ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Study of the Relationship between Attention-Deficit Hyperactivity Disorder and Youth Homelessness
Author: Harding, Blake
Date: 2014-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Correlation,Homeless People,Late Adolescents,Young Adults,Incidence,Surveys,Interviews,Demography,Employment Level,Substance Abuse,Housing,Age Differences,Unemployment,At Risk Persons,Symptoms (Individual Disorders),Rating Scales,Etiology,Clinical Diagnosis

A 1997 study by Lomas and Garside suggests a 62% prevalence rate of ADHD [Attention-Deficit Hyperactivity Disorder] amongst homeless, which prompts a need for further elucidation of this relationship. This study sought to examine the relationship between Attention-Deficit Hyperactivity Disorder and the homeless youth population aged 18-24. The overall focus was to investigate the prevalence rate of ADHD in homeless youth 18-24 and to examine the relationship between ADHD diagnosis (utilizing WURS [Wender Utah Rating Scale] and ASRSv1.1 [Adult ADHD Self-Report Scale]) and relational variables. A structured survey instrument was developed to collect interview data on demographics, employment status, substance abuse and housing instability variables. Twenty-four homeless youths (n = 24, 20 males, 4 females; age range, 18-24, mean age = 21.71 years) were randomly approached (n = 85 approached) and verbally screened for study inclusion based upon reported age between 18 to 24 years. Participants were administered the ASRS-v1.1 and WURS dichotomous response structured survey instruments to determine ADHD diagnosis. Study data suggests a higher prevalence of ADHD in ages 18-21 (WURS 75%; ASRS-v1.1 88%) than ages 22-24 (WURS 56%; ASRS-v1.1 88%). Data suggests a marginally higher rate of ADHD diagnosis in males (ASRS-v1.1 95%; WURS 75%) than females (ASRS-v1.1 75%; WURS 75%). Participants in the 18-21-age cohort experienced an average of 68 days of housing instability while participants in the 22-24-age cohort experienced a proportionally higher average of 278 days of housing instability. Both age cohorts (18-21 and 22-24) suggested a 100% rate of unemployment and substance abuse. Data suggests a higher prevalence of ADHD in homeless youth aged 18-21 (WURS 75%; ASRS-v1.1 88%) that were newly homeless (avg. days experienced housing instability, 68), which may suggest that ADHD symptomatology could be a vulnerability factor influencing youth homelessness. The following are appended: (1) Structured Interview; (2) Consent Form; (3) Survey Instrument ASRS-v1.1: Sample Questions; (4) Survey Instrument WURS: Sample Questions; and (5) Recruitment/Interview Protocols.
Food for Thought: Expanding School Breakfast to NJ Students. [Updated]
Author: Advocates for Children of New Jersey
Date: 2014-10-14
Type: Numerical/Quantitative Data
Subjects: Breakfast Programs,Child Health,At Risk Students,Low Income Groups,School Districts,Student Participation,State Legislation,Hunger,Participation,Barriers,Eligibility,Federal Aid

Often, school districts are reluctant to adopt innovative approaches to serving children breakfast in school because of logistical concerns that are easily overcome. Districts that adopt these more innovative approaches report significant increases in participation rates and improvement in student behavior and performance. This report provides student participation data for every New Jersey school district with at least 20 percent of students eligible for free- or reduced-price school meals. These districts are required by state law to have a school breakfast program. This information can be used to identify districts that have low participation and should adopt a different method of serving breakfast. [For a related report (2011), see ED527107.]
Building Capability, Empowering Students, and Achieving Success: The Financial Empowerment for Student Success Initiative
Author: Broun, Dan
Date: 2014-12-00
Type: Reports - Research
Subjects: Capacity Building,Student Empowerment,Academic Achievement,Success,Financial Services,Financial Support,Community Colleges,Technical Assistance,Program Implementation,Case Studies,Money Management,Academic Persistence

The Financial Empowerment for Student Success (FESS) Initiative was a two-year initiative focused on increasing student success through the provision of financial services. Achieving the Dream, Inc. and MDC, Inc. joined together, with funding from the Bank of America Charitable Foundation, to support three Achieving the Dream Leader Colleges to design, implement, and scale financial literacy interventions to equip students with the knowledge and skills they need to better manage their finances and stay in college. Any institution looking to design or scale financial empowerment programs can benefit from the three grantee colleges' experience and lessons learned. These lessons have resonance whether a college is starting a program from scratch or building upon an existing structure to offer additional programmatic offerings to its students. [This document was written with the assistance of Colin Austin and Jenna Bryant.]
School Stability: Improving Academic Achievement for NJ Foster Children. Policy Brief
Author: Bernard-Rance, Kourtney
Date: 2014-11-00
Type: Reports - Research
Subjects: Foster Care,Academic Achievement,At Risk Students,Student Placement,Place of Residence,State Legislation,Student Adjustment,Surveys,Stakeholders,Program Effectiveness,Well Being,Barriers,Transportation,Child Welfare,Proximity,Decision Making

Children in New Jersey's foster care system are more likely to remain in their home school when they enter foster care, thanks to a law passed in 2010, giving these fragile children improved educational stability. The law allows children to remain in their &quot;school of origin&quot; when they are placed in foster care, even if the foster home is in a different town. Prior to 2010, New Jersey's school residency laws prohibited that from happening. The intent was to minimize the disruption foster children experience, giving them the continuity of remaining in a familiar school with friends, teachers and other school staff they know. Foster youth, in general, struggle more in school than other children. Having educational stability can help improve their academic success. Advocates for Children of New Jersey (ACNJ) conducted a survey of child welfare stakeholders to learn how the implementation of the law was affecting children. The survey found that most respondents believed that the law has helped reduce school disruptions for children in placement and has benefitted children's academic performance, physical and mental health, and relations with friends. The foster home's distance from the child's original school was the most common reason cited why children changed schools. Most survey respondents reported that the process for deciding whether a child should remain in the home school was working fairly well. However, they did identify ongoing issues, including difficulty arranging transportation and communications issues. This brief report summarizes the findings from the study and provides key recommendations for the Division of Child Protection and Permanency (DCPP) and family courts.
STEM Regional Collaboratives: The Opportunity
Author: Couturier, Lara K.
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: STEM Education,Community Colleges,College Role,Partnerships in Education,Access to Education,Job Training,Job Skills,State Agencies,Agency Cooperation

Recent research has helped shift the national understanding of the opportunities presented by Science, Technology, Engineering and Math (STEM) fields, drawing attention to the large number of STEM jobs that require less than a Bachelor's degree. The data have also highlighted the critical importance of community colleges as a primary provider of college access for large numbers of low-income students, first generation students, and students of color. The result is a growing national recognition that, with new approaches and support for reform, community colleges can be a launching pad for many more individuals to high-paying, quality careers in STEM fields, and an effective avenue for improving equity. To address this opportunity, Achieving the Dream, Inc. and Jobs for the Future launched the STEM Regional Collaboratives initiative in Fall 2013 with support from The Leona M. and Harry B. Helmsley Charitable Trust. Through a competitive request for proposal process, ATD and JFF selected three applicants: Cuyahoga Community College in partnership with the Ohio Association of Community Colleges; Miami Dade College in partnership with the Florida College System; and Norwalk Community College in partnership with the Connecticut Board of Regents for Higher Education. This document provides a reflection of the collaboratives' progress throughout the first year of the grant.
Adopting and Adapting Contextualization Strategies: A Practitioner Brief. Right from the Start: An Institutional Perspective on Developmental Education Reform
Author: Lass, Leslie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Educational Change,Public Colleges,Case Studies,Curriculum Design,Curriculum Implementation,Academic Achievement,College English,Relevance (Education),Professional Development,Educational Improvement,Educational Benefits

As described in this brief, Tacoma Community College and South Texas College each focused on contextualization as a cornerstone of developmental education reform, albeit with different approaches. With a comprehensive look at the experience at Tacoma Community College and a supplementary example from South Texas College, we begin to understand how colleges can enact effective reforms in developmental education that are uniquely appropriate to their institutions.
Parent Trigger: No Silver Bullet. A Policy Brief
Author: Annenberg Institute for School Reform at Brown University
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Parent Participation,School Districts,Charter Schools,Empowerment,Low Achievement,School Turnaround,School Closing,Educational Change,Partnerships in Education,Change Strategies,Educational Quality,Educational Methods

In statehouses across the country, Parent Trigger legislation is being proposed as a remedy to the nation's education crisis. These laws authorize parents--through a petition drive at their child's school --to force their school district to convert that public school into a charter, replace its staff and leadership, or even close it down. Supporters of Parent Trigger laws argue that they empower parents, giving them the ability to force dramatic changes to improve low-performing schools. Critics argue that the laws do not give real, sustained power to parents; that the interventions authorized through Parent Trigger have no track record of actually improving schools; and that the laws are being used to privatize public schools through chartering. This brief reviews the history and current status of Parent Trigger legislation, presents a critique of the legislation, and suggests alternative ways to meet the stated goals of a Parent Trigger.
Adopting and Adapting Computer-Assisted Learning Strategies: A Practitioner Brief. Right from the Start: An Institutional Perspective on Developmental Education Reform
Author: Lass, Leslie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Computer Assisted Instruction,Learning Strategies,Developmental Programs,Educational Change,Community Colleges,Mathematics Education,Technology Integration,Institutional Characteristics,Adoption (Ideas),Effective Schools Research,Curriculum Development,Educational Innovation,Educational Improvement,Program Development,Program Descriptions,Critical Path Method,Educational Practices,Profiles,Educational Administration

Three community colleges--El Paso Community College, Bunker Hill Community College, and Patrick Henry Community College--incorporated technology into the curriculum to support student progress in mathematics through developmental education. Each college took its own path: El Paso developed a self-accelerated emporium-style computer lab, Patrick Henry incorporated fully modularized math curricula, and Bunker Hill's contextualized redesign integrated tutoring and skill building. With a comprehensive look at the experience at El Paso Community College and supplementary examples from Bunker Hill Community College and Patrick Henry Community College, we begin to understand how colleges can enact effective reforms in developmental education that are uniquely appropriate to their institutions.
Right from the Start: An Institutional Perspective on Developmental Education Reform. Practitioner Briefs
Author: Lass, Leslie
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Developmental Programs,Educational Change,Community Colleges,Educational Principles,School Holding Power,Case Studies,Acceleration (Education),Adoption (Ideas),Technology Uses in Education,Context Effect,Change Strategies,Educational Practices,Institutional Characteristics

This overview introduces &quot;Right from the Start: An Institutional Perspective on Developmental Education Reform,&quot; a series of three practitioner briefs on developmental education. Created by Achieving the Dream and MDC, the briefs spotlight successful reform efforts in developmental education at seven Achieving the Dream colleges. [The practitioner briefs are available in ERIC at: ED553652--Adopting and Adapting Compression Strategies; ED553696--Adopting and Adapting Computer-Assisted Learning Strategies; and ED553693--Adopting and Adapting Contextualization Strategies.]
Food for Thought: 4th Annual New Jersey School Breakfast Report
Author: Zalkind, Cecilia
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Breakfast Programs,Hunger,Child Health,Nutrition,Student Participation,Low Income Groups,At Risk Students,Federal Aid,Eligibility,Public Schools,Well Being,Poverty,School Schedules

Led by Advocates for Children of New Jersey and the New Jersey Anti-Hunger Coalition, the NJ Food For Thought School Breakfast Campaign is driven by a statewide steering committee that includes the New Jersey Departments of Agriculture, Education and Health, anti-hunger and health groups and New Jersey's major education associations. The campaign's national partners are the Food Research and Action Center, the American Dairy Association and Council and the Mid-Atlantic Dairy Association. The statewide committee is working to build widespread support for school breakfast expansion, as well as assisting local efforts to expand participation. [Advocates for Children of New Jersey's work on the NJ Food for Thought School Breakfast Campaign is made possible through the generous support of The Community Foundation of New Jersey and the Food Research and Action Center.]
The Road to Redemption: Ten Policy Recommendations for Ohio's Charter School Sector
Author: Squire, Juliet
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Charter Schools,Educational Policy,Educational Practices,Educational Strategies,Change Strategies,Educational Administration,Delivery Systems,State Policy,State Regulation,Educational Legislation,Organizational Change,Accountability,Funding Formulas,Finance Reform,Governance,Institutional Autonomy,Program Termination,School Closing,Community Schools,Student Transportation,Educational Facilities,Educational Development,Educational Quality,Elementary Secondary Education,Educational Change

In 1997, the Buckeye State embraced a new approach to public-education delivery, launching a pilot program of community (charter) schools. Since then, the state's community schools sector has grown tremendously. During the 2013-14 school year, 390 schools served approximately 124,000 students--seven percent of students statewide. Despite its remarkable growth, Ohio's community school sector continues to struggle with performance. A 2013 analysis by the Center for Research on Education Outcomes (CREDO) found that Ohio's community schools, on average, provided the equivalent of fourteen fewer days of learning in reading and forty-three fewer days of learning in math compared to district-operated schools. Ohio's community school statute is a big part of the problem. Since 1997, nineteen different laws have altered the charter program. The statute and the sector it governs are now so complex that many provisions work at cross-purposes with others, have misaligned incentives, have unintended consequences, or leave room for troublesome loopholes. Past changes to Ohio's community school law haven't been able to rein in low-performing sponsors and schools, grow high-performing schools, rehabilitate the sector's reputation, or provide enough disadvantaged students with the high-quality schools they deserve. In order to preserve the promise of high-quality public school choice, Ohio policymakers must reexamine the community school law. This report provides analyses and recommendations regarding the following ten policy issues that deserve immediate attention from Ohio policymakers and sector leaders: (1) Screening New Sponsors; (2) Accountability for Existing Sponsors; (3) Neutral Funding for Sponsors; (4) Management Company Accountability; (5) Governing Authority Independence; (6) Charter Termination and Nonrenewal; (7) Community School Accountability and Automatic Closure; (8) Community School Funding; (9) Transportation; and (10) Facilities.
The State Education Agency: At the Helm, Not the Oar
Author: Smarick, Andy
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Elementary Secondary Education,Educational Change,Educational History,Responsibility,Human Capital,Purchasing,Educational Policy,State Regulation,Political Influences,Contracts

Never before has more been asked of State Education Agencies (SEAs), commonly known as state departments of education. In recent years, policymakers at the state and federal level have viewed the SEA as the default entity for implementing new and sweeping K-12 initiatives--everything from Race to the Top grants and SEA waivers to teacher evaluation reform and digital learning. But SEAs were designed--and evolved over decades--to address a relatively narrow set of tasks: distributing state and federal dollars, monitoring the use of these funds, and overseeing the implementation of federal and state education programs. They were not created--nor have they developed the core competencies--to drive crucial reforms. This report will provide a brief overview of how the SEA evolved into its current form, enumerate some challenges SEAs have experienced in implementing recent reforms, and explain the constraints that can confound even the most determined and skilled SEA leaders. The second section proposes a number of strategies state and federal policymakers can use to identify the responsibilities best suited to the SEA and delegate those better left to different--and possibly yet-to-be-created--organizations. The final section considers the implications, rewards, and risks of this new approach.
Looking More Closely at Student Debt
Author: Association of American Universities
Date: 2012-07-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Consortia,Economic Impact,Loan Default,Paying for College,Statistical Distributions

Americans are concerned about the cost of a college education and the impact of student loan debt, particularly in difficult economic times. They want a high-quality education, and they want it to be affordable. This two-page brief on student debt is intended to provide context for the conversation about this important issue, particularly with respect to Association of American Universities (AAU) institutions. The data show that: (1) among a large national sample of Americans with outstanding student loans, median student debt is less than $13,000; and (2) students at AAU institutions are less likely to graduate with debt than those at all four-year public and private non-profit universities, and their default rates are significantly lower.
Finding Common Ground in Pension Reform: Lessons from the Washington State Pension System
Author: Goldhaber, Dan
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Retirement Benefits,Teachers,Teacher Attitudes,State Legislation,Money Management,Teacher Retirement

As states and localities across the nation consider the tradeoffs between defined benefit (DB) and defined contribution (DC) pension systems, it is important to gain insight into what implications pension reforms might have on workforce composition and teachers' retirement savings behavior. Moreover, it is also important to consider that strategies to improve pension systems may exist outside of the DB-DC binary. This brief reports on the findings of research from Washington State, where, since 1996, teachers have been enrolled in either a traditional DB plan or a hybrid DB-DC plan, and where teachers have been able to choose between the two plans during two periods of time. This provides an unusual opportunity to study teachers' preferences for different types of pension plans as well as their savings behavior when enrolled in a plan with a DC component. The brief begins with an overview of the legislative history of Washington's teacher pension system as well as a description of the distinctive characteristics of the available pension plans. It then reports on several key lessons from analyses of the State's teacher pension system.
Partnering for a Prosperous &amp; Secure Future: The Federal Government and Research Universities
Author: Association of American Universities
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Research Universities,Federal Government,Partnerships in Education,Strategic Planning,Institutional Mission,Government Role,Human Capital,Debt (Financial),Financial Problems,Financial Policy,Talent Identification,Talent Development,Global Approach,Research and Development,Federal Regulation,Innovation,School Support,Educational Planning,Educational Development,Educational Practices,Educational Policy,Educational Change,Change Strategies

With the Presidential election two months away, this paper presents a set of actions the Association of American Universities (AAU) believes the President and his Administration can take to advance the partnership between the federal government and research universities--as well as actions that universities themselves need to take to ensure that they are always improving the way they carry out their missions of education, research, and public service. An appendix provides a list of AAU recommendations for federal policies and university actions contained in the paper.
Physics Doctorates One Year after Degree: Data from the Follow-Up Survey of Degree Recipients from the Classes of 2011 and 2012. Focus On
Author: Mulvey, Patrick
Date: 2014-11-00
Type: Reports - Research
Subjects: Followup Studies,Graduate Surveys,Doctoral Degrees,Doctoral Programs,Physics,Labor Market,Employment Statistics,Student Characteristics,Astronomy,Units of Study,Student Educational Objectives,Research Methodology

Each fall the American Institute of Physics (AIP) Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the number of students they have enrolled and the counts of recent degree recipients. In connection with this survey, they ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct their follow-up survey in the winter following the academic year in which they received their degrees. The data in this &quot;Focus On&quot; comes from that follow-up survey. The last few years have demonstrated a relatively stable job market for physics PhDs. Although the proportion of new PhDs accepting postdocs and potentially permanent positions have experienced some recent annual fluctuations, the overall trend in types of positions new PhDs accepted has changed very little in the last seven years.