ethanporcaro/eric-fulltext-meta huggingface dataset:
Infants and Toddlers in CCDBG: 2009 Update
Author: Matthews, Hannah
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Child Care,Block Grants,Infants,Primary Sources,Toddlers,Child Development,Federal Aid,Statistical Distributions,Federal Programs,Low Income Groups,Family Programs

The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. CCDBG provides child care assistance to children from birth to age 13. In fiscal year 2010, states received $5 billion in federal CCDBG funds. States are expected to contribute an additional $2.2 billion to draw down all federal funds. This fact sheet highlights key information about school-age children and CCDBG. These information include: (1) Fewer than a third of children served in CCDBG are under the age of 3; (2) More than half of infants and toddlers in CCDBG are cared for in center-based settings; (3) The CCDBG infant/toddler earmark funds a range of services; and (4) Funds earmarked for infants and toddlers comprise a small portion of CCDBG spending. (Contains 2 figures, 1 table, and 7 endnotes.)
Maternal, Infant and Early Childhood Home Visiting Program in the Affordable Care Act: Supplemental Instruction Request-February 2011
Author: Schmit, Stephanie
Date: 2011-03-29
Type: Reports - Descriptive
Subjects: Home Visits,State Programs,Mothers,Infants,Young Children,Federal Aid,Federal Legislation,Health Services,Program Implementation,Evidence,Models,Coordination

The latest Evidence-Based Home Visiting Supplemental Information Request (SIR) has recently been released by the Department of Health and Human Services (HHS) with collaboration from the Health Resources and Services Administration (HRSA) and the Administration for Children and Families (ACF) as outlined in the first Funding Opportunity Announcement (FOA). This information request provides states guidance in preparing their updated plans for their home visiting programs. States must complete these plans to receive federal funds for home visiting programs. The new information request strengthens the earlier guidance in important ways. The SIR addresses the requirements for updated state plans, the steps necessary for completing the requirements, and how HHS will review plans. It includes information explaining the criteria HHS uses to determine evidence-based models, the models initially found to meet the criteria, and details about using "promising approaches" in addition to evidence-based models. The SIR also addresses program implementation and requires states to update their plans to focus on quality. In addition to using evidence-based models, the SIR offers guidance on how states can use up to 25 percent of funding permitted in the law for promising approaches.
State Child Care Policies for Limited English Proficient Families
Author: Firgens, Emily
Date: 2012-10-00
Type: Reports - Descriptive
Subjects: Child Care,Limited English Speaking,State Policy,Block Grants,Federal Aid,Low Income Groups,Financial Support,Resources,Child Caregivers,English Language Learners,Second Language Learning,English (Second Language),Early Childhood Education,State Standards,Technical Assistance,Caregiver Training

The Child Care and Development Block Grant (CCDBG), the largest source of federal funding for child care assistance available to states, provides low-income families with help paying for child care. Studies have shown that low-income LEP (limited English proficient), as well as immigrant families, are less likely to receive child care assistance. Under CCDBG, every two years states are required to submit plans describing how they will use CCDBG funds to help low-income families access child care and improve the quality of child care for all children. The most recent set of CCDBG state plans for FFY 2012-2013 offer insight into how states' activities and policies are targeted toward LEP and immigrant families, children, and providers. The newly revised State Plan includes sets of questions covering state strategies for serving LEP families. This paper provides summaries of state responses to questions about engaging with LEP families and providers and better serving them through state child care assistance programs. Information in this paper is not meant to be representative of all state initiatives toward these groups. They recognize that some states may be conducting initiatives either through CCDBG funding or other funding sources, but may not have explicitly mentioned these activities within their FFY 2012-2013 plan. While details are limited, the state-reported activities provide an outline of the current and future activities states plan to undertake to support LEP families, children, and providers in accessing and providing high-quality child care. (Contains 12 endnotes.)
School-Age Children in CCDBG: 2010 Update
Author: Matthews, Hannah
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Federal Aid,Low Income Groups,Children

The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality for low-income families. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about infants and toddlers and CCDBG. These information include: (1) A third of children served in CCDBG are between ages 6 and 13; (2) More than half of school-age children in CCDBG are served in center-based care; and (3) The CCDBG school-age earmark funds a range of services. (Contains 2 figures, 1 table, and 4 endnotes.)
College Bound in Middle School &amp; High School? How Math Course Sequences Matter
Author: Finkelstein, Neal
Date: 2012-00-00
Type: Reports - Research
Subjects: Academic Achievement,Program Effectiveness,High School Students,Algebra,Universities,Science Curriculum,Course Selection (Students),Mathematics Curriculum,Secondary Education,STEM Education,School Districts,Prediction,Cohort Analysis,Science Careers,Mathematics Instruction

As California competes for jobs in an increasingly competitive global economy, the state faces a looming shortage of highly educated workers (PPIC, 2012). For a variety of reasons, the need for individuals with degrees in science, technology, engineering, and mathematics (STEM) is of particular concern. Nowhere is this more true than in the discipline of mathematics where understanding develops cumulatively, requiring that students master progressively more complex building-block concepts and skills in order to be successful in each next-higher-level course. Prior research confirms that success in high-level mathematics in high school is predictive of postsecondary success and careers in STEM fields. This study, funded by the S.D. Bechtel, Jr. Foundation and the Noyce Foundation, digs deeper into this middle- and high-school connection as it applies to STEM, in order to better understand the degree to which California students stay on the trajectory for STEM-related attendance eligibility at California's public universities and, if students veer off the trajectory, to better understand when and why. Thus, researchers examined math and science course-taking patterns for a representative cohort of some 24,000 California students who were enrolled in grade 7 in 2004/05 and stayed in their district through grade 12 in 2009/10. Although the study looked at students' science course-taking, this report focuses more tightly on the mathematics-related findings, partly because it turns out that course-taking patterns and performance in science are quite similar to, though less complex than, those in mathematics and partly because mathematical understanding, while not sufficient, is essential to student success in some key high school science courses, such as chemistry and physics. The math findings include: (1) Math performance in grade 7 is predictive of high-school math course-taking; (2) While the majority of students who achieved at least Proficient on their math CSTs are those who took algebra 1 in grade 8, geometry in grade 9, and algebra 2 in grade 10, in general this accelerated pathway does not support students who are not proficient in math in grade 7; (3) Many students repeat algebra, but few repeaters achieve proficiency on their second attempt; (4) Districts are keenly aware of poor student performance in mathematics but less aware of coursetaking patterns; and (5) Districts feel great urgency to improve algebra outcomes. Data Source is appended. (Contains 5 figures, 4 tables, and 24 footnotes.)
Role of Enforcement in Prevention. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-06-00
Type: Collected Works - Serial
Subjects: Violence,Prevention,Law Enforcement,School Safety,Colleges,Student Behavior,Compliance (Legal),Alcohol Abuse,Drinking,School Policy,College Students,Substance Abuse,Police School Relationship

This issue of "Issues in Prevention" focuses on the role of enforcement in prevention. This issue contains the following articles: (1) What the Evidence Tells Us about the Role of Enforcement in Prevention; (2) Campus Briefs; (3) Q&A with Charles Cychosz; and (4) Higher Education Center Resources.
Bar Study Stories. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-05-00
Type: Collected Works - Serial
Subjects: Prevention,Alcohol Abuse,Drinking,College Students,Violence,Costs,Risk,Business,Student Behavior,Correlation,Research Needs,Dormitories,Gender Issues,Athletes

This issue of "Issues in Prevention" focuses on the impact of the availability of drinks in licensed establishments, such as bars and taverns on student drinking. This issue contains the following articles: (1) Cheap Drinks at College Bars Can Escalate Student Drinking (John D. Clapp); (2) High Alcohol Outlet Density: A Problem for Campuses and Communities (William DeJong); (3) Preventing Bar Violence; (4) Prevention Briefs; and (5) Higher Education Center Resources.
Translating Research to Practice: Overcoming Barriers to Implementing Effective Off-Campus Party Intervention. Issues in Prevention
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-08-00
Type: Collected Works - Serial
Subjects: Prevention,Intervention,Student Behavior,Barriers,Safety,Law Enforcement,Drinking,Alcohol Abuse,College Students,School Community Relationship,Public Policy,School Policy,Program Effectiveness,At Risk Students

This issue of &quot;Issues in Prevention&quot; focuses on overcoming barriers in implementing effective off-campus party intervention. This issue contains the following articles: (1) Confronting the Problems Associated With Off-Campus Parties With Evidence-Based Strategies (John D. Clapp); (2) Overview of Research on Effective Off-Campus Party Interventions; (3) Q&amp;A With Toben Nelson; and (4) Higher Education Center Resources.
Linking Student Achievement to School, Family, and Community Involvement. Research Brief
Author: Appalachia Educational Laboratory at Edvantia (ED)
Date: 2005-12-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Program Effectiveness,Community Involvement,Family Involvement,Parent Participation,Parent School Relationship,Family School Relationship,School Community Relationship,Educational Improvement,Improvement Programs,Evidence,Performance Based Assessment,Best Practices

The study reviews what is known from research about school-family-community involvement programs. Collectively, recent studies and earlier research indicate a strong relationship between family involvement and improved academic performance. Family involvement is also associated with other key outcomes such as attendance and behavior, which are also related to achievement. The relationship between family involvement and performance holds for families of all backgrounds. The ways parents are involved matters, too. Improved performance is most strongly connected to involvement that is focused on learning, developing students' skills in specific subjects, and steering students toward more challenging classes. Close working relationships between teachers and families are also related to improved performance. The studies identified several ways that schools can assist families in developing their capacity to support their children's education. Finally, although engaging families can help improve student achievement, it is not enough to overcome the deficits of low-quality schools. Parent involvement programs need to be paired with high-quality initiatives to improve teaching and learning. Such initiatives will be more effective if they engage families.
Educational Concerns of Implementing Biosand Water Filters in Rural Uganda
Author: Spowart, Matthew
Date: 2012-12-00
Type: Reports - Research
Subjects: Rural Areas,Water,Microbiology,Sustainable Development,Water Quality,Structured Interviews,Program Implementation,Pretests Posttests,Influence of Technology,Community Attitudes,Participant Satisfaction,Developing Nations,Followup Studies,Social History,Familiarity,Knowledge Level,Interpersonal Communication,Educational Needs,Environmental Influences,Environmental Standards,Environmental Education,Training Methods,Training Objectives,Performance Factors

The world is facing a shortage of clean drinking water. Current predictions, due to growing population, urbanization, and climate change estimate access to clean water to be further challenged in the coming years. Research has indicated that point of use (POU) technologies are likely to be the most efficient at delivering clean water (water cleaned of diarrhea causing microbes and bacteria) to rural populations. POU technologies, and specifically the biosand filter (BSF) are shown to be affordable, effective, and sustainable in rural areas. Many studies point to the need of proper education and follow-up with BSF users. BSF technology has been used for the last 4 years in Nkokonjeru, Uganda by a partnership between Engineers Without Borders, Davis Branch and a local nongovernmental development agency, Rural Agency for Sustainable Development (RASD). Both quantitative and qualitative data were gathered at 10 sites with 23 water filters to identify the bacteria count before and after BSF use. Users at sites answered questions from a structured interview and demonstrated their BSF procedure. The survey indicated many BSFs were not being used or were not yielding clean water, due most likely to insufficient education and follow up. Implications of research led to the development of a training and implementation approach to improve the BSF program in Nkokonjeru, to modify RASD's ongoing program of BSF distribution. (Contains 3 appendices, 8 tables, and 12 figures.)
Gestalt Effect of Self Assessment
Author: McDonald, Betty
Date: 2012-12-19
Type: Reports - Evaluative
Subjects: Student Evaluation,Evidence,Program Effectiveness,Self Evaluation (Individuals),Research Design,Academic Achievement,Control Groups,Experimental Groups,Pretests Posttests,Research Skills,Achievement Gains,Instructional Effectiveness,High School Students,Student Centered Curriculum,Metacognition,Effect Size

Defining self assessment as the involvement of students in identifying standards and/or criteria to apply to their work and making judgements about the extent to which they have met these criteria and standards, this paper seeks to highlight the gestalt effect of self assessment. The total effect of self assessment on the learner is greater than the sum of the individual effects of self assessment. A Posttest-Only Control-Group Experimental Design was used for the conduct of a comprehensive study, with self assessment training as the experimental variable and the posttest as the results of the external examinations. Both treatment groups were selected from the same high schools, with the design duplicated across the 10 schools, controlling for socioeconomic status and other school variables that might otherwise influence differences between the treatment groups. Students reported feeling less threatened by other so-called superior students. The paper uses empirical evidence from the comprehensive study which showed that high school students trained in self assessment skills outperformed their untrained counterparts in external examinations in all areas of the school curriculum. This summary is hoped to bring changes to current practice and provoke much needed research in this field.
Predicting 3rd Grade and 10th Grade FCAT Success for 2006-07. Research Brief. Volume 0601
Author: Froman, Terry
Date: 2006-08-00
Type: Reports - Evaluative
Subjects: At Risk Students,Academic Achievement,Prediction,Grade 3,Grade 10,Identification,Reading Tests,Mathematics Tests,Predictive Measurement,High Stakes Tests,Educational Testing,Public Schools,School Districts,Evaluation Criteria,Urban Schools,Cutting Scores,Student Promotion,Grade Repetition,Graduation Requirements

For the past few years the Florida School Code has set the Florida Comprehensive Assessment Test (FCAT) performance requirements for promotion of 3rd graders and graduation for 10th graders. Grade 3 students who do not score at level 2 or higher on the FCAT SSS Reading must be retained unless exempted for special circumstances. Grade 10 students must earn a passing score of 300 or higher in reading and mathematics to qualify for a standard diploma. Many of our students are at risk of not meeting these requirements and having their academic progress interrupted. Clearly, any help in predicting which students may be in jeopardy of not passing the FCAT would help in providing targeted academic remediation to the students most in need. The service of providing predictions has been very well received by schools sites and has proved useful in identifying and prioritizing those students needing additional attention. This research brief is a continuation of that annual service.
Predicting FCAT Science Scores 2006-07. Research Brief. Volume 0602
Author: Froman, Terry
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Prediction,Science Tests,Mathematics Tests,Federal Programs,Educational Improvement,Grade 5,Grade 8,Grade 11,Science Achievement,Predictive Measurement,High Stakes Tests,Educational Testing,Public Schools,Accountability,School Effectiveness,Institutional Evaluation,Academic Standards,School Districts,Evaluation Criteria,Mathematics Achievement,Urban Schools,Cutting Scores,Regression (Statistics)

Although students have been taking the Florida Comprehensive Assessment Test (FCAT) Science test for a few years, the State has only recently set the achievement-level standards for the Science test. Science will be included in the school grade calculations for the first time in 2006-07. In addition, although no official guidelines exist presently, the FCAT Science scores will also be incorporated in the Adequate Yearly Progress requirements in the near future. With the growing importance of the FCAT Science test, it becomes increasingly desirable to have some way of predicting the performance of students. In other FCAT testing areas, prediction formulas and cutoff scores for success have been developed by this office and made available to schools for several years. However, because the FCAT Science test is relatively new and because it is administered in only Grades 5, 8, and 11, prediction for this test must proceed along different lines. This paper presents the results of an analysis directed toward predicting students' Science scores based on their performance on the FCAT Mathematics test of the previous year.
FCAT Retrospective: Trends over the Last Three Years. Research Brief. Volume 0603
Author: Froman, Terry
Date: 2006-10-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Trends,Trend Analysis,High Stakes Tests,Educational Testing,Public Schools,Accountability,School Effectiveness,Institutional Evaluation,Academic Standards,School Districts,Educational Improvement,Evaluation Criteria,Mathematics Achievement,Reading Achievement,Writing Achievement,Urban Schools,Federal Programs,Educational Indicators,Limited English Speaking

The Florida Comprehensive Assessment Test (FCAT) is the primary measure of student achievement applied to the grading of the Florida public schools. School grades utilize a point system in which schools are awarded one point for every percent of students: (1) scoring in achievement levels 3-5 in Reading; (2) demonstrating learning gains in Reading; (3) in the lowest 25% of Reading making gains; (4) scoring in achievement levels 3-5 in Mathematics; (5) demonstrating learning gains in Mathematics; and (6) scoring 3.5 or above in Writing. Each school gets points toward their school grade in direct proportion to the number of students meeting the standards in six different component areas. This paper depicts the changes in FCAT points earned toward school grades in both the District and the State over the last three years. In all component  (except Writing, where standards were raised in 2005) the District has demonstrated greater gains than the State and, in some components, exceeded the State's performance. It is important to exercise caution in attributing changes in student achievement to specific causes. There are a great many of potential influences on achievement and, in many cases, trends in the district seem to be paralleled by similar trends across the state. However, the improvements observed over the past three years in achievement scores and school grades are hard to interpret as anything but substantial improvement for the district.
Enrollment Projections for Presentation and Discussion: 2007-08 Pupil Population Estimating Conference. Research Brief. Volume 0604
Author: Blazer, Christie
Date: 2006-11-00
Type: Reports - Evaluative
Subjects: Enrollment,Enrollment Projections,Elementary Secondary Education,Students,Prediction,Cohort Analysis,Enrollment Trends

Research Services calculates enrollment projections on an annual basis. These projections are presented each year at the district's Pupil Population Estimating Conference. For this year's projections, two years of trend data (2005-06 and 2006-07) were used to project student enrollment for 2007-08. Projections are provided by individual grade level and for the district's total Pre-K through grade 12 enrollment. The 2007-08 projected enrollment offered by Research Services continues the decline in student enrollment evident in the district over the past five school years. The district's student enrollment is projected to be 340,149, a decline by 2.2 percent (7,823 students) from 2006-07 to 2007-08. (Contains 3 tables.)