ethanporcaro/eric-fulltext-meta huggingface dataset:
Taking Action for America: A CEO Plan for Jobs and Economic Growth
Author: Business Roundtable
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Economic Climate,Labor Market,Unemployment,Economic Progress,Job Development,Economic Development,International Trade,Financial Policy,Public Policy,Money Management,Federal Regulation,Tax Rates,Energy Management,Computer Security,Immigration,Foreign Nationals,Human Capital,Health Services,Retirement Benefits

America faces many challenges in working together to restore the promise of economic growth and security for the country, U.S. families and the American worker. The challenges are both real and serious. Despite hopeful signs of economic recovery, America remains mired in the deepest jobs crisis since the 1930s. One out of every 12 Americans who are willing and able to work cannot find a job. Approximately 13 million Americans remain unemployed. Frustrated and discouraged, millions more have simply given up looking for work altogether. To be sure, the severe job losses experienced during the depths of the 2007-2009 recession have ended, and the unemployment rate fell from 9.4 percent in December 2010 to 8.5 percent in December 2011. But vigorous and sustained job creation has not returned at the level required to put America back to work, and the numbers of long-term unemployed remain at record levels. The CEOs of Business Roundtable (BRT) have a plan to revitalize U.S. economic growth and job creation. They believe that America's business leaders have an obligation to bring their real-world experience on economic matters to public policy, especially in a time of widespread joblessness and economic distress. Job creation depends on economic growth, which cannot occur unless businesses are free to innovate, invest and grow. &quot;Taking Action for America&quot; is a comprehensive plan to jump-start new business investment and knock down barriers to economic growth. It includes pragmatic, actionable recommendations organized into three broad categories: (1) American Global Leadership, which must be secured through: (a) sound fiscal policy; (b) smarter regulation; and (c) competitive taxation; (2) American Advantages, which depend on: (a) open markets for international trade and investment; (b) reliable, affordable energy; (c) protecting U.S. technology assets with effective cybersecurity; and (d) contributions of highly educated world talent; and (3) American Workers and Families, who deserve policies that promote: (a) a skilled, prepared workforce; (b) affordable, quality health care; and (c) stable policies that ensure retirement security. Individual sections contain endnotes.
Alumni Perspectives Survey Report, 2013
Author: Leach, Laura
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Administrator Education,Business Administration Education,Alumni,Graduate Surveys,Job Satisfaction,Research Reports,Employment Opportunities,Employment Potential,College Outcomes Assessment,Work Environment,Educational Benefits,Educational Attitudes,Masters Programs,Longitudinal Studies,Annual Reports,Compensation (Remuneration),Salary Wage Differentials,Occupational Information,Cohort Analysis,Scheduling,Input Output Analysis,Task Analysis

How successful was the class of 2012 at securing employment after graduation? What does a &quot;typical day&quot; of work look like for graduate business school alumni? What impact do job tasks and work environments have on job satisfaction? How do alumni assess the value of their graduate management degree? The findings in the 2013 Alumni Perspectives Survey report answer these questions and others that address current economic and regional trends affecting alumni of MBA and other business master's programs. The Alumni Perspectives Survey, conducted in September 2012 by the Graduate Management Admission Council[R] (GMAC[R]), is a longitudinal study of respondents to the Global Management Education Graduate Survey, the annual GMAC exit survey of graduate management students in their final year of business school. This 13th annual report includes responses from 4,444 alumni who graduated from the classes of 2000 through 2012, including 834 members of the class of 2012. (Contains 16 figures, 8 tables and 61 footnotes.) [Contributions provided by Paula Bruggeman, Veronica Sinz, Gregg Schoenfeld, Michelle Sparkman Renz, and Lawrence M. Rudner.]
School-Based Health Centers and Academic Performance: What Is the Intersection? April 2004 Meeting Proceedings. White Paper
Author: Geierstanger, Sara P.
Date: 2005-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Policy,Stakeholders,School Health Services,Evaluation Methods,Research Methodology,Research Needs,Research Reports,Barriers,Federal Legislation,Documentation,Outcomes of Education,Check Lists,Health Promotion,Health Education,Access to Health Care,Health Needs,Prevention,Primary Health Care,Mental Health,Public Health,Clinics,Child Health,Integrated Services,School Community Programs,Evaluation Criteria,Program Effectiveness,Program Evaluation,Educational Research,Guidelines

The National Assembly on School-Based Health Care (NASBHC) convened a meeting of 23 stakeholders representing a national cross-section of experts in the fields of health and education on April 30, 2004. Among the participants were school health practitioners, educators, researchers, and funders. The meeting's purpose was to clarify and document the relationship between school-based health centers (SBHCs) and student academic performance. The diverse backgrounds, experiences, and viewpoints among participants contributed to a vigorous discussion of pertinent issues. The meeting included a discussion of the educational policy context that is increasing pressures on SBHCs to document the impact of their services on academic performance. This paper aims to: (1) summarize the meeting proceedings and recommendations; (2) provide a stimulus for further discussion and research on the connection between SBHCs and academic performance; and (3) provide guidance to those currently working with SBHCs, including staff, researchers, evaluators, advocates and their educational partners on strategies to document and enhance the collaboration between SBHCs and educators to improve student success and sustain the viability of the SBHC initiative. (Contains 4 figures and 1 footnote.) [Funding for this paper was provided by The Health Foundation of Greater Cincinnati.]
School-Based Health Care State Policy Survey. Executive Summary
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: State Aid,State Regulation,State Policy,Educational Finance,Evaluation Criteria,National Surveys,Public Health,School Health Services,Sustainability,Accountability,Health Promotion,Health Insurance,Primary Health Care,Mental Health,Child Health,Immunization Programs,Integrated Services,Educational Policy,Program Effectiveness,Welfare Services

The National Assembly on School-Based Health Care (NASBHC) surveys state public health and Medicaid offices every three years to assess state-level public policies and activities that promote the growth and sustainability of school-based health services. The FY2011 survey found 18 states (see map below) reporting investments explicitly dedicated to school-based health centers (SBHCs). State-directed funding in FY2011 totaled $89.6M for 875 SBHCs; state general funds (67%) represent the largest funding source. Since 1996, state investments in SBHCs have grown 122% percent--despite an austere state budgetary climate in the most previous years. Several states have experienced impressive gains in the past 10 years. States that direct funds to SBHCs hold programs accountable by setting and monitoring standards, requiring certification, and collecting performance data--the most frequent indicators being tied to obesity prevention, immunizations, and mental health. Of the 18 states that fund SBHCs, 10 have enacted meaningful Medicaid policies that assure reimbursement for care delivered to Medicaid enrollees in SBHCs, including primary care prior authorization waivers and mandated managed care organization contracts. (Contains 7 tables.)
School-Based Health Centers: National Census School Year 2004-05
Author: Juszczak, Linda
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: School Health Services,Health Personnel,Program Descriptions,Patients,School Community Programs,School Policy,Clinics,Disadvantaged,Federal Aid,Financial Support,Health Promotion,Prevention,Student Characteristics,Health Needs,Health Insurance,Primary Health Care,Mental Health,Public Health,Child Health,School Nurses,Integrated Services,Educational Policy,State Aid,State Policy,Educational Finance,National Surveys,Program Effectiveness,Community Health Services,Access to Health Care,Special Health Problems,Federal Legislation

The National Assembly on School-Based Health Care conducted the 2004-05 Census, the tenth count of school-based health centers (SBHCs) since 1986, to: (1) provide a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collect up-to-date data on demographics, staffing services, operations, prevention activities, clinical policies and trends; and (3) create a national directory of programs. Census 2004-05 identified 1709 school-connected programs nationwide. This number includes school-based, mobile and linked programs. 1335 or 78% of known programs responded to the survey. These data on practices and operations during the 2004-05 school year were collected from October 2005 through October 2006. Efforts were made to confirm that non-respondents were open during the 2004-05 school year. This report describes the 1235 sites providing a minimum of primary care service, defined as having a staffing profile with a nurse practitioner, physician assistant or physician on school grounds. [Additional funding for this paper was provided by the Office of Special Populations.]
School-Based Health Centers: National Census School Year 2007-08
Author: Strozer, Jan
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: School Policy,Clinics,Disadvantaged,Trend Analysis,Educational Trends,Federal Aid,Financial Support,Health Promotion,Prevention,School Health Services,Student Characteristics,Emergency Programs,Information Technology,Databases,Health Needs,Health Insurance,Primary Health Care,Mental Health,Public Health,Child Health,School Nurses,Immunization Programs,Integrated Services,Educational Policy,State Aid,State Policy,Educational Finance,National Surveys,Program Effectiveness,Community Health Services,School Community Programs,Access to Health Care,Special Health Problems,Federal Legislation

The National Assembly on School-Based Health Care's (NASBHC) 2007-2008 Census is the 11th request for data from school-based health centers (SBHCs) since 1986. The Census: (1) provides a better understanding of the role of SBHCs in meeting the needs of underserved children and adolescents; (2) collects relevant trend data on demographics, staffing, operations, prevention activities, clinical services, and policies; and (3) creates a national database of programs. Data for the 2007-2008 Census were collected from October 2008 through October 2009. The 2007-2008 Census identified 1,909 clinics and programs connected with schools nationwide, including: (1) School-based programs: Partnerships between schools and community health organizations that deliver health care to students within a fixed site on a school campus; (2) Mobile programs: Programs without a fixed site that rotate a health care team through a number of schools; and (3) School-linked programs: Health care programs that are formally or informally linked with schools to coordinate and promote health care for students on campus; clinical services are not provided on the school site. These programs (n=86) were not included in this report. Sixty-four percent (n=1226) of known programs responded to the survey. Efforts were made to confirm that health centers that did not complete a survey were open during the 2007-08 school year. With a few exceptions, the analysis in this report includes programs that provide, at a minimum, primary care services (n=1096). However, all programs (n=1226)--including those that do not provide primary care services--are included in the mental health and health promotion/prevention sections of this report. [Additional funding for this paper was provided by the Office of Special Populations.]
Position Statement on Documentation of the Relationship between School-Based Health Centers and the Academic Accomplishments of Students
Author: National Assembly on School-Based Health Care (NASBHC)
Date: 2005-10-10
Type: Reports - Descriptive
Subjects: Academic Achievement,School Health Services,Federal Legislation,Position Papers,Documentation,Outcomes of Education,Check Lists,Health Promotion,Health Education,Access to Health Care,Health Needs,Prevention,Primary Health Care,Mental Health,Public Health,Clinics,Child Health,Integrated Services,School Community Programs,Educational Policy,Evaluation Criteria,Program Effectiveness,Program Evaluation,Educational Research,Guidelines

The purpose of this position statement is to clarify issues and suggest priorities relating to the documentation of the relationship between school-based health centers (SBHCs) and the academic accomplishments of students. Current national educational policies, such as the No Child Left Behind Act, are increasingly exerting pressure upon schools to document improvements in student achievement. With increasing competition for limited school resources, the continued vitality and viability of school programs, such as SBHCs, may depend upon their ability to demonstrate their contribution toward academic success. The National Assembly on School-Based Health Care (NASBHC) is committed to providing health center staff, researchers, educational professionals, and other stakeholders across the nation with comprehensive information and guidance regarding SBHCs and academic outcomes. A bibliography is included. (Contains 1 table and 1 footnote.)
Afterschool in Action: How Innovative Afterschool Programs Address Critical Issues Facing Middle School Youth
Author: Afterschool Alliance
Date: 2012-03-00
Type: Reports - Descriptive
Subjects: Recognition (Achievement),Case Studies,Middle School Students,After School Programs,Adolescent Development,Competition,Awards,Educational Innovation,Academic Achievement,Alignment (Education),Bullying,Internet,Computers,Social Networks,Service Learning

Over the last four years, the Afterschool Alliance and MetLife Foundation have worked together to identify exemplary, and often lesser-known afterschool programs across the nation. For the past two years, efforts have focused on finding innovative afterschool programs serving middle school students. This focus was developed to address the need for new and innovative ways to engage adolescents during a crucial juncture in their lives, when they are still developing as both students and individuals. Some middle schoolers are mature for their age and ready for the transition to high school, while others still yearn for the comfort of elementary school. The question beckons: How do you deal with a population of students who are rapidly growing as individuals but are still unsure of their identity among peers and their strengths in the classroom? In 2011, the partners attempted to answer this question by identifying afterschool programs that are successfully engaging middle school students and toeing the line between providing a safe, nurturing environment while also affording youth a space to explore new interests and drive their own learning. The Afterschool Alliance and MetLife Foundation accomplished this through a competitive awards program that attracted more than 300 nominations from programs nationwide. With the help of external reviewers, the pool of nominees was narrowed down to 20 programs to be featured in issue briefs. Five of those programs were then selected as MetLife Foundation Afterschool Innovators. This year, each of the MetLife Foundation Afterschool Innovators received a $10,000 award to sustain and expand their work. This paper features in-depth case studies of the five programs selected as 2011 MetLife Foundation Afterschool Innovator Award winners which include: (1) Kids Rethink New Orleans Schools (New Orleans, LA); (2) Higher Achievement (Washington, D.C.); (3) Urban Arts/Project Phoenix (Oakland, CA); (4) 21st Century PASOS (Gettysburg, PA); and (5) America SCORES (Chicago, IL). Hopefully, these case studies will help other programs across the country learn from each program's achievements and apply the lessons learned by these Innovators in their own programs.
Service-Learning in Afterschool: Helping Students Grow and Communities Prosper. MetLife Foundation Afterschool Alert. Issue Brief No. 52
Author: Afterschool Alliance
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Enrichment,Service Learning,After School Programs,Middle School Students,Academic Achievement,Self Esteem,Adolescent Development,Emotional Development,Social Development,Citizen Participation,Citizenship Responsibility

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third in a series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This brief focuses on service-learning opportunities for middle schoolers. Pairing service with academic enrichment can support youth success in many ways. Middle schoolers in particular can benefit greatly from the improved self-confidence and learning gains afforded by service-learning opportunities. Afterschool programs interested in providing service-learning for students must be mindful of the important blend of providing community service opportunities along with an academic component. Whereas community service activities allow youth to develop and apply their skills and knowledge to real-life situations and enhance their ability to become productive, contributing adult citizens, including an academic component by allowing youth to lead the service project ties youth development goals to actual gains in the classroom. All of this leads to better students and a brighter future, and highlights an example of how afterschool benefits children, schools and their communities. (Contains 15 endnotes.) [For the related reports, see &quot;Aligning Afterschool with the Regular School Day: The Perfect Complement. MetLife Foundation Afterschool Alert. Issue Brief No. 50&quot; (ED522625);  &quot;Afterschool: A Strategy for Addressing and Preventing Middle School Bullying. MetLife Foundation Afterschool Alert. Issue Brief No. 51&quot; (ED539793); and &quot;Literacy in Afterschool: An Essential Building Block for Learning and Development. MetLife Foundation Afterschool Alert. Issue Brief No. 53&quot; (ED539788).]
Student-Centered Learning in Afterschool: Putting Students' Needs and Interests First. Afterschool Alert. Issue Brief No. 54
Author: Afterschool Alliance
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Student Interests,Teaching Methods,Caring,After School Programs,Student Needs,Educational Innovation,Experiential Learning,Learner Controlled Instruction,Individualized Instruction

Today's classrooms reflect a full spectrum of abilities, interests and cultures. In part due to standardized testing's influence on the school curriculum and the pace at which students must move through the coursework, meeting the needs of individual students during the school day is challenging. Many students are falling behind and, as a result, there is a growing necessity to provide more student-centered, personalized learning opportunities that accommodate different interests and approaches to learning. With the support and guidance of teachers and caring adults, students can become the center of their own learning and have the power to create innovative and experiential projects and activities. Increasingly, high quality afterschool programs focused on the whole child are helping youth gain access to more resources and providing an unparalleled space for them to have a hand in their own learning in ways that suit their most pressing needs and keenest interests. Innovative afterschool programs with a student-centered approach have the potential to prepare youth as responsible citizens who are in control of their future. (Contains 30 endnotes.)
Demystifying the GMAT: What We Know about IR 6 Months after Launch
Author: Rudner, Lawrence M.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Predictive Validity,Test Reliability,Test Validity,Business Education,Predictive Measurement,Information Skills,Skill Analysis

Business schools seek students who can evaluate, synthesize and extract the important information and sort out the noise from very large volumes of data. With the launch of the Integrated Reasoning section in June, the GMAT exam started measuring these skills, which are essential for learning in today's programs, are expected of those who intend to work in business, and are of critical importance to the businesses they may create or join in the future. In the first six months of Integrated Reasoning, more than 105,000 exams have been administered. While it will take more time to establish predictive validity for individual programs--that is, to state precisely to what extent the section adds to the already high ability of the GMAT exam to predict test takers' potential for success in the classroom--some preliminary analysis has been conducted to see whether the test is showing any bias toward or against any subgroups of test takers, and how test takers who score similarly on the Quantitative and Verbal sections perform on the new section. This paper presents an overview of what GMAT IR scores mean to schools 6 months after launch.
Improving Young Children's Success: California's Race to the Top-Early Learning Challenge. Fact Sheet
Author: Children Now
Date: 2012-11-08
Type: Reports - Descriptive
Subjects: Disabilities,Achievement Gap,Child Welfare,Developmental Delays,Federal Aid,Second Language Learning,Grants,Young Children,Educational Improvement,Academic Achievement,Educational Quality,Infants,Toddlers,Preschool Children,Low Income Groups,Access to Education,Early Childhood Education,Kindergarten,Program Implementation,English Language Learners

California recently received a highly competitive Race to the Top-Early Learning Challenge (RTT-ELC) federal grant to improve the quality of early learning programs and close the achievement gap for vulnerable young children. Over the next three years, California, led by local efforts in 16 counties in collaboration with the California Department of Education, will work together to ensure positive outcomes for the state's infants, toddlers and preschoolers. The end goal of California's RTT-ELC effort is that young children, particularly those who are low-income, English learners, or children with disabilities or developmental delays have access to high quality early learning programs so that they thrive in their early learning settings and succeed in kindergarten and beyond. This fact sheet covers California's unique approach towards implementing its federal RTT-ELC grant, which builds on local and statewide successes. [This paper was co-created with Advancement Project and Preschool California.]