United States ,NATIONAL GUARD - Air Force ,RESERVE FORCES - Air Force - United States - Abstract
illus por
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- 1990
4. Pulmonological issues
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Perez, Geovanny, Young, Lisa, Kravitz, Richard, Sheehan, Daniel, Adang, Laura, Van Haren, Keith, Lin, Jody L., Jaffe, Nicole Nikki, Kuo, Dennis, Ball, Laura, Keller, Jennifer, Sank, Jeffrey, DiVito, Donna, and Naime, Samira
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- 2022
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5. MTSU Film: Mykaela Walker on making good movies
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Sheehan, Daniel
- Subjects
News, opinion and commentary ,Sports and fitness - Abstract
Byline: Daniel Sheehan Featured photo by Story by Daniel Sheehan If you want more news like this, sign up for the Sidelines weekly newsletter here! Find it in your inbox [...]
- Published
- 2024
6. MTSU Film: Nathan Surratt on making his daydream come true
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Sheehan, Daniel
- Subjects
News, opinion and commentary ,Sports and fitness - Abstract
Byline: Daniel Sheehan Featured photo by Nathan Surratt Story by Daniel Sheehan If you want more news like this, sign up for the Sidelines weekly newsletter here! Find it in [...]
- Published
- 2024
7. Thinking Backwards about Time
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Sheehan, Daniel P., primary
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- 2024
- Full Text
- View/download PDF
8. Black ponies (Naval squadron in Vietnam)
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Sheehan, Daniel B., LCDR
- Subjects
VIETNAMESE CONFLICT, 1957-1975 - Personal Narratives - Abstract
billus
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- 1988
9. A packaged mindset: How elongated packages induce healthy mindsets
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Sheehan, Daniel, Van Ittersum, Koert, Craig, Adam w., and Romero, Marisabel
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- 2020
- Full Text
- View/download PDF
10. Can secondary school architecture build community, encourage working successfully and enhance well-being? : student and staff evaluations
- Author
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Sheehan, Daniel, Norwich, Brahm, and Larkin, Shirley
- Subjects
300 ,Educational Psychology ,Secondary School Architecture ,Building Schools for the Future (BSF) ,Community ,Working Successfully and Well-Being ,Computer-Aided Design (CAD) - Abstract
In Britain, the ‘Building Schools for the Future’ (BSF) programme numbered among its aims: ‘the building of sustainable communities in which students and teachers alike [could] thrive’ (DfES, 2003, p.88). Modern, purpose-built and ecologically efficient architecture was regarded as central to this. What is less clear is how particular architectural features could contribute to the positive effects hypothesized in BSF literature. Vischer (2008) has identified three areas in which environmental psychology research explores the effects of workspaces and workplace design on individuals: Territoriality and Belonging (how much users feel a part of the organisation, as a result of using the space); Productivity (how the space affects the performance of the individual, the team and the organisation) and Satisfaction (how users feel about the physical and aesthetic aspects of a space). However, the experiences of children working in schools may be very different to that of adults working in offices; and the role of the architecture in these different contexts may also vary between them. In addition, there remains an opportunity to explore these issues in secondary school settings as BSF was initially set-up in response to concerns about secondary school architecture. This research re-conceptualized Vischer’s three areas as Community (Territoriality…), Working Successfully (Productivity) and Well-being (Satisfaction), to explore experiences of architecture in a school context. This study over two phases operated from a Realist perspective (Blaikie, 1993) and used an Exploratory Evaluation Research methodology (Clarke, 2005) to explore the responses of students and staff to the architecture in 8 secondary schools: Schools A-D in the South-West of England (total sample n=105 students; n=26 staff) and Schools E-H in London (total sample n=83 students; n=2 staff). Schools A, E, F and H are BSF schools; B, C, D and G are non-BSF (mixed architectural styles). Phase 1 used questionnaires and semi-structured interviews to explore student and staff responses to the architecture in their schools; and how this architecture affects their sense of Community, Working Successfully and WellBeing. Phase 2 used a classroom-based computer-aided design (CAD) activity to explore whether participants could offer architectural design solutions for classrooms and schools, according to their needs. Thematic analysis revealed common definitions of Community, Working Successfully and Well-Being across all schools; design choices which aimed to maximize natural light; beliefs that SEN status is central to school functioning well as a community; and beliefs about the role of curved architecture in improving acoustical quality. Implications for EP practice are considered and future research directions proposed.
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- 2015
11. When Is HILO Low? Price Image Formation Based on Frequency versus Depth Pricing Strategies.
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Sheehan, Daniel, Hamilton, Ryan, and Chellappa, Ramnath K
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PRICING ,BUSINESS planning ,RETAIL industry ,CONSUMER attitudes ,BRAND name product sales & prices ,CONSUMER research ,PRICES ,RETAIL stores - Abstract
One of the prominent pricing decisions a retailer can make is its choice of pricing strategy. Previous research investigating consumers' responses to stores with frequent, shallow price advantages relative to competitors (a frequency strategy) versus stores with infrequent, deep price advantages (a depth strategy) was all conducted by allowing people to simultaneously view prices from multiple stores, a setting that emphasized across-store comparisons. The present research finds that when a store's prices are evaluated separately, as opposed to simultaneously across stores, many of the prominent findings of previous research are reversed. The authors demonstrate that without simultaneous comparisons across stores, consumers shift from using across-store prices as reference points to using within-category reference prices. As a result of this shift, deep price advantages are easier to evaluate than frequent price advantages, and therefore more influential on consumers' formation of price image. When stores are evaluated separately, the result is most often a depth advantage, where stores with a HILO pricing strategy are evaluated as having a lower price image than EDLP stores, even when the average prices are the same. These results cannot be explained by prior work related to frequency and depth pricing strategies that relied on across-store comparisons. [ABSTRACT FROM AUTHOR]
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- 2022
- Full Text
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12. Consumer reactions to price discounts across online shopping experiences
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Sheehan, Daniel, Hardesty, David M., Ziegler, Alexander H., and Chen, Haipeng (Allan)
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- 2019
- Full Text
- View/download PDF
13. Evaluation of New Texas Charter Schools: Final Report (2007-10). Executive Summary
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
Since 1994, the U.S. Department of Education (USDE) has provided funding to new charter schools through Charter School Program (CSP) grants designed to provide support for the planning and implementation of effective new charter programs. Grants are awarded to state education agencies, which then provide funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation examines how new charter school operators plan and implement their programs and considers the following research questions: (1) How are federal CSP funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) What is the effect of charter school maturity on students' academic outcomes?; and (6) How do students at new charter schools perform academically relative to comparable students at traditional district schools? The evaluation has produced two interim reports (June 2009 and February 2011) as well as this final report. Results from the interim reports indicated that charter schools used the largest proportion of CSP funding to support instruction, but that new charter schools' start-up experiences differed, depending on the level of support they received from founding entities. In particular, new charter schools that operated as part of a traditional district (i.e., campus charters) tended to have an easier time getting started because most districts provided support for campus charter school management and facilities, as well as the recruitment of staff and students. In contrast, many charter schools that operated outside of traditional district structures (i.e., open-enrollment charters) struggled to locate and furnish adequate facilities, and to recruit and retain qualified staff. (Contains 10 footnotes.) [For the full report, "Evaluation of New Texas Charter Schools: Final Report (2007-10)," see ED538563.]
- Published
- 2011
14. Evaluation of New Texas Charter Schools: Final Report (2007-10)
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
Since 1994, the U.S. Department of Education (USDE) has provided funding to new charter schools through Charter School Program (CSP) grants designed to provide support for the planning and implementation of effective new charter programs. Grants are awarded to state education agencies, which then provide funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation examines how new charter school operators plan and implement their programs and considers the following research questions: (1) How are federal CSP funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) What is the effect of charter school maturity on students' academic outcomes?; and (6) How do students at new charter schools perform academically relative to comparable students at traditional district schools? The evaluation has produced two interim reports (June 2009 and February 2011) as well as this final report. Results from the interim reports indicated that charter schools used the largest proportion of CSP funding to support instruction, but that new charter schools' start-up experiences differed, depending on the level of support they received from founding entities. In particular, new charter schools that operated as part of a traditional district (i.e., campus charters) tended to have an easier time getting started because most districts provided support for campus charter school management and facilities, as well as the recruitment of staff and students. In contrast, many charter schools that operated outside of traditional district structures (i.e., open-enrollment charters) struggled to locate and furnish adequate facilities, and to recruit and retain qualified staff. The final report builds on interim findings and presents results for Research Question 1 and Research Questions 3 through 6 drawn from data collected from Generation 11, 12, 13, and 14 charter schools. The report also includes the results of surveys of principals, teachers, and students in Generation 11, 12, 13, and 14 charter schools, and the parents of students attending such schools, as well as information collected during site visits to a set of seven Generation 13 charter schools. Throughout the report chapters, results are disaggregated by charter school generation and charter school type where appropriate. Appended are: (1) Overview of Case Studies of Generation 13 Charter Schools; (2) Technical Appendix--Hierarchical Linear Modeling (HLM); (3) Propensity Score Matching; (4) Principal Survey; (5) Teacher Survey; (6) Student Survey; (7) Parent Survey; and (8) Characteristics of New Charter Schools in Texas. (Contains 78 tables, 7 figures, and 23 footnotes.) [For "Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary," see ED538561. For previous reports, see "Evaluation of New Texas Charter Schools: Interim Report (2007-10)" (ED538565) and "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)" (ED538554).]
- Published
- 2011
15. Students Training for Academic Readiness (STAR): Year Four Evaluation Report
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Texas Center for Educational Research (TCER), Rainey, Katharine, Maloney, Catherine, Sheehan, Daniel, and Lopez, Omar
- Abstract
The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. Created as part of the reauthorization of the Higher Education Act of 1965, GEAR UP began in 1998 as a system of federally funded grants targeted to schools in which at least 50% of students are designated as low income by their eligibility for free- or reduced-price lunches. GEAR UP grants extend across 6 school years and require that districts begin providing services to students no later than the seventh grade and that services continue until students graduate from high school. The United States Department of Education (USDE) provides for two types of GEAR UP grants: (1) partnerships grants made up of school districts, colleges or universities, and other organizations, and (2) state grants administered by state agencies, either alone or in partnership with other entities. In 2006, the Texas Education Agency (TEA) applied for and received a state grant to administer a GEAR UP project in six Gulf Coast area school districts. The state grant, titled Students Training for Academic Readiness, or STAR, is implemented in Alice ISD, Brooks County ISD, Corpus Christi ISD, Kingsville ISD, Mathis ISD, and Odem-Edroy ISD. Each STAR district includes a high school and its associated feeder pattern middle school in the project. STAR's 6-year implementation period encompasses the 2006-07 through 2011-12 school years. GEAR UP operates on an add-a-cohort model, in which the grade levels served by the grant expand as students progress through school. In STAR's initial grant year (2006-07), services were focused on students in Grade 7. In STAR's final year (2011-12), the initial Grade 7 cohort will be in Grade 12, and all students in Grades 7 through 12 will participate in grant services. The STAR evaluation is limited to the GEAR UP state grant and does not include GEAR UP partnership grants awarded to other entities in Texas. The findings presented in this report make up the fourth year evaluation of the state's GEAR UP/STAR project. Appended are: (1) Results from the Spring 2010 Teacher, Counselor, Librarian Survey; (2) Results from the Spring 2010 Parent Survey; (3) Results from the Spring 2010 Middle School Student Survey; (4) Results from the Spring 2010 High School Student Survey; (5) Instruments and Protocols; (6) STAR Goals and Objectives for the Statewide and District Programs; (7) Implementation Analysis: Data Sources and Methodology; (8) Implementation Analysis: Scoring Rubric; and (9) Advanced Course Performance Measures. (Contains 114 tables, 53 figures and 19 footnotes.) [For "Students Training for Academic Readiness (STAR): Year Four Evaluation Report. Executive Summary," see ED535982. For "Students Training for Academic Readiness (STAR): Year Three Evaluation Report," see ED535984.]
- Published
- 2011
16. Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
Since 1994, the U.S. Department of Education (USDE) has provided funding to new charter schools through Charter School Program (CSP) grants designed to provide support for the planning and implementation of effective new charter programs. Grants are awarded to state education agencies, which then provide funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The evaluation examines how new charter school operators plan and implement their programs and considers the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) What is the effect of charter school maturity on students' academic outcomes?; and (6) How do students at new charter schools perform academically relative to comparable students at traditional district schools? The evaluation will produce three reports--two interim reports (spring 2009 and winter 2011) and a final report in spring 2011. This is the evaluation's second interim report. It presents findings for Research Questions 1 through 5 drawn from data collected from Generation 11, 12, and 13 charter schools, and includes analyses based on TEA's Public Education Information Management System (PEIMS), Academic Excellence Indicator System (AEIS), and Texas Assessment of Knowledge and Skills (TAKS) data. The report also includes the results of spring 2009 surveys of principals, teachers, and students in Generation 11, 12, and 13 charter schools, and the parents of students attending such schools, as well as information collected during site visits to a set of seven Generation 13 charter schools during the 2008-09 school year. Site visits included interviews with school administrators, focus group discussions with teachers, students, and board members, as well as observations in core content area classes. Appended are: (1) Overview of Case Studies of Generation 13 Charter Schools; (2) Technical Appendix--Hierarchical Linear Modeling (HLM); (3) Principal Survey; (4) Teacher Survey; (5) Student Survey; (6) Parent Survey; and (7) Characteristics of New Charter Schools in Texas. (Contains 176 tables, 8 figures, and 53 footnotes.) [For related reports, see "Evaluation of New Texas Charter Schools: Interim Report (2007-10)" (ED538565) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).]
- Published
- 2011
17. Evaluation of New Texas Charter Schools: Second Interim Report (2007-10). Executive Summary
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
The Texas Education Agency (TEA) was awarded Charter School Program (CSP) funding in 2007, and specified that the required evaluation would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. TEA categorizes charter schools in terms of "generations" that roughly align with the years in which schools are first authorized to serve students as charter schools, which frames the evaluation in terms of Generation 11 (2006-07), Generation 12 (2007-08), Generation 13 (2008-09), and Generation 14 (2009-10) charter schools. The evaluation examines how new charter school operators plan and implement their programs. The evaluation will produce three reports--two interim reports (spring 2009 and winter 2011) and a final report in spring 2011. This is the evaluation's second interim report. It presents findings for Research Questions 1 through 5 drawn from data collected from Generation 11, 12, and 13 charter schools, and includes analyses based on TEA's Public Education Information Management System (PEIMS), Academic Excellence Indicator System (AEIS), and Texas Assessment of Knowledge and Skills (TAKS) data. The report also includes the results of spring 2009 surveys of principals, teachers, and students in Generation 11, 12, and 13 charter schools, and the parents of students attending such schools, as well as information collected during site visits to a set of seven Generation 13 charter schools during the 2008-09 school year. Site visits included interviews with school administrators, focus group discussions with teachers, students, and board members, as well as observations in core content area classes. Contains 7 footnotes.) [For the full report, "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)," see ED538554.]
- Published
- 2011
18. The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report. Executive Summary
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
The evaluation of the Texas Rural Technology (R-Tech) Pilot sought to understand how districts implemented R-Tech grants, the effects of implementation on student and teacher outcomes, as well as the cost effectiveness and sustainability of R-Tech. The Texas legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of R-Tech in order to support the state's small, rural districts in implementing technology-based supplemental education programs. R-Tech grants were intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that received grants were required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week; however, the grant did not establish minimum requirements for students' use of R-Tech resources. In establishing R-Tech, the legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The evaluation is made up of two interim reports (December 2008 and February 2010) and a final report (fall 2010). The findings presented here are drawn from the evaluation's final report (fall 2010). The report considers outcomes for 63 districts that received Cycle 1 grant awards across the 2-year grant period (May 2008 through May 2010). The sections that follow present key findings relative to each of the evaluation's research questions. Results are drawn from data collected across the full 2-year implementation period for Cycle 1 districts. (Contains 3 footnotes.) [For the full report, "The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report," see ED536686.]
- Published
- 2010
19. The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katharine
- Abstract
The evaluation of the Texas Rural Technology (R-Tech) Pilot sought to understand how districts implemented R-Tech grants, the effects of implementation on student and teacher outcomes, as well as the cost effectiveness and sustainability of R-Tech. The Texas legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of R-Tech in order to support the state's small, rural districts in implementing technology-based supplemental education programs. R-Tech grants were intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that received grants were required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week; however, the grant did not establish minimum requirements for students' use of R-Tech resources. In establishing R-Tech, the legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The evaluation is made up of two interim reports (December 2008 and February 2010) and a final report (fall 2010). The findings presented here are drawn from the evaluation's final report (fall 2010). The report considers outcomes for 63 districts that received Cycle 1 grant awards across the 2-year grant period (May 2008 through May 2010). The sections that follow present key findings relative to each of the evaluation's research questions. Results are drawn from data collected across the full 2-year implementation period for Cycle 1 districts. Appended are: (1) The Online Principal and R-Tech Facilitator Survey; (2) The Online Teacher Survey; (3) The Online Student Survey; (4) R-Tech Site Visits; (5) The Implementation of Dual Credit Courses on R-Tech Campuses; (6) Technical Appendix--Hierarchical Linear Modeling (HLM), Analyses of TAKS Outcomes; and (7) Technical Appendix--Hierarchical Linear Modeling (HLM), Analyses of Attendance Outcomes. (Contains 4 figures, 40 tables, and 56 footnotes.) [For "The Texas Rural Technology (R-TECH) Pilot Program: Cycle 1 Final Evaluation Report. Executive Summary," see ED536699.]
- Published
- 2010
20. Students Training for Academic Readiness (STAR): Year Three Evaluation Report
- Author
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Texas Center for Educational Research (TCER), Rainey, Katharine, Sheehan, Daniel, and Maloney, Catherine
- Abstract
This report presents findings from the Year 3 evaluation of Texas' state-level Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, grant. GEAR UP grant requirements include an evaluation component designed to assess program effectiveness and to measure progress toward project goals. To this end, the evaluation considers the following research questions: (1) What are the characteristics of participating STAR schools, students, teachers, and parents?; (2) How is STAR implemented across participating campuses?; and (3) What are the effects of STAR implementation on indicators of student achievement and college preparation? The evaluation employs a mixed-methods research design that combines qualitative and quantitative approaches to analyses. Data sources include interviews with district and campus-level administrators, core subject area teachers, counselors, and STAR coordinators; surveys of students, parents, teachers, librarians, and counselors; observations in STAR classrooms; and demographic and performance data collected through the Texas Public Education Information Management System (PEIMS) and the Texas Academic Excellence Indicator System (AEIS). On average, STAR campuses "partially" implemented STAR activities and services in 2008-09. Across the program, schools supported STAR, but had difficulty implementing specific initiatives and achieving project goals, such as supporting teachers' and students' professional and academic growth, increasing academic standards, and providing postsecondary information to parents and students. Findings from the 2008-09 evaluation suggest that increased experience with the STAR project may improve implementation quality. On average, middle schools, in their third year of implementation, earned higher scores than high schools, which were in their first year of implementation in 2008-09. Appended are: (1) Results from the Survey of Teachers, Counselors, and Librarians; (2) Results from the Parent Survey; (3) Results from the Middle School Student Survey; (4) Results from the High School Student Survey; (5) Instruments and Protocols; (6) STAR Goals and Objectives; (7) Implementation Analysis: Data Sources and Methodology; (8) Implementation Analysis: Scoring Rubric; and (9) Advanced Course Performance Measures. (Contains 123 tables, 43 figures and 27 footnotes.) [For "Students Training for Academic Readiness (STAR): Year Three Evaluation Report. Executive Summary," see ED535999.]
- Published
- 2010
21. The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katie
- Abstract
In 2007, the Texas Legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of the Texas Rural Technology (R-Tech) Pilot program, which provides $8 million in funding to support rural districts in implementing technology-based supplemental education programs. In order to be eligible for funding, districts must have served fewer than 5,000 students and must not have been located in a metropolitan region of the state in 2007. Districts with limited course offerings and low accountability ratings received priority in grant awards. R-Tech funding is intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that receive funding are required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week. In establishing R-Tech, the Legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The findings presented in this report are preliminary and are drawn from R-Tech's first implementation year in Cycle 1 districts. The ongoing evaluation will continue to collect information about how Cycle 1 districts implement R-Tech, the challenges and benefits of implementation, and the program's effect on student and teacher outcomes, as well as its cost effectiveness across the grant's second year. More conclusive findings for the grant's full 2-year implementation period will be presented in the final evaluation report (fall 2010). Appended are: (1) The Online Principal and R-Tech Facilitator Survey; (2) Online Teacher Survey; (3) Online Student Survey; (4) R-Tech Site Visits; (5) The Implementation of Dual Credit Courses on R-Tech Campuses; and (6) Technical Appendix--Hierarchical Linear Modeling (HLM). (Contains 11 figures, 53 tables, and 60 footnotes.) [For "The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report. Executive Summary," see ED536696.]
- Published
- 2010
22. The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report. Executive Summary
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katie
- Abstract
In 2007, the Texas Legislature (80th Texas Legislature, Regular Session, 2007) authorized the creation of the Texas Rural Technology (R-Tech) Pilot program, which provides $8 million in funding to support rural districts in implementing technology-based supplemental education programs. In order to be eligible for funding, districts must have served fewer than 5,000 students and must not have been located in a metropolitan region of the state in 2007. Districts with limited course offerings and low accountability ratings received priority in grant awards. R-Tech funding is intended to support supplemental educational programs, including online courses, offered outside of students' regularly scheduled classes (e.g., before or after school). Districts that receive funding are required to provide students in Grades 6 through 12 with access to technology-based instructional resources for a minimum of 10 hours a week. In establishing R-Tech, the Legislature required that the program be evaluated to assess its effects on student and teacher outcomes, as well as the program's cost effectiveness. The findings presented in this executive summary are preliminary and are drawn from R-Tech's first implementation year in Cycle 1 districts. The ongoing evaluation will continue to collect information about how Cycle 1 districts implement R-Tech, the challenges and benefits of implementation, and the program's effect on student and teacher outcomes, as well as its cost effectiveness across the grant's second year. More conclusive findings for the grant's full 2-year implementation period will be presented in the final evaluation report (fall 2010). (Contains 5 footnotes.) [For the full report, "The Texas Rural Technology (R-TECH) Pilot Program: Second Interim Evaluation Report," see ED536697.]
- Published
- 2010
23. Evaluating the Implementation Fidelity of Technology Immersion and Its Relationship with Student Achievement
- Author
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Shapley, Kelly S., Sheehan, Daniel, Maloney, Catherine, and Caranikas-Walker, Fanny
- Abstract
In a pilot study of the Technology Immersion model, high-need middle schools were "immersed" in technology by providing a laptop for each student and teacher, wireless Internet access, curricular and assessment resources, professional development, and technical and pedagogical support. This article examines the fidelity of model implementation and associations between implementation indicators and student achievement. Results across three years for 21 immersion schools show that the average levels of school support for Technology Immersion and teachers' Classroom Immersion increased slightly, while the level of Student Access and Use declined. Implementation quality varied across schools and classrooms, with a quarter or fewer of schools and core-content classrooms reaching "substantial" implementation. Using hierarchical linear modeling, we found that teacher-level implementation components (Immersion Support, Classroom Immersion) were inconsistent and mostly not statistically significant predictors of student achievement, whereas students' use of laptops outside of school for homework and learning games was the strongest implementation predictor of achievement. (Contains 14 tables, 5 figures, and 3 endnotes.)
- Published
- 2010
24. Evaluation of New Texas Charter Schools: Interim Report (2007-10)
- Author
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Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katie
- Abstract
As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. Appended are: (1) Survey of Principals and Teachers in New Open-Enrollment Charter Schools; (2) Survey of Students Attending New Open-Enrollment Charter Schools (Grades 4 and 5; Grades 6-12); and (3) Survey of Parents of Students Attending New Open-Enrollment Charter Schools. (Contains 71 tables, 9 figures, and 20 footnotes.) A glossary is included. [For "Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary," see ED538561. For related reports, see "Evaluation of New Texas Charter Schools: Second Interim Report (2007-10)" (ED538554) and "Evaluation of New Texas Charter Schools: Final Report (2007-10)" (ED538563).]
- Published
- 2009
25. Evaluation of New Texas Charter Schools: Interim Report (2007-10). Executive Summary
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Rainey, Katie
- Abstract
As interest in expanding the number of high quality charter schools available to parents and students has grown, policy makers have increased their focus on identifying and providing support to new charter programs that have the potential to improve student outcomes and satisfy parent and student needs. Since 1994, the U.S. Department of Education (USDE) has provided funding for new charter schools through a system of Charter School Program (CSP) grants. CSP funding is available to new charter schools for a period of 3 years, of which no more than 18 months may be used for school planning and design and 2 years may be used to implement the educational program. CSP grants are awarded to state education agencies, which then award funding to approved charter schools through a system of subgrants. As a condition of CSP funding, state education agencies are required to evaluate new charter schools using objective criteria and quantitative and qualitative data (Federal Register, 2007). The Texas Education Agency (TEA) was awarded CSP funding in 2007, and specified that the required evaluation--the Evaluation of New Texas Charter Schools--would focus on the experiences and outcomes of new charter schools authorized to begin serving students across 4 school years: 2006-07, 2007-08, 2008-09, and 2009-10. The evaluation will produce three reports--two interim reports (spring 2009 and fall 2009) and a final report in summer 2010. Across years, the evaluation will answer the following research questions: (1) How are federal start-up funds used to implement new charter school programs?; (2) What processes and practices guide the planning of new charter schools?; (3) What processes and practices guide the implementation of new charter school programs?; (4) How effective are new charter schools at designing and implementing successful educational programs?; (5) How do students at new charter schools perform academically relative to comparable students at traditional district schools?; and (6) What is the effect of charter school maturity on students' academic outcomes? The findings presented here are those of the evaluation's first interim report. Because Generation 13 and 14 charter schools were not serving students in 2007-08, they are not included in the first interim evaluation report (spring 2009). However, Generation 13 charter schools will be included in the second interim report (fall 2009), and all four generations will be included in the evaluation's final report (summer 2010). The first interim report addresses Research Questions 1 through 4 and incorporates statistical analyses of the characteristics of Generation 11 and 12 charter schools, as well as an analysis of charter schools' use of federal CSP grant funds in their start-up years. Statistical analyses rely on archival data collected through TEA's Public Education Information Management System (PEIMS) and its Academic Excellence Indicator System (AEIS), and results are presented for new Generation 11 and 12 charter schools, as well as for established charter schools in Generations 1 through 10. The first interim report also includes findings from spring 2008 surveys of principals, teachers, and students in Generation 11 and 12 open-enrollment charter schools, as well as a summer 2008 survey of parents of students attending such schools. (Contains 1 footnote.) [For the full report, "Evaluation of New Texas Charter Schools: Interim Report (2007-10)," see ED538565.]
- Published
- 2009
26. Evaluation of the Texas Technology Immersion Pilot: Final Outcomes for a Four-Year Study (2004-05 to 2007-08)
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Maloney, Catherine, and Caranikas-Walker, Fanny
- Abstract
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, was based on the assumption that the use of technology in Texas public schools could be achieved more effectively by "immersing" schools in technology rather than by introducing technology resources, such as hardware, software, digital content, and educator training, in a cyclical fashion over time. The Texas Education Agency (TEA) invested more than $20 million in federal Title II, Part D monies to fund Technology Immersion projects at high-need middle schools through a competitive grant process. Concurrently, a research study partially funded by a federal Evaluating State Educational Technology Programs grant has investigated whether student achievement improved over time through exposure to Technology Immersion. The Texas Center for Educational Research (TCER) was TEA's partner for a four-year evaluation of the implementation and effectiveness of the Technology Immersion model. The study addressed five major research questions: (1) What was the effect of Technology Immersion on teachers and teaching?; (2) What was the effect of Technology Immersion on students and learning?; (3) What was the effect of Technology Immersion on students' academic achievement?; (4) How well was Technology Immersion implemented; and (5) What was the relationship between implementation and student academic outcomes? The fourth-year evaluation provides final conclusions about the effects of Technology Immersion on schools, teachers, and students. This report combines information gathered during the fourth project year (2007-08) with data from the first-through-third implementation years (2004-05 through 2006-07). The study's quasi-experimental research design has allowed inferences about the causal effects of Technology Immersion through comparisons between 21 treatment schools and 21 control schools. Like previous years, outcomes represented the effects of Technology Immersion for schools that generally reached less than full implementation. Major findings from the fourth year are described. A final section discusses the quality of Technology Immersion implementation, prospects for sustainability of the model, and implications for educational policy. Appended are: (1) Theoretical Framework for technology Immersion--Literature Review; (2) Characteristics of Participating Schools; (3) Survey Items and Scale Reliabilities; (4) Measurement of Implementation Fidelity; and (5) Technical Appendix--Hierarchical Linear Modeling (HLM). Individual chapters contain footnotes. (Contains 26 tables and 73 figures.)
- Published
- 2009
27. Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, Rainey, Katie, and Whipple, Allyson
- Abstract
The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. The United States Department of Education (USDE) provides for two types of GEAR UP grants: (1) partnerships grants made up of school districts, colleges or universities, and other organizations, and (2) state grants administered by state agencies, either alone or in partnership with other entities. In 2006, the Texas Education Agency (TEA) applied for and received a state grant to administer a GEAR UP project in six Gulf Coast area school districts. The state grant, titled Students Training for Academic Readiness, or STAR, is implemented in six school districts in south Texas: Alice ISD, Brooks County ISD, Corpus Christi ISD, Kingsville ISD, Mathis ISD, and Odem-Edroy ISD. Each STAR district includes a high school and its associated feeder pattern middle school in the project. STAR addresses its goals through a collaborative partnership that includes TEA, College Board the College of Education at Texas A&M University--Corpus Christi, Fathers Active in Communities and Education (FACE), and the National Hispanic Institute (NHI). GEAR UP grant requirements include an evaluation component designed to assess effectiveness and measure progress toward project goals. TEA contracted the Texas Center for Educational Research (TCER), a nonprofit research entity, to conduct an external evaluation of the state's GEAR UP/STAR project. TCER's evaluation is limited to the GEAR UP state grant (i.e., STAR) and does not include GEAR UP partnership grants awarded to other entities in Texas. The findings presented in this executive summary make up the second year evaluation of the state's GEAR UP/STAR project. (Contains 1 footnote.) [For the full report, "Students Training for Academic Readiness (STAR): Year Two Evaluation Report," see ED538135.]
- Published
- 2008
28. Students Training for Academic Readiness (STAR): Year Two Evaluation Report
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, Rainey, Katie, and Whipple, Allyson
- Abstract
The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, project strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. Created as part of the reauthorization of the Higher Education Act of 1965, GEAR UP began in 1998 as a system of federally funded grants targeted to schools in which at least 50% of students are designated as low income by their eligibility for free- or reduced-price lunches. In 2006, the Texas Education Agency (TEA) applied for and received a state grant to administer a GEAR UP project in six Gulf Coast area school districts in which "a college education seems almost impossible" for many students (TEA, GEAR UP grant application, 2006). The state project, Students Training for Academic Readiness, or STAR, will receive approximately $18 million in federal funding across six school years (about $3 million each project year) to implement GEAR UP in the six STAR districts. Each district is eligible to receive funding ranging from $125,000 to $250,000 annually for each year of the grant and must provide matching funds equivalent to at least 101.55% of the federal contribution. This report presents information on the second year (2007-08) of the STAR project, making comparisons, where appropriate, to first year (2006-07) findings and baseline data collected for the 2005-06 school year. Report chapters rely on data collected through paper and pencil surveys of middle and high school students; an online survey of STAR teachers, counselors, and librarians; and a telephone survey of parents of students enrolled in STAR campuses; as well as data collected through interviews with administrators and counselors in STAR districts, focus group discussions with teachers on STAR campuses, and observations in STAR core content area classrooms. In addition, the report incorporates archival data drawn from TEA's Public Education Information Management System (PEIMS) and Academic Excellence Indicator System (AEIS), the Texas Higher Education Coordinating Board (THECB) and College Board reports. Chapter 1 provides a brief summary of the college readiness literature and an overview of the components of the STAR project and partners. Chapter 2 presents the theoretical framework and methodology of the evaluation and describes the characteristics of the STAR districts and campuses as well as the characteristics of respondents to STAR's 2008 surveys of middle and high school students; teachers, counselors, and librarians; and parents of students attending STAR campuses. Chapter 3 presents baseline information about instruction in STAR classrooms. Classroom observation data were collected during spring 2008 site visits and will provide an initial measure against which evaluators will assess changes in classroom practice across future evaluation years. Chapter 4 examines the STAR districts' approaches to providing college information to students and their families, and generating family and community support for college readiness. Findings are derived from analysis of site visit interviews with teachers and administrators and from surveys of students and parents. Chapter 5 describes STAR districts' efforts to increase students' access to advanced academic programs and to provide teacher professional development to improve the rigor of instruction. Findings are derived from analyses of student surveys; a survey of teachers, counselors, and librarians; and site visit interviews with teachers, administrators, and counselors. Chapter 6 discusses STAR students' first year (2006-07) academic performance, advanced course completion, and graduation and college enrollment rates for STAR districts relative to baseline data collected in 2005-06. The chapter relies on archival data sources, including Texas Public Education Information Management System (PEIMS) and the Academic Excellence Indicator System (AEIS) as well as Texas Higher Education Coordinating Board (THECB) and College Board reports. Chapter 7 presents a summary of the findings of the 2007-08 STAR evaluation. Appended are: (1) Results from the Survey of Teachers, Counselors, and Librarians; (2) Results from the Parent Survey; (3) Results from the Middle School Student Survey; (4) Results from the High School Student Survey; (5) Instruments and Protocols; and (6) STAR Goals and Objectives. Individual chapters contain footnotes. GEAR UP STAR Glossary of Programs is included. Individual chapters contain footnotes. (Contains 165 tables and 30 figures.) [For "Students Training for Academic Readiness (STAR): Year Two Evaluation Report. Executive Summary," see ED538136. For "Students Training for Academic Readiness (STAR): Year One Evaluation Report," see ED538133.]
- Published
- 2008
29. The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report. Executive Summary
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Whipple, Allyson
- Abstract
Recognizing the challenges rural districts face in providing broad curricular offerings and supplemental educational services to students, in 2007, the 80th Texas Legislature authorized the creation of a pilot program designed to provide technology-based supplemental educational services to rural school districts that show an overall academic need as demonstrated by their 2007 state accountability ratings. The Rural Technology (R-Tech) Pilot Program provides nearly $8 million in funding for technology-based supplemental education programs, including online courses, to students in Grades 6 through 12 in high-need, rural districts. In establishing R-Tech, Legislators called for the pilot program to be evaluated to assess its effectiveness, requiring an interim report in December 2008 and a final evaluation report in December 2010. The following results are drawn from the evaluation's first interim report (Texas Center for Educational Research [TCER], December 2008). The interim report describes the characteristics of R-Tech districts and campuses, the students they enroll, and the teachers they employ. It presents baseline data on students' academic outcomes and describes how districts plan to implement the R-Tech program in their schools. Report sections provide baseline information and are descriptive in nature. They provide important information about the context for and implementation of the R-Tech pilot program, but they do not comprise an assessment of the pilot's effectiveness. A comprehensive evaluation report, due in December 2010, will evaluate the pilot program's effectiveness, including its effect on students' academic achievement and college readiness outcomes, as well as its cost effectiveness. [For the full report, "The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report," see ED536698.]
- Published
- 2008
30. The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Sheehan, Daniel, and Whipple, Allyson
- Abstract
Recognizing the challenges rural districts face in providing broad curricular offerings and supplemental educational services to students, in 2007, the 80th Texas Legislature authorized the creation of a pilot program designed to provide technology-based supplemental educational services to rural school districts that show an overall academic need as demonstrated by their 2007 state accountability ratings. The Rural Technology (R-Tech) Pilot Program provides nearly $8 million in funding for technology-based supplemental education programs, including online courses, to students in Grades 6 through 12 in high-need, rural districts. In establishing R-Tech, Legislators called for the pilot program to be evaluated to assess its effectiveness, requiring an interim report in December 2008 and a final evaluation report in December 2010. The interim report describes the characteristics of R-Tech districts and campuses, the students they enroll, and the teachers they employ. It presents baseline data on students' academic outcomes and describes how districts plan to implement the R-Tech program in their schools. Report sections provide baseline information and are descriptive in nature. They provide important information about the context for and implementation of the R-Tech pilot program, but they do not comprise an assessment of the pilot's effectiveness. A comprehensive evaluation report, due in December 2010, will evaluate the pilot program's effectiveness, including its effect on students' academic achievement and college readiness outcomes, as well as its cost effectiveness. (Contains 6 figures, 19 tables, and 14 footnotes.) [For "The Texas Rural Technology (R-TECH) Pilot Program: Interim Evaluation Report. Executive Summary," see ED536700.]
- Published
- 2008
31. Evaluation of the Texas Technology Immersion Pilot: Third-Year (2006-07) Traits of Higher Technology Immersion Schools and Teachers
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Maloney, Catherine, Caranikas-Walker, Fanny, and Sheehan, Daniel
- Abstract
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate technology into the classroom, and support for effective technology use. The TEA has used federal Title II, Part D monies to fund Technology Immersion projects for high-need middle schools. Researchers are conducting a four-year investigation of the effects of Technology Immersion on schools, teachers, and students. The Texas Center for Educational Research is the TEA's primary partner for the evaluation that began in the 2004-05 school year and will continue through 2007-08. Given that TIP is a pilot project, one aspect of the research has centered on studying how the 21 treatment schools implemented the Technology Immersion model. As a way to gauge schools' progress, researchers developed quantitative measures of implementation fidelity (i.e., the extent to which a school implemented the prescribed components of Technology Immersion). Additionally, researchers have explored the nature of implementation through site visits conducted at middle schools on four occasions: fall 2004 (project initiation), spring 2005 (first year), spring 2006 (second year), and spring 2007 (third year). During site visits, the authors conducted interviews with district administrators, school principals, and technology leaders; focus groups and interviews with core-subject teachers; and focus groups with students. Structured conversations with educators and students solicited their views on project implementation and opinions about project effects on everyone involved. Evidence from the first two project years revealed that some schools struggled to implement the Technology Immersion model as designed, while other schools reached far higher levels of implementation. Thus, in the third year researchers investigated "why" some schools and teachers made notable progress toward creating technology-immersed schools and classrooms, while others had minimal success. Their study of third-year implementation was guided by two major research questions: (a) What are the differences between higher and lower Technology Immersion schools, and what factors explain variations in implementation; and (b) what are the differences between teachers who report higher and lower levels of Classroom Immersion, and what factors are associated with those differences? An overarching purpose of the study was the identification of traits of higher implementing schools and teachers that would provide information on effective implementation practices for other educators wanting to pursue Technology Immersion. Qualitative analyses provide new insights and advance their understanding of how schools reached higher levels of Technology Immersion, and how teachers created technology-immersed classrooms. Importantly, the authors find that it is not just the characteristics of schools or teachers that made the greatest difference, but consistent with the immersion model, it was the supportive conditions that advanced project goals. District and school leaders at higher Technology Immersion schools set the direction for school change and provided continuous supports that fostered higher levels of implementation. Foremost, leaders championed the benefits of Technology Immersion for students as the justification for arduous efforts aimed at school and classroom change. Notable also was the importance of continual outreach to parents who had to shoulder responsibility for individual laptops along with their children. Findings also point to the significance of teacher support for Technology Immersion, as teachers act as the gatekeepers to students' experiences with laptops. Teachers, including veterans, who worked in schools with sufficient technical support, extensive opportunities for professional development, encouragement and accountability for changed practices, collegial working environments, and consistent messages from leaders about the importance of immersion for students grew incrementally toward higher levels of Classroom Immersion over time. Moreover, the quality of school and classroom implementation was vitally important for students. Higher levels of implementation allowed students to use laptops more often for learning both within and outside of school, to use laptops for more varied and complex assignments and projects, and to use laptops for more intellectually rigorous schoolwork. Evidence suggests that these kinds of experiences improved the quality of students learning opportunities as well as their academic achievement, particularly for special populations such as English language learners, higher and lower achievers, and special education students. Many students also benefited personally through greater personal organization and responsibility and preparation for college and future employment. Appended are: (1) Measurement of Implementation Fidelity; and (2) Observation of Teaching and Learning. Individual chapters contain footnotes. (Contains 8 figures, 18 tables and 7 exhibits.
- Published
- 2008
32. Evaluation of the Texas Technology Immersion Pilot: Outcomes for the Third Year (2006-07)
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Maloney, Catherine, and Caranikas-Walker, Fanny
- Abstract
The Technology Immersion Pilot (TIP), created by the Texas Legislature in 2003, set forth a vision for technology immersion in public schools. Senate Bill 396 called for the Texas Education Agency (TEA) to establish a pilot project to "immerse" schools in technology by providing a wireless mobile computing device for each teacher and student, technology-based learning resources, training for teachers to integrate technology into the classroom, and support for effective technology use. In response to this non-funded legislative mandate, the TEA has used more than $20 million in federal Title II, Part D monies to fund "technology immersion" projects for high-need middle schools through a competitive grant process. Concurrently, a research study, partially funded by a federal Evaluating State Educational Technology Programs grant, is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner for this four-year evaluation that began in the 2004-05 school year and will continue through 2007-08. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). The evaluation also examines the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. The research design is quasi-experimental with middle schools assigned to either treatment or control groups. This report concentrates on information gathered during the 2006-07 school year, but analyses also include data from the first (2004-05) and second (2005-06) project years. The research includes 42 grades 6 to 8 middle schools drawn from rural, suburban, and urban locations in Texas. Schools are divided equally between the treatment group (21) and control group (21). The middle schools are typically small (402 students, on average); however, enrollments vary widely (from 83 to 1,447 students). While schools are mainly concentrated in small or very small Texas districts (less than 3,000 students), about a third of schools are in very large districts (10,000 or more students). Some of the findings include: (1) In the third year, immersion teachers continued to grow in technology proficiency and in their use of technology for professional productivity at significantly faster rates than control teachers; (2) Technology immersion significantly increased students' technology proficiency and reduced the proficiency gap between economically advantaged and disadvantaged students; (3) Technology immersion had no statistically significant effect on students' TAKS reading achievement; and (4) Although the overall level of implementation increased between the second and third project years, just a quarter of schools reached substantial levels of technology immersion. Appended are: (1) Theoretical Framework for Technology Immersion--Literature Review; (2) Characteristics of Participating Schools; (3) Survey Items and Scale Reliabilities; (4) Measurement of Implementation Fidelity; (5) Technical Appendix--Hierarchical Linear Modeling (HLM); and (6) Effects of Technology Immersion on Schools. Individual chapters contain footnotes. (Contains 25 figures, 82 tables and 1 exhibit.)
- Published
- 2008
33. Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Caranikas-Walker, Fanny, and Sheehan, Daniel
- Abstract
The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. Students Training for Academic Readiness (STAR) is the Texas Education Agency's (TEA) second state-level GEAR UP grant. During the 2006-07 school year, STAR began providing services to six south Texas school districts: Alice ISD, Brooks County ISD, Corpus Christi ISD, Kingsville ISD, Mathis ISD, Odem-Elroy ISD. STAR districts exceed state averages in the proportion of low-income and minority students they serve and lag state averages in terms of their testing outcomes and graduation rates. Through a collaborative partnership that includes the TEA, P-16 Partnerships for Student Success at the College of Education at Texas A&M University--Corpus Christi (P[superscript 2]S[superscript 2]), the College Board, Fathers Active in Communities and Education (FACE), and the National Hispanic Institute (NHI), the STAR project seeks to increase (1) the information available to students and their families about postsecondary educational opportunities, (2) students' access to advanced academic programs, (3) training for teachers and counselors, and (4) parent and community support for a student's decision to go to college. The 2006-07 evaluation describes the process of first year implementation and presents baseline indicators of student enrollment, academic performance, and postsecondary participation that will act as benchmarks for measuring districts' progress over the course of the STAR project. This executive summary presents the major findings from the study. [For the full report, "Students Training for Academic Readiness (STAR): Year One Evaluation Report," see ED538133.]
- Published
- 2007
34. Students Training for Academic Readiness (STAR): Year One Evaluation Report
- Author
-
Texas Center for Educational Research (TCER), Maloney, Catherine, Caranikas-Walker, Fanny, and Sheehan, Daniel
- Abstract
The federal Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP, strives to equalize low-income students' access to higher education by increasing their participation in rigorous coursework, providing expanded opportunities for low-income students and parents to learn about postsecondary educational opportunities and financing options, and forging strong partnerships between school districts, colleges, and community support groups. The Texas Education Agency (TEA) participated in the first implementation of GEAR UP state grants through the Texans Getting Academically Prepared (TGAP) project, which extended from the 1999-00 school year through 2004-05. The Texas Center for Educational Research (TCER) conducted the evaluation of the TGAP project and was included as the TEA's evaluation partner for the Agency's second GEAR UP grant, Students Training for Academic Readiness (STAR). The STAR project began providing services to students in six south Texas school districts in 2006-07, and services will continue through the 2011-12 school year. Each STAR district is eligible to receive funding ranging from $125,000 to $250,000 annually for each year of the grant and must provide matching funds equivalent to at least 101.55% of the federal contribution. This report presents information on the first year of the STAR project. It provides baseline information about STAR districts, campuses, students, and their parents; it describes the processes of first year implementation across districts; and it provides recommendations for implementation in the coming years. Chapters 2 and 6 present data disaggregated by campus in order to illustrate differences across sites; however, chapters that rely on survey data present results aggregated across campuses. Survey results by campus are presented in Appendices A, B, C, and D. Because the data presented in this report represent schools' first year efforts to implement STAR, the authors make no attempt to evaluate the effectiveness of activities or services on student outcomes. Instead, they offer findings drawn from their first year analysis that are designed to support STAR districts, campuses, and partner organizations as they work to implement the program in the coming years. Appended are: (1) Results from the Survey of Teachers, Counselors, and Librarians; (2) Results from the Parent Survey; (3) Results from the Middle School Student Survey; (4) Results from the High School Student Survey; and (5) Instruments and Protocols. Individual chapters contain footnotes. (Contains 109 tables and 26 figures.) [For "Students Training for Academic Readiness (STAR): Year One Evaluation Report. Executive Summary," see ED538134.]
- Published
- 2007
35. Evaluation of the Texas Technology Immersion Pilot: An Analysis of Second-Year (2005-06) Implementation
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Maloney, Catherine, Caranikas-Walker, Fanny, and Huntsberger, Briana
- Abstract
The Technology Immersion Pilot (TIP), a project sponsored by the Texas Education Agency (TEA), leverages federal Title II, Part D funds to support a wireless learning environment for high-need middle schools. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this four-year endeavor that began in the 2004-05 school year and will continue through 2007-08. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration, and technical support for immersion. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects (English language arts, mathematics, science, and social studies) as measured by the Texas Assessment of Knowledge and Skills (TAKS). The study also examines relationships that exist among contextual conditions, technology immersion, intervening factors, and academic achievement. Accordingly, researchers have annually conducted site visits to treatment and control campuses in order to better understand initial conditions and changes over time. Visits to campuses in fall 2004 and spring 2005 established the comparability of treatment and control schools and documented first-year implementation. In spring 2006, follow-up site visits to each of the 22 immersion and 22 control schools focused on second-year activities (encompassing the 2005-06 school year). Researchers conducted interviews with principals, technology coordinators, and central administrators and focus groups with a sample of sixth- and seventh-grade teachers and students. In the second year, two middle schools in one district (one immersion and one control) were excluded from analyses due to disruptions of school operations caused by Hurricane Rita on the Texas Gulf coast. Thus, second-year results are for 21 immersion and 21 control schools. Data gathered at control campuses verified that the availability and use of technology had not changed substantially since the project's inception, while data gathered at immersion schools contributed to an in-depth examination of second-year implementation. This report combines qualitative data (from interviews and focus groups with selected subjects) and quantitative data (from surveys of all teachers and students) to provide a comprehensive description of second-year implementation of technology immersion. The authors measured implementation using standard-based scores defining four levels of immersion ("minimal," "partial," "substantial," and "full") and standardized implementation indices (z scores). Both types of scores produced measures for five immersion support components (Leadership, Teacher Support, Parent and Community Support, Technical Support, Professional Development) and two teacher and student immersion components (Classroom Immersion and Student Access and Use). Appended are: (1) Characteristics of Individual Campuses; (2) Site Visit Data Collection Methods; and (3) Measuring Implementation Fidelity. Individual chapters contain footnotes. (Contains 16 tables, 8 figures and 6 exhibits.) [For "Evaluation of the Texas Technology Immersion Pilot: An Analysis of Second-Year (2005-06) Implementation. Executive Summary," see ED536292.]
- Published
- 2007
36. Evaluation of the Texas Technology Immersion Pilot: Findings from the Second Year
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Maloney, Catherine, Caranikas-Walker, Fanny, Huntsberger, Briana, and Sturges, Keith
- Abstract
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) originally directed more than $14.5 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this four-year endeavor. The overarching purpose of the study is to scientifically investigate the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The evaluation employs a quasi-experimental research design, and in the first year, included 22 experimental and 22 control schools. In the project's second year, however, the research design was modified when two middle schools in one district (one experimental and one control) were lost due to damage caused by Hurricane Rita on the Texas Gulf coast. Thus, second-year results (for the 2005-06 school year) are for the remaining 21 treatment and 21 control schools. A re-analysis of baseline data for the new sample revealed that school and student characteristics generally were unchanged and differences between comparison groups remained statistically insignificant. In the second year, researchers examined the nature of project implementation at the immersion sites. Additionally, they gauged the effects of technology immersion on teacher and student mediating variables as well as the effects of immersion on students' reading, mathematics, and writing achievement. Some of the second-year findings include: (1) Immersion teachers grew in technology proficiency and in their use of technology for professional productivity at significantly faster rates than control teachers; (2) Technology immersion had no statistically significant effect on Cohort 1, seventh graders' achievement in reading, mathematics, or writing; and (3) Most of the middle schools struggled in the second year to implement the prescribed components of technology immersion. Appended are: (1) Theoretical Framework for Technology Immersion--Literature Review; (2) Survey Items and Scale Reliabilities; (3) Measuring Implementation Fidelity; (4) Effects of Technology Immersion on Schools; and (5) Technical Appendix--Hierarchical Linear Modeling (HLM). Individual chapters contain footnotes. (Contains 17 figures and 63 tables.)
- Published
- 2007
37. RNA sequencing data from neutrophils of patients with cystic fibrosis reveals potential for developing biomarkers for pulmonary exacerbations
- Author
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Jiang, Kaiyu, Poppenberg, Kerry E., Wong, Laiping, Chen, Yanmin, Borowitz, Drucy, Goetz, Danielle, Sheehan, Daniel, Frederick, Carla, Tutino, Vincent M., Meng, Hui, and Jarvis, James N.
- Published
- 2019
- Full Text
- View/download PDF
38. Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle School
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Sturges, Keith, Caranikas-Walker, Fanny, Huntsberger, Briana, and Maloney, Catherine
- Abstract
The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves over time as a result of exposure to technology immersion. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The study of technology immersion employs a quasi-experimental research design with middle schools assigned to either treatment or control groups (22 schools in each). While the overarching purpose of the study is to scientifically test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects, the evaluation also aims to examine the relationships that exist among contextual conditions, technology immersion, intervening factors, and student achievement. Data gathered through site visits to all participating middle school campuses in fall 2004 and spring 2005 allowed an in-depth examination of campus conditions, school and classroom activities, and educational roles and processes through interviews with key personnel, focus groups with teachers and students, inventories of technology resources, and reviews of documents. Appended are: (1) Technology Immersion Evaluation Design; (2) Characteristics of Technology; and (3) Technology Use in Core Subjects. Individual chapters contain footnotes. (Contains 12 tables and 1 figure.) [For "Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary," see ED536297.]
- Published
- 2006
39. Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle Schools. Executive Summary
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Sturges, Keith, Caranikas-Walker, Fanny, Huntsberger, Briana, and Maloney, Catherine
- Abstract
The Texas Education Agency (TEA) used Title II, Part D monies to fund a wireless learning environment for high-need middle schools through the Technology Immersion Pilot (TIP). A concurrent research project funded by a federal Evaluating State Education Technology Programs grant is scientifically evaluating whether student achievement improves over time as a result of exposure to technology immersion. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The study of technology immersion employs a quasi-experimental research design with middle schools assigned to either treatment or control groups (22 schools in each). While the overarching purpose of the study is to scientifically test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects, the evaluation also aims to examine the relationships that exist among contextual conditions, technology immersion, intervening factors, and student achievement. Data gathered through site visits to all participating middle school campuses in fall 2004 and spring 2005 allowed an in-depth examination of campus conditions, school and classroom activities, and educational roles and processes through interviews with key personnel, focus groups with teachers and students, inventories of technology resources, and reviews of documents. Major findings from the first year are summarized in this executive summary. [For the full report, "Evaluation of the Texas Technology Immersion Pilot: An Analysis of the Baseline Conditions and First-Year Implementation of Technology Immersion in Middle School," see ED536299.]
- Published
- 2006
40. Effects of Technology Immersion on Teaching and Learning: Evidence from Observations of Sixth-Grade Classrooms
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly S., Sheehan, Daniel, Sturges, Keith, Caranikas-Walker, Fanny, Huntsberger, Briana, and Maloney, Catherine
- Abstract
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools that links ubiquitous access to technology with student achievement. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. Concurrently, a federally funded research project is scientifically evaluating the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects as measured by the Texas Assessment of Knowledge and Skills (TAKS). Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. This evaluation, with 22 experimental and 22 control sites, is also examining the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. Of particular interest are the effects of technology immersion on teachers' classroom practices and students' learning opportunities. Accordingly, this report centers on classroom observations conducted in sixth-grade classrooms at immersed and control schools during fall 2004 (prior to immersion) and spring 2005 (during early implementation). Appended are: (1) Theoretical Framework for Technology Immersion; (2) Observation of Teaching and Learning; and (3) Framework of Assessment Approaches and Methods. (Contains 3 figures and 10 tables.)
- Published
- 2006
41. Evaluation of the Texas Technology Immersion Pilot: First-Year Results
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Sturges, Keith, Caranikas-Walker, Fanny, Huntsberger, Briana, and Maloney, Catherine
- Abstract
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this landmark effort. The overarching purpose of the study is to conduct a scientifically based evaluation at the state level to test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. The evaluation employs a quasi-experimental research design with 44 middle schools assigned to either treatment or control groups (22 schools in each). Researchers will examine the relationships that exist among contextual conditions, technology immersion, intervening factors (school, teacher, and student), and student achievement. The research also will determine the impact of immersion on student achievement in core subject areas as measured by the Texas Assessment of Knowledge and Skills (TAKS). First-year results reveal positive effects of technology immersion on "schools" (leadership and system support, innovative culture, classroom integration, parent and community support), "teachers" (proficiency and productivity, technology use and integration, collaboration), and "students" (technology proficiency and use, small-group work, school satisfaction, and behavior). In most cases, the sizes of effects suggest that the impacts of technology immersion are of both statistical and practical importance. In contrast to positive effects on school, teacher, and student mediating variables, there were no statistically significant effects of immersion in the first year on either reading or mathematics achievement for sixth graders, who are members of a student cohort that will be followed through eighth grade. Overall, positive findings are compelling in light of evidence indicating that the level of implementation in the first year for 20 of the 22 middle schools was only "partial immersion" rather than "substantial" (2 schools) or "full immersion" (no schools). Appended are: (1) Survey Items and Scale Reliabilities; and (2) Implementation Fidelity of Technology Immersion. (Contains 38 tables, 6 figures and 10 footnotes.) [For "Evaluation of the Texas Technology Immersion Pilot: First-Year Results. Executive Summary," see ED536298.]
- Published
- 2006
42. Evaluation of the Texas Technology Immersion Pilot: First-Year Results. Executive Summary
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Sheehan, Daniel, Sturges, Keith, Caranikas-Walker, Fanny, Huntsberger, Briana, and Maloney, Catherine
- Abstract
The Technology Immersion Pilot (TIP) sets forth a vision for technology immersion in Texas public schools. The Texas Education Agency (TEA) directed nearly $14 million in federal Title II, Part D monies toward funding a wireless learning environment for high-need middle schools through a competitive grant process. A concurrent research project funded by a federal Evaluating State Educational Technology Programs grant is evaluating whether student achievement improves over time as a result of exposure to technology immersion. The Texas Center for Educational Research (TCER)--a non-profit research organization in Austin--is the TEA's primary partner in this landmark effort. The overarching purpose of the study is to conduct a scientifically based evaluation at the state level to test the effectiveness of technology immersion in increasing middle school students' achievement in core academic subjects. Technology immersion encompasses multiple components, including a laptop computer for every middle school student and teacher, wireless access throughout the campus, online curricular and assessment resources, professional development and ongoing pedagogical support for curricular integration of technology resources, and technical support to maintain an immersed campus. This executive summary highlights the major findings from the study. [For the full report, "Evaluation of the Texas Technology Immersion Pilot: First-Year Results," see ED536290.]
- Published
- 2006
43. Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sturges, Keith, Sheehan, Daniel, Weiher, Gregory R., Hughes, Christina, and Howard, Joseph
- Abstract
The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state grant was guided by three goals for (a) building educator and student capacity for successful participation in challenging college preparatory programs, (b) increasing student and family awareness of opportunities for college and financial aid assistance, and (c) providing meaningful incentives and support for high student achievement from the business community. The TGAP evaluation assessed progress toward the three overarching TGAP goals. Researchers explored (a) how TGAP influenced the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; (b) the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increased; and (c) the academic outcomes for schools and their students. The findings also offer insight into program implementation and sustainability. Researchers combined qualitative and quantitative data collection approaches with rich and varied sources of data. These included annual, on-site interviews (with teachers, students, counselors, and university faculty fellows), classroom observations in Advanced Placement (AP) and Pre-AP classrooms, document and product reviews, interviews with project partners, teacher and student surveys, and demographic and performance data. The methodological approach relied on triangulation to examine patterns in both project implementation and academic outcomes. Appended are: (1) TGAP Goals; (2) Site Visit Interview Protocols; (3) Classroom Observation Instrument; (4) Faculty Fellows Interview Instruments; (5) Student Survey; (6) Teacher Survey; (7) Parent/Guardian Surveys; (8) Data Detail; (9) Methodological Detail; and (10) TAKS Objective Scores. Individual sections contain footnotes. (Contains 163 tables and 36 figures.) [For "Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary," see ED539928.]
- Published
- 2006
44. Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005. Executive Summary
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Sturges, Keith, Sheehan, Daniel, Weiher, Gregory R., Hughes, Christina, and Howard, Joseph
- Abstract
The Texas Education Agency's (TEA's) state GEAR UP project--Texans Getting Academically Prepared (TGAP)--has provided interconnected activities supporting early awareness of and preparation for higher education among low-income and minority students, their families, and schools in six South Texas school districts. Over its six years, the state grant was guided by three goals for (a) building educator and student capacity for successful participation in challenging college preparatory programs, (b) increasing student and family awareness of opportunities for college and financial aid assistance, and (c) providing meaningful incentives and support for high student achievement from the business community. The TGAP evaluation assessed progress toward the three overarching TGAP goals. Researchers explored (a) how TGAP influenced the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; (b) the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increased; and (c) the academic outcomes for schools and their students. The findings also offer insight into program implementation and sustainability. Researchers combined qualitative and quantitative data collection approaches with rich and varied sources of data. These included annual, on-site interviews (with teachers, students, counselors, and university faculty fellows), classroom observations in Advanced Placement (AP) and Pre-AP classrooms, document and product reviews, interviews with project partners, teacher and student surveys, and demographic and performance data. The methodological approach relied on triangulation to examine patterns in both project implementation and academic outcomes. [For the full report, "Texans Getting Academically Prepared (TGAP): Year Six Evaluation Report, September 2004-August 2005," see ED539929.]
- Published
- 2006
45. Texans Getting Academically Prepared (TGAP): Year Five Evaluation Report, September 2003-August 2004
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Pieper, Amy, Vicknair, Keven, Sheehan, Daniel, Weiher, Gregory R., Hughes, Christina, and Howard, Joseph
- Abstract
In October 1999, the Texas Education Agency (TEA) received a GEAR UP state grant. TEA's project, Texans Getting Academically Prepared (TGAP), was originally a five-year grant. However, additional federal funding extended the project for a sixth year. TGAP begins at the middle-school level to prepare low-income and minority students for higher education opportunities. Targeting six South Texas school districts, TGAP includes interconnected activities supporting early awareness of and preparation for higher education among students, their families, and schools. This evaluation examines the fifth year of a six-year TGAP project. TGAP was initiated in the 1999-2000 school year, continued through its fifth school year in 2003-04, and as a result of additional federal grant funds, will conclude at the end of the 2004-05 school year. The evaluation assesses progress toward three overarching TGAP goals: "building capacity, increasing student and family awareness, and gaining business and community support." Specifically, the evaluation explores how TGAP builds the capacity of districts, schools, educators, parents, and students to support students' participation in higher education; and the extent to which student and parent awareness of college opportunities, including financial aid and assistance, increases. In addition, the evaluation assesses academic outcomes for schools and their students, and offers insight into program implementation and sustainability. Appended are: (1) TGAP Goals; (2) Site Visit Interview Protocols; (3) Classroom Observation Instrument; (4) Faculty Fellows Interview Instruments; (5) Student Survey; (6) Teacher Survey; (7) Parent/Guardian Surveys; (8) Data Detail; (9) Methodological Detail; and (10) TAKS Objective Scores. Individual sections contain footnotes. (Contains 167 tables and 34 figures.)
- Published
- 2005
46. Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School
- Author
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Texas Center for Educational Research (TCER), Shapley, Kelly, Vicknair, Keven, Sheehan, Daniel, Pieper, Amy, Jepson, Dana, Sturges, Keith, Bush, Joan, and Vandiver, Sherrie
- Abstract
The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the Ninth Grade Success Initiative (NGSI), and case studies of districts that received NGSI grants. The evaluation covers a four-year period between the 1999-2000 and 2002-03 school years.
- Published
- 2004
47. Texas Study of Students at Risk: Case Studies of Initiatives Supporting Ninth Graders' Success. Cross-Site Report
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Vicknair, Keven, Sheehan, Daniel, Pieper, Amy, Jepson, Dana, Sturges, Keith, Bush, Joan, and Vandiver, Sherrie
- Abstract
Researchers conducted case studies of Ninth Grade Success Initiative (NGSI) grants to gain a greater understanding of issues facing large numbers of at-risk students, many of whom, despite potentially receiving services as early as kindergarten, still reach ninth grade unprepared to succeed academically in high school. Case studies focused on NGSI projects and the broader high school contexts in which they operated. Studies involved 11 of 226 districts that received NGSI funding between 1999-2000 and 2002-03. In addition to NGSI funds, districts also benefited from Optional Extended Year program (OEYP) formula-based allocations, Texas After School Initiative (TASI) grants, or both. Appended are: (1) Teacher Questionnaire; (2) Student Questionnaire; (3) TxSSAR Classroom Observation Form Fall 2003; (4) Results for Classroom Observations by Subject Area; and (5) Factors Jeopardizing Internal Validity. (Contains 23 tables and 5 figures.)
- Published
- 2004
48. Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School
- Author
-
Texas Center for Educational Research (TCER), Shapley, Kelly, Vicknair, Keven, Sheehan, Daniel, Pieper, Amy, Jepson, Dana, Sturges, Keith, Bush, Joan, and Vandiver, Sherrie
- Abstract
The Texas Study of Students at Risk (TxSSAR) is a comprehensive evaluation examining the effectiveness of three state-level programs with the common goal of helping students at risk of failure to achieve academically. The study comprises investigations of the Optional Extended Year Program (OEYP), the Texas After School Initiative (TASI), and the Ninth Grade Success Initiative (NGSI), and case studies of districts that received NGSI grants. The evaluation covers a four-year period between the 1999-2000 and 2002-03 school years. Appended are: (1) Theory of Change Model for the NGSI/TASI/OEYP Evaluation; (2) Estimating TASI and NGSI Student Participation; (3) TAAS Reading and Mathematics Passing Rates by Grade; and (4) Case Study Site Selection Indicators. (Contains 97 tables and 19 figures.) [For executive summary, "Texas Study of Students at Risk: Efficacy of Grants Supporting Academic Success from Elementary through High School," see ED538140.]
- Published
- 2004
49. The Cornell COVID-19 Testing Laboratory: A Model to High-Capacity Testing Hubs for Infectious Disease Emergency Response and Preparedness
- Author
-
Laverack, Melissa, primary, Tallmadge, Rebecca L., additional, Venugopalan, Roopa, additional, Sheehan, Daniel, additional, Ross, Scott, additional, Rustamov, Rahim, additional, Frederici, Casey, additional, Potter, Kim S., additional, Elvinger, François, additional, Warnick, Lorin D., additional, Koretzky, Gary A., additional, Lawlis, Robert, additional, Plocharczyk, Elizabeth, additional, and Diel, Diego G., additional
- Published
- 2023
- Full Text
- View/download PDF
50. Maxwell Zombies : Conjuring the Thermodynamic Undead
- Author
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Sheehan, Daniel P.
- Published
- 2018
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