ethanporcaro/eric-fulltext-meta huggingface dataset:
Planning Alternative Campus Events. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Prevention,Evidence,Alcohol Abuse,Advisory Committees,Drinking,College Students,School Policy,Program Development,Campuses,Recreational Activities,Dining Facilities,Program Effectiveness

In its 2002 report, foremost among the recommendations of the National Institute on Alcohol Abuse and Alcoholism's Task Force on College Drinking is that "to achieve a change in culture, schools must intervene at three levels: at the individual-student level, at the level of the entire student body, and at the community level. Research conducted to date strongly supports this three-level approach. Within this overarching structure, schools need to tailor programs to address their specific alcohol-related problems." According to "Environmental Policies to Reduce College Drinking: Options and Research Findings," one strategy at the level of the student body to "de-emphasize alcohol and create positive expectations on campus is to create positive environments that students can enjoy without alcohol use. For example, campuses can offer recreational sports later at night and on weekends or, instead of having a campus pub, campuses can establish a coffeehouse." While there is little research on the extent and effectiveness of alcohol-free alternative events on college campuses as a component of a comprehensive prevention approach, anecdotal evidence suggests that this is an increasingly popular approach. According to a 2011 "Wall Street Journal" article, "As more schools offer increasingly creative alternatives to shots and beer pong, they say they see noticeable declines in drinking." Results of a 2010 study of LateNight Penn State Alcohol-Free Programming (LNPS) indicated that "students drank less on days they attended LNPS and on days they stayed in (rather than going to bars/parties, other campus events, or entertainment), both especially among women." Lessons learned from colleges and universities are shared. A list of resources is included.
School Uniforms. Research Brief
Author: Walker, Karen
Date: 2007-02-26
Type: Reports - Descriptive
Subjects: Academic Achievement,Evidence,Discipline,Discipline Problems,Data Analysis,School Uniforms,Dress Codes,Student Behavior,Policy Analysis,School Policy,Educational Resources,Program Effectiveness,School Safety

Does clothing make the person or does the person make the clothing? How does what attire a student wears to school affect their academic achievement? In 1996, President Clinton cited examples of school violence and discipline issues that might have been avoided had the students been wearing uniforms ("School uniforms: Prevention or suppression?"). In his 1998 State of the Union address, he mentioned the positive impact uniforms had made in the Long Beach Unified School District, which has a highly diverse ethnic and socioeconomic population that is also the third largest district in California. When students have continuous negative experiences in school, dropping out and delinquency tend to be the common responses. The role of schools is to provide a positive, safe and secure learning environment where students feel protected enough to explore and develop their intellectual and social competencies. Hard evidence that proves the wearing of uniforms provides a direct link to better academic achievement is not conclusive, however, there is evidence that supports there are fewer discipline problems/referrals and violence as well as higher attendance rates since the implementation of a uniform policy. What appears to have been overlooked in the data analysis is the effect of other programs that are often being implemented at the same time as the uniform policy and may also have a direct impact on the discipline and attendance issues. There are many arguments for and against school uniform policies. The pros and cons of school uniform are listed in this paper. (Contains 14 online resources.)
SpellRead[TM]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Instructional Effectiveness,Reading Achievement,Evidence,Outcome Measures,Reading,Auditory Training,Reading Fluency,Reading Processes,Reading Comprehension,Reading Skills,Reading Difficulties,Intervention,Phonological Awareness,Reading Instruction,Adolescents,Reading Programs,Program Effectiveness

&quot;SpellRead&quot;[TM], formerly known as &quot;SpellRead Phonological Auditory Training&quot;[R], is a small-group literacy program for struggling readers in grades 2-12. &quot;SpellRead&quot;[TM] integrates the auditory and visual aspects of the reading process and emphasizes specific skill mastery through systematic and explicit instruction. Students are taught to recognize and manipulate English sounds; to practice, apply, and transfer their skills using texts at their reading level; and to write about their reading. The What Works Clearinghouse (WWC) identified 14 studies on the effects of &quot;SpellRead&quot;[TM] on the reading achievement of adolescent readers. Two studies (Rashotte, MacPhee, &amp; Torgesen, 2001; Torgesen et al., 2006) are randomized controlled trials that meet WWC evidence standards without reservations. These two studies are summarized in this report. The remaining 12 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Rashotte, MacPhee, &amp; Torgesen, 2001 and Torgesen et al. (2006); (2) Outcome measures for each domain; (3) Findings included in the rating for the alphabetics domain, reading fluency domain, and comprehension domain; and (4) Supplemental findings for the alphabetics domain, reading fluency domain, and comprehension domain. A glossary of terms is included. (Contains 7 tables, 9 endnotes and 1 additional source.)
Catalyst. Volume 12, Number 1, Winter 2011
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Prevention,Drinking,Drug Abuse,Violence,Young Adults,Females,College Students,Public Health

&quot;Catalyst&quot; is a publication of the U.S. Department of Education's Higher Education Center for Alcohol and Drug Abuse and Violence Prevention. This issue contains the following articles: (1) What Science Tells Us About Impaired Driving Behavior And Consequences Among U.S. College Students; (2) Message From Kevin Jennings, OSDFS Assistant Deputy Secretary; (3) Office of National Drug Control Policy (ONDCP) Drugged Driving Initiative; (4) Q&amp;A With Steven Bloch, Automobile Club of Southern California; (5) Young Women and Drinking and Driving; and (6) Updates.
Tools for Getting Along. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Evidence,Intervention,Aggression,Emotional Disturbances,Interpersonal Competence,Direct Instruction,Elementary School Teachers,Elementary School Students,Psychological Patterns,Self Control,Problem Solving,Models,Program Effectiveness,Elementary School Curriculum

&quot;Tools for Getting Along&quot; is a 26-lesson curriculum designed to help upper elementary school teachers establish a positive, cooperative classroom atmosphere. Lessons are intended to reduce disruptive and aggressive behavior by helping students develop anger management skills. Students use problem-solving steps to generate, implement, and evaluate solutions to problems. The curriculum incorporates direct instruction, modeling, guided practice, independent practice, and skill generalization. The What Works Clearinghouse (WWC) identified four studies of &quot;Tools for Getting Along&quot; published or released between 1989 and 2012 that focus on children classified as having an emotional disturbance (or children at risk for classification). One study is within the scope of the Children Classified as Having an Emotional Disturbance review protocol but does not meet WWC evidence standards. This study was a randomized controlled trial in which differential attrition cannot be determined, and the intervention and comparison groups were not shown to be equivalent at baseline. One study is out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because it does not use a sample aligned with the protocol. Two studies are out of the scope of the Children Classified as Having an Emotional Disturbance review protocol because they are not primary analyses of the effectiveness of an intervention. A glossary of terms is included. (Contains 2 endnotes.)
WWC Review of the Report &quot;Same-Language-Subtitling (SLS): Using Subtitled Music Video for Reading Growth&quot;. What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Sensory Aids,Video Technology,Music,Educational Technology,Reading Instruction,Reading Comprehension,Secondary School Students,Learning Disabilities,Reading Achievement,Instructional Effectiveness,Intervention,Pretests Posttests

This randomized controlled trial examined the impacts of &quot;Same-Language-Subtitling&quot; (&quot;SLS&quot;), a karaoke-style subtitling intervention, on the reading comprehension skills of secondary school students in Kaneohe, Hawaii. Researchers randomly assigned 198 secondary school students with learning disabilities (ages 14 to 19) to either special education classrooms using the &quot;SLS&quot; intervention or comparison classrooms (special or general education). The final study sample consisted of 51 students in the intervention condition and 98 students in the comparison condition. Researchers assessed the effectiveness of &quot;SLS&quot; by comparing the reading comprehension achievement of students in the &quot;SLS&quot; intervention and comparison conditions at the end of the 12-week intervention in June, and again after the summer break in September. The study did not report the statistical significance of the impact of the &quot;SLS&quot; intervention. However, the What Works Clearinghouse (WWC) calculations indicate that students in the &quot;SLS&quot; intervention condition scored significantly higher than students in the comparison condition on the reading comprehension achievement posttests. The research described in this report meets WWC evidence standards without reservations. Appended are: (1) Study details; (2) Outcome measure for the reading comprehension domain; and (3) Study findings for the reading comprehension domain. A glossary of terms is included. (Contains 3 endnotes.)
How to Reduce Property Taxes. Policy Brief No. 3
Author: Center for Public Policy Priorities (CPPP)
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Educational Finance,Taxes,Income,Public Education,Real Estate

This is the third in a trilogy of policy briefs discussing education and taxation. In their first brief, the authors explain the state's need to increase its investment in public education. In their second, they explain how a Texas-style personal income tax is the best way both to adequately support public education and to reduce reliance on the property tax. In that piece, they outline why a new business tax by itself won't raise enough money to significantly cut property taxes and why a higher sales tax would be a move in the wrong direction. In this brief, the authors explain alternative ways to cut property taxes, targeting reductions to those who need them the most.
Service-Learning. Research Brief
Author: Walker, Karen
Date: 2008-02-18
Type: Reports - Descriptive
Subjects: Educational Improvement,Social Responsibility,Community Benefits,Service Learning,Teaching Methods,Educational Benefits,Educational Resources,Program Descriptions,Educational Research,Educational Methods

What is service-learning and how can students and community benefit from it? With the pressure of covering all of the content, passing tests, meeting standards and making AYP (Adequate Yearly Progress), how is it realistically feasible to make learning more meaningful so that students are able to take it and utilize it in real life? There is no panacea, however, one way to help support students in this is through service-learning. The goal of service-learning is to logically connect the curriculum to a service activity where students are actively engaged in a complex and meaningful project. In turn, this project involvement demands that they take the content information and apply it to a real-life problem and/or issue. Research has found that benefits from service-learning include: (1) improvement in grades; (2) higher attendance rates; (3) lowers drop-out rates; (4) development of personal and social responsibility; (5) builds positive and collaborative relationships between students and teachers and students and the community; (6) reverses student disengagement; (7) provides more motivation for learning; (8) develops a sense of civic and democratic awareness and responsibility; (9) fewer behavior problems; (10) exposure to different careers; and (11) crosses cultural and class barriers. Studies also found that students with higher GPAs were more likely to participate in school-service programs than those with lower ones; students in private schools were more likely to contribute time to service than those in public schools; and those who participated in service programs and came from low SES backgrounds, tended to make higher grades and had smaller achievement gaps than their non-participating peers. (Contains 18 resources.)
Screenagers. Research Brief
Author: Williamson, Ronald
Date: 2011-05-30
Type: Reports - Descriptive
Subjects: Educational Change,Handheld Devices,Mass Media Use,Adolescent Attitudes,Technology Uses in Education,Access to Computers,Media Literacy,Educational Resources

A "screenager" is a slang term used to describe teenagers who spend lots of time in front of digital screens (iPods, iPads, computers, other digital devices) (Webpodedia, 2011). The term is also used to describe the digital generation, students who are skilled at using technology to learn and communicate (Scherer, 2011). Given their comfort with the use of digital tools for communication, learning and productivity, screenagers are impacting the way schools are organized for learning. The digital tools used by these students have potential to make learning more relevant and engaging. (Lists 5 online resources and 2 print resources.)
Science Graduation Requirements. Research Brief
Author: Muir, Mike
Date: 2004-06-01
Type: Reports - Descriptive
Subjects: Graduation Requirements,High School Students,Secondary School Science,Credits,Grade Point Average,Science Education,Educational Research,Best Practices,Curriculum Development,Science Curriculum,Teaching Methods,Instructional Effectiveness,Educational Change,Change Strategies

According to the National Center for Education Statistics (Table 153), there are almost as many states that require a minimum of 2 credits of science for graduation (22) as there are those that require 3 credits (21). According to the "2000 High School Transcript Study," between 1990 and 2000, not only did the average number of science credits taken increased from 2.8 to 3.2 (that's an average for "all" students, not just college track), but science mean grade point average went from 2.39 to 2.67. Of the 16 course subjects covered by the 2000 High School Transcript Study, mathematics and science courses proved the most difficult for high school students. In 1987, only 6 states required more than 2.5 credits of science, but in 2000, 20 states required more than 2.5 credits. The real issue, however, seems not to simply be the number of credits taken, but the need to revise and update science curriculum and instruction. In a position paper, The Council of Scientific Society Presidents puts forth the following: Doubling investment in the nation's science and mathematics education, based on sound educational research, to provide all the nation's children an effective educational outcome in mathematics and science, must be a top national priority over the next decade. "Science for All Americans" (published by Project 2061) lists four considerations to achieve scientific literacy in America: (1) The curriculum must be changed; (2) Effective science instruction must be based on learning principles that derive from research and on the best practice that is consistent with the spirit and character of scientific inquiry; (3) Educational reform must be systemic, dealing with all aspects and components of the educational system; and (4) Reform must be collaborative, involving administrators, university faculty members, community, business, labor, and political leaders, as well as teachers, parents, and students. (Contains 10 online resources.)
Site-Based Management. Research Brief
Author: Walker, Karen
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Achievement,Academic Standards,Student Improvement,Stakeholders,Collegiality,School Culture,School Based Management,School Districts,Governance,Institutional Autonomy,Participation,Goal Orientation,Participative Decision Making

In the literature, site-based management was defined as authority for decisions on programs is in the hands of those who are directly affected and it involves all stakeholders (students, parents, teachers, principal, superintendent, Board of Education, and community members). It is not seen as a means to an end, but as an on-going process to encourage growth in a school's programs and curriculum to promote and improve student achievement. Research has not been abundant on the effects of student improvement. However, research has indicated that a sense of professional fulfillment from teachers has highly contributed to improved school culture, climate, and collegiality. What clearly emerged from the research was that the elements of successful site-based management programs must: (1) concentrate on improving student achievement; (2) be systemic; (3) have autonomy at the local site; (4) have a high level of involvement from all stakeholders; (5) have clear alignment of the vision and goals to the given academic standards; (6) have the power to make meaningful decisions; and (7) have a prevalent culture of shared-decision making at the site. Components that should be in place when planning and implementing site-based management and some pitfalls of which to be aware are listed in this paper. (Contains 4 online resources.)
Single-Sex Classes. Research Brief
Author: Walker, Karen
Date: 2004-07-14
Type: Reports - Descriptive
Subjects: Academic Achievement,Females,Time on Task,Homework,Minority Groups,Sex Fairness,Leadership,Males,Class Size,Single Sex Classes,Gender Issues,Gender Differences,Study Habits,Career Development,Competition,Stereotypes,Reading Skills,Writing Skills,Mathematics Skills,Science Process Skills,College Preparation,Dropout Prevention,Cooperative Learning,At Risk Students,Low Income Groups

The research that has been conducted on single-sex schools and classes, has for the most part, been done in the private school and college realm, primarily because very few public schools established single-sex programs. One of the consistent findings has been that with so much emphasis having been placed on the development of girls, that boys are now the group being shortchanged, especially in the areas of reading and writing. Title IX, the gender equity act, has also had a hand in keeping single-sex schools and courses to a minimum. What the courts have upheld is that single-sex courses and schools may function if the curriculum presented is identical and there is equal access. In 1998, the AAUW published a surprising report stating that single-sex classrooms may not be better than coeducational settings. What it did identify as beneficial was small class size, a focused and well-structured instructional program without bias, and a lack of stereotyping. There is agreement on the research findings that in single-sex courses and classes girls do score slightly higher on tests. The groups that seem to benefit most from this arrangement tend to be students who are considered to be at-risk, those from minority groups, and those who come from low socio-economic backgrounds. Benefits for girls include: (1) More interest in and enthusiasm for math and science; (2) More academically inclined; (3) Spend more time studying and doing homework; (4) Spend more time on task in the classroom; (5) More open to discuss sensitive issues and concerns; (6) More likely to study more advanced levels of mathematics and science; (7) Access more information on choosing careers in mathematics and science; (8) Learn how to be more competitive; (9) Accept and develop leadership roles; (10) Fewer gender distractions; and (11) Less likely to have stereotypical views of females in the workplace. Benefits for boys: (1) Better chance of being on the college preparatory road; (2) More development of reading and writing skills; (3) Better chance of not dropping out of high school; (4) More open to discuss sensitive issues and concerns; (5) Learn collaborative working strategies; (6) Fewer gender distractions; and (7) Less likely to have stereotypical views of females. (Contains 15 online resources.)
Replacing Property Taxes with Sales Taxes Would Be Bad for Texas Businesses, Families, and Public Education. Policy Page. No. 07-307
Author: Center for Public Policy Priorities (CPPP)
Date: 2007-12-12
Type: Reports - Descriptive
Subjects: Educational Finance,Taxes,Business,Democracy,Public Education,Economic Progress,School Districts,Housing,Ownership

Public education is the foundation of our democracy and the engine of our economy. Texans have a collective responsibility to ensure that public education is adequately supported. This responsibility needs to be fairly distributed among Texas families in a way that supports economic growth. Recently, some have proposed that Texas replace local school property taxes by increasing the rate of the state sales tax or expanding the sales tax to more goods and services. Such a tax swap would be a bad deal for businesses, families, and public education. Reasons include: 1) The swap would make Texas businesses less competitive because the higher sales tax would raise the cost of Texas goods and services; 2) Taxes on most Texas families--including middle-class families--would actually go up. Only the wealthiest families would see a tax reduction; and 3) At the same time, public education would be hurt. Schools would have one source of revenue, sales, which is less stable than property. With the state paying all the bills, more decisions would be made in Austin, and the link between local taxpayers and public schools would be broken. In addition, local communities could no longer supplement the basic education provided by the state. Texans need to ask what problem we are trying to fix? Are property taxes too high? Even if Texas eliminated school property taxes, Texas would still have to raise the same amount of tax dollars. Are we worried that some residents aren't paying their fair share? In fact, everybody pays the property tax either as owners or as renters (with the tax reflected in the rent). Are we worried that property taxes discourage homeownership? Texas already has laws on the books to ensure that property taxes do not undermine homeownership. Are we worried that property taxes don't correspond to our ability to pay? Generally this is not true, but for those families for which it is true, most states address the problem through a tailored tax break called a circuitbreaker. Texas could provide a circuitbreaker too. As discussed in this paper, trading property taxes for sales taxes does not solve any real problems, but it does create some. (Contains 8 endnotes.)