ethanporcaro/eric-fulltext-meta huggingface dataset:
Dual Credit in Indiana Q&amp;A. Version 4.0
Author: Indiana Commission for Higher Education
Date: 2010-03-15
Type: Reports - Descriptive
Subjects: High Schools,College Credits,Dual Enrollment,College Faculty,Advanced Placement Programs,Graduation Requirements,Educational Quality,Accreditation (Institutions),Articulation (Education),Transfer Policy,Transfer Programs,Academic Standards,Guidelines

Dual credit is the term given to courses in which high school students have the opportunity to earn both high school and college credits. Dual credit courses are taught by regular high school faculty or by regular or adjunct college faculty either at the high school, at the college or university, or sometimes through online courses or distance education. Dual credit is offered by both state and independent (private, regionally accredited) colleges and universities. This paper presents a list of questions and corresponding answers about dual credit in Indiana.
Civic Agency and the Cult of the Expert: A Study for the Kettering Foundation
Author: Boyte, Harry C.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Democracy,Educational Change,Expertise,Citizenship,Political Issues,Citizen Participation,Models,Political Campaigns,Barriers,Democratic Values,Empowerment,Political Power,Activism,Social Action,Organization,Program Descriptions,Public Service,Citizenship Responsibility,Minority Groups,Community Organizations,Health Promotion

In this paper, the author provides a buffet of ideas to make a coherent case for a democracy in which citizens can be truly sovereign by becoming the agents of their own destiny. He traces the history of various trends which threaten the development of civic agency: technocracy, specialism, and a consumer-view of the citizen, among others. He also draws on his experience in the Obama campaign to explain how even organizations that have benefited from grassroots civic agency have a tendency to relapse into the habit of simply mobilizing the troops to push predetermined issue agendas. But he also identifies signs of a new civic movement already impacting the fields of development, public health, resource management, climate change, and education reform. He concludes by presenting a modular, visual comparison of three frameworks for civic engagement: distributive justice, communitarian, and civic agency. (Contains 41 endnotes.)
Educational Quality Bill of Rights
Author: Center for Law and Education
Date: 2009-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Quality,Academic Standards,Behavioral Objectives,Curriculum Development,Instructional Effectiveness,Educational Improvement,Test Use,Governance,Partnerships in Education,Position Papers,Educational Needs,Parent Participation,Parent Rights

This paper presents two forms of the Educational Quality Bill of Rights (EQBR). The first is a "one-page version", with a very brief single sentence identification of a key element of quality education in response to each of the key questions about the school (covering standards/learning goals, curriculum, instruction, etc.). The second is a "much fuller version" that attempts to supply the content for each of those key elements.
Estimation of Apprentice and Trainee Statistics. Technical Paper
Author: Harvey, Brian
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Trainees,Data Analysis,Research Methodology,Statistical Data,Computation,Research Problems,Apprenticeships,Enrollment,Enrollment Trends,Withdrawal (Education),Graduation Rate

Apprentice and trainee data are reported by the State and Territory Training Authorities to NCVER (National Centre for Vocational Education Research) on a quarterly basis, starting at the September quarter of 1994. The set of data submitted that quarter is referred to as Collection 1. The sets of data submitted in subsequent quarters are referred to as Collection 2, Collection 3 and so on. At the time of writing, the set of data being submitted is for the June 2009 quarter and is referred to as Collection 60. Of particular interest is the numbers of contracts of training that commence, complete, cancel/withdraw, re-commence, expire or suspend and the time at which these events occur (referred to as the &quot;date of effect&quot;). From these events, the number of contracts in training at a given time can be calculated. The purpose of this technical paper is to describe: (1) the way data accumulate over many collections; (2) how items derived from the data change as the data accumulates; (3) the endorsed estimation method (developed from the analysis of the above); (4) the formulae for calculating the required estimates; and (5) potential weaknesses in the method. Throughout the main text of this document data for New South Wales commencements and expired contracts are used as examples to illustrate the concepts being discussed. Supporting data is appended. A glossary is included. (Contains 4 tables and 8 figures.) [For the accompanying report, &quot;Apprentices and Trainees: December Quarter, 2009&quot;, see ED510135.]
Apprentices and Trainees: December Quarter 2009: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Vocational Education,Definitions,Classification,Foreign Countries,Trainees,Data Analysis,Statistical Data,Computation,Apprenticeships,Enrollment,Enrollment Trends,Withdrawal (Education),Graduation Rate,Glossaries,Credentials,Occupational Clusters

This document covers the data terms used in the Apprentices and trainees December quarter 2009 report and its associated data tables. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. Training packages grouped by industry skills councils is appended. [For the accompanying report, &quot;Apprentices and Trainees: December Quarter, 2009&quot;, see ED510135.]
The Role of Libraries in Lifelong Learning. Final Report of the IFLA Project under the Section for Public Libraries
Author: Haggstrom, Britt Marie, Ed.
Date: 2004-03-00
Type: Reports - Evaluative
Subjects: Conferences (Gatherings),Library Role,Lifelong Learning,Museums,Public Libraries,Library Associations,International Organizations,Governing Boards,Learning Processes,Foreign Countries,Literacy,Information Technology,Librarians

The fifth UNESCO/CONFINTEA meeting took place in Hamburg in 1997. The Hamburg declaration was adopted and stated that &quot;UNESCO should strengthen libraries, museums heritage and cultural institutions as learning places and partners in the lifelong learning process and modern citizenship&quot; It was felt that IFLA (International Federation of Library Associations and Institutions) should take a more active role in strengthening the libraries role and to live up to what is stated in the IFLA UNESCO (United Nations Educational, Scientific and Cultural Organization) Public Library Manifesto. &quot;The public library, the local gateway to knowledge provides a basic condition for lifelong learning, independent decision-making and cultural development of the individual and social groups.&quot; The Hamburg declaration became the starting point for the project on The Role of Public Libraries in lifelong learning. The project started in 2000 and ended by the IFLA Berlin Conference in 2003. The author presents this report to the IFLA governing board hoping that the recommendations given and the examples of good practise will be carried forward by IFLA in close cooperation with UNESCO and in accordance with the theme for Kay Raserokas, president of IFLA, Libraries for lifelong literacy.
Indigenous Students and Completion of Year 12. Education and Training in an Era of Economic Uncertainty: CEET 13th Annual National Conference
Author: Long, Michael
Date: 2009-10-30
Type: Reports - Evaluative
Subjects: Indigenous Populations,School Holding Power,Foreign Countries,Educational Attainment,Achievement Gap,Academic Persistence,Secondary School Students,Evaluation Methods,Research Methodology,School Statistics,Educational Policy,Economic Climate,Research Problems,Data Collection,Public Policy,Educational Strategies,Graduation Rate

The Council of Australian Governments (COAG) has endorsed a &quot;Closing the Gap&quot; agenda designed to improve the lives of Indigenous Australians. The agenda is distilled in a series of targets, one of which is the goal of halving the gap for Indigenous students in Year 12 attainment or equivalent (Certificate II or above) attainment rates by 2020. One of the proposed measures for monitoring progress towards achieving this target is apparent secondary school retention. This paper reviews estimates of recent changes in the gap in apparent Year 12 retention between Indigenous and non-Indigenous students using data from the MCEECDYA National Schools Statistics Collection. It also provides some alternative estimates of Year 12 participation using ABS experimental estimates of the Indigenous population. It uses these estimates to explore the increases in Indigenous Year 12 retention required to halve the gap between Indigenous and non-Indigenous students and places these in the context of recent changes in the Year 12 retention of Indigenous students. A table is appended presenting an estimated resident Indigenous population. (Contains 4 tables.)
Apprentices and Trainees: December Quarter, 2009
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Trainees,Credentials,Student Characteristics,Vocational Education,Data Analysis,Research Methodology,Statistical Data,Apprenticeships,Enrollment,Enrollment Trends,Withdrawal (Education),Graduation Rate,Occupational Clusters,Comparative Analysis

This publication presents estimates of apprentice and trainee activity in Australia for the December quarter 2009. The figures in this publication are derived from the National Apprentice and Trainee Collection no.63 (March 2010 estimates). There were 414 900 apprentices and trainees in-training as at 31 December 2009, a decrease of 0.6% from the previous year. In the 12 months to 31 December 2009, compared with the previous year: (a) commencements decreased by 6.0%, to 271 400; (b) completions increased by 3.5%, to 159 400; and (c) cancellations and withdrawals decreased by 8.7%, to 122 000. For seasonally adjusted data, comparing the December quarter 2009 with the September quarter 2009: (a) commencements in trades occupations increased by 4.3%; (b) commencements in non-trades occupations increased by 1.7%; (c) completions increased by 1.2%; (d) cancellations and withdrawals decreased by 0.9%; and (e) in-training numbers increased by 0.2%. (Contains 19 tables, 3 figures, and 5 notes.) [For the supporting documents, see the following: (a) &quot;Estimation of Apprentice and Trainee Statistics. Technical Paper&quot; (ED510131); and (b) &quot;Apprentices and Trainees: December Quarter 2009: Terms and Definitions. Support Document&quot; (ED510132).]
Preparation for and Performance on the GED[R] Test. GED Testing Service[R] Research Study, 2009-2. Executive Summary
Author: McLaughlin, Joseph W.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Public Schools,Community Colleges,Profiles,Adult Students,Adult Education,Test Preparation,Independent Study,High School Equivalency Programs,Program Effectiveness,Correlation,Predictor Variables,Intellectual Disciplines,Testing Programs,Scores,Equivalency Tests,Participant Characteristics

GED (General Educational Development) testing candidates have many options available to them to prepare for the GED Test, including adult education (AE) classes, practice tests, and self-study. This study focused on candidates who voluntarily took the GED Test and could choose freely among preparation activities. We examined GED Test preparation activities and created eight mutually exclusive test preparation profile groups: public school AE with or without a practice test, community college AE with or without a practice test, individual study with or without a practice test, practice test only, and none. The final sample included 90,032 U.S. candidates who completed the GED Test in 2004 and fell into one of the eight test preparation profile groups. Candidates in the study most often reported studying on their own without a practice test (29 percent) or studying in a public school AE program without a practice test (28 percent). A smaller proportion studied in a community college AE program without a practice test (13 percent) or did not prepare at all (14 percent). The public school and community college AE profile groups had mean GED scores 25 to 34 points higher for candidates who took a practice test. The individual study group means were 20 points higher for candidates who took a practice test. Among the profile groups, the group members who studied individually with a practice test and the none groups scored the highest on average. The lowest mean scores were observed in the group who indicated public school AE preparation without a practice test. All groups' content areas and battery mean scores were higher than the passing requirement (410 and 2,250, respectively). The group with the highest pass rate was the individual study with a practice test group, and the lowest pass rate was recorded for the public school AE without a practice test group. [For the full report, see ED510087.]
Second Information Technology in Education Study: SITES 2006 Technical Report
Author: Carstens, Ralph, Ed.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Research Reports,Information Technology,Databases,Comparative Analysis,Technology Integration,Technology Uses in Education,Academic Achievement,Questionnaires,Translation,Media Adaptation,Audits (Verification),Program Design,Research Design,Research Methodology,Mail Surveys,Participation,Educational Indicators,Educational Assessment,Program Descriptions

The International Association for the Evaluation of Educational Achievement (IEA) has been conducting comparative studies for 50 years. SITES 2006 is the fifth wave of surveys related to information and communication technology (ICT), a wave that IEA started with its Computers in Education Study (two studies with data collection in 1989 and 1992), followed by the Second Information Technology in Education Studies (SITES), comprising SITES Module 1 (SITES-M1) and SITES Module 2 (SITES-M2). SITES 2006 is an ambitious and demanding study, involving complex procedures for drawing samples, collecting data, and analyzing and reporting findings. The technical implementation of SITES 2006 resembles, to a large extent, the procedures used in IEA's past and present student achievement studies, such as TIMSS and PIRLS. However, the adult target populations, for instance, imply certain operational consequences and necessities. The SITES 2006 technical report therefore provides full documentation of the methodological and analytical implementation of the study, which produced the international database underlying the international report. To ensure that researchers can work effectively with the study's findings and data as well as confidently replicate the procedures used to produce the international report, the technical report is complemented by the SITES 2006 user guide, which describes the structure, content, and proposed usage of the international database. The combination of all three publications consequently allows analysts to confidently replicate procedures and to accurately undertake new analyses in areas of special interest. This paper contains an overview of the main characteristics of SITES 2006. These are further elaborated in the subsequent chapters with respect to the technical, methodological, and analytical implementation of the study. Five appendices are included: (1) Acknowledgments; (2) Characteristics of the National Samples; (3) Sampling Stratification Variables; (4) Cultural and National Adaptations to the Questionnaires; and (5) Examples of Teacher Listing and Tracking Forms. Individual sections contain references. (Contains 78 tables and 6 figures.) [For the "SITES 2006 User Guide for the International Database", see ED510138.]
SITES 2006 User Guide for the International Database. Second Information Technology in Education Study
Author: Brese, Falk, Ed.
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Academic Achievement,Questionnaires,Information Technology,Educational Technology,Databases,Science Teachers,Mathematics Teachers,Response Rates (Questionnaires),Sampling,Predictor Variables,Statistical Analysis,Research Methodology,Computer Software,Mathematics Curriculum,Science Curriculum,Educational Innovation,Foreign Countries

To support and promote secondary analyses, the International Association for the Evaluation of Educational Achievement (IEA) is making the SITES 2006 international database and accompanying User Guide available to researchers, analysts, and public users. The database comprises national contexts and school- and teacher-level data from 23 education systems, all of which gave IEA permission to release their national data. It includes information from roughly 8,000 schools, including more than 13,000 mathematics and over 16,000 science teachers. The SITES 2006 User Guide describes the content, format, and usage of the SITES 2006 international database. Chapter 2 describes the structure of the database in detail including information about the response, sampling, and derived variables and their coding. Chapter 3 details the weighting and variance estimation methods used in SITES 2006 and provides information on the use of weights and guidelines for estimating variance when conducting secondary analysis. Chapter 4 provides instructions on analyzing the SITES 2006 international database using IEA's International Database (IDB) Analyzer software to replicate the results presented in the SITES 2006 international report as well as to conduct secondary analysis. Appendices include: (1) SITES 2006 National Context Questionnaire; (2) SITES 2006 Principal Questionnaire; (3) SITES 2006 Technical Questionnaire; (4) SITES 2006 Teacher Questionnaire; and (5) Characteristics of the Australian Sample. (Contains 6 footnotes, 4 tables, and 24 figures.) [Contributors include: Eugenio J. Gonzalez; Juliane Hencke; and Olaf Zuehlke. For the "SITES 2006 Technical Report," see ED510137.]
Effects of Test Administrator Characteristics on Achievement Test Scores
Author: Schafer, William D.
Date: 2005-04-00
Type: Numerical/Quantitative Data
Subjects: Intervals,Academic Achievement,Test Validity,Examiners,Administrator Characteristics,Experimenter Characteristics,Meta Analysis,Correlation,Statistical Inference,Achievement Tests,State Surveys,Standardized Tests,Effect Size,Predictor Variables

Possible relationships between five test examiner characteristics (gender, race, tenure, experience as a test administrator, and experience as a test developer or scorer) and six student achievement scores (reading, writing, language usage, mathematics, science, and social studies) were studied at the school level in a statewide assessment. The school-level results were aggregated using meta-analysis to explore the plausibility of examiner variables as threats to test validity. Very few of the average correlations across schools were statistically significant, and for all of them, even for those that were statistically significant, confidence intervals for the correlations were extremely small at both ends. Significant heterogeneity of effect sizes was found for virtually all of the 60 analyses, suggesting that further exploration is needed. Some directions for further research are discussed. (Contains 10 figures and 10 tables.) [This research was carried out by the Maryland Assessment Research Center for Education Success.]
Reforming Education in California: A Guide for Candidates and Citizens
Author: Mayo, Andrea
Date: 2010-00-00
Type: Books
Subjects: Educational Finance,Educational Change,Accountability,Public Education,Change Strategies,Educational Quality,Educational Improvement,State Standards,Resource Allocation,School Districts,Educational Policy,Evaluation Methods,College Preparation,Job Skills,Teacher Competencies,Teacher Student Ratio,Teacher Recruitment,Teacher Selection,Postsecondary Education,Elementary Secondary Education,Curriculum Development,Educational Equity (Finance)

The education system in California today is unable to meet the needs of the state's economy or the expectations of its citizens. From school finance to ensuring the quality of teaching, from assessment and accountability to preparing students for college and careers, education policy today in California often works against the best interests of students, educators, parents, taxpayers and employers. If California is to meet its many social and economic challenges, it must begin with a comprehensive reform of its system of public education. There is no one silver bullet to fix California's public education problems, but there are a series of good policies and practices that can be implemented to spur fundamental reform of the system and improved outcomes for California's schools and students. This briefing book provides a package of recommendations that, if implemented, will improve the quality of education in California. Beyond the specific recommendations proposed, three major themes are interwoven throughout policy book that should be considered each time the state revises its education policies: resources must be targeted to students who need them most; local schools and districts need more flexibility to allocate resources where needed; policies should be designed to support continuous improvement. This briefing book has focused on four critical areas: the quality of teaching, assessment and accountability, college and career readiness, and education financing. The recommendations are unified by three basic principles: resources should be targeted towards the schools and students who need them the most, local educators should be given the flexibility they need to adapt policies to local circumstances and goals, and state policies should be designed to encourage innovation and promote continuous improvement in our education system. In the view, policies guided by these three principles can begin to move California's education system in the right direction. (Contains 4 tables and 6 footnotes.)