ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education Counts: Achieving Results, 2010
Author: Connecticut Department of Higher Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Economic Development,Higher Education,Elementary Secondary Education,Educational Trends,Trend Analysis,Educational Indicators,College Outcomes Assessment,Access to Education,Paying for College,Efficiency,Educational Resources,State Surveys,Graduation Rate,Academic Persistence,Educational Attainment,Academic Degrees,Student Costs,Enrollment Rate,Enrollment Trends,Minority Groups,Teacher Shortage,School Activities,Electronic Learning,Academic Achievement,Achievement Rating

This report, issued by the Connecticut Department of Higher Education, reports on trends in higher education for the year 2010. Six goals are presented, each with indicators. Each indicator is broken down into the following subsections: About This Indicator; Highlights; and In the Future. Most indicators also include statistical tables and figures providing supplemental data. The six goals include: (1) Student Learning; (2) Learning in K-12; (3) Access and Affordability; (4) Economic Development; (5) Responsiveness to Societal Needs; and (6) Resource Efficiency. A section listing Connecticut peer institutions concludes the report.
Latino Legislative Hearing on Pre-K & the Early Grades: NALEO Education Leadership Initiative. A Report of the NALEO Educational Fund
Author: NALEO Educational Fund
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Achievement Gap,Early Childhood Education,Boards of Education,School Readiness,Legislators,Hispanic American Students,Elementary Education,Hispanic Americans,Outcomes of Education,Achievement Gains,Misconceptions,Educational Policy,Educational Finance,Financial Support,Program Development,Models,Case Studies,Hearings,Federal Government

On September 23, 2008, Latino state legislators from throughout the United States participated in a Legislative Hearing on Pre-K and the Early Grades on Capitol Hill. The nation's leading experts on Latinos and early childhood education presented new research and information on programs and policies that work. Their testimony provided an in-depth understanding for the potential of high-quality pre-k through 3rd grade education to close persistent school readiness and achievement gaps for Latino students. The Legislative Hearing on Pre-K and the Early Grades was part of the National Association of Latino Elected and Appointed Officials Educational Fund's 4th Annual National Summit on the State of Latino Education, an intensive three-day convening of 50 Latino public officials, including state legislators, school board members, community college trustees and municipal officials from across the country. This paper presents the following testimonies: (1) Proof Positive: Early Education Helps Close the Achievement Gap (Eugene E. Garcia); (2) Seven Policy Myths of Early Education: Reviewing the Facts (Michael Lopez); (3) Getting to the 3rd Grade Turning Point (Kristie Kauerz); (4) Keeping the Momentum Going through Aligning Systems (Jesse H. Ruiz); (5) Early Education Funding: Strategies for Creating Effective Programs (Libby Doggett); and (6) Developing a Model for Early Education Funding (Lawrence O. Picus). (Contains 2 figures, 5 tables and 69 footnotes.) [Funding for this paper was provided by Pre-K Now.]
Parents Want to Know about America's Schools
Author: Education Trust
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Access to Information,Academic Achievement,Educational Finance,High Schools,Educational Environment,Teachers,School Districts

Parents and communities should have access to comprehensive, easily accessible data on how schools are doing. This report zeroes in on the expected reauthorization of the Elementary and Secondary Education Act (ESEA) as the opportunity for lawmakers to require public reporting on such crucial indicators as achievement, high schools, school climate, teachers, school districts, and funding levels. ESEA reauthorization can fill in the gaps No Child Left Behind didn't address, while leaving in place its focus on accountability for key outcomes.
Fair to Everyone: Building the Balanced Teacher Evaluations that Educators and Students Deserve. Teacher Quality
Author: Almy, Sarah
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Classroom Observation Techniques,Teacher Effectiveness,Evaluators,Teacher Evaluation,Academic Achievement,Teaching Methods,Measurement Techniques,Standards,Professional Development,Remedial Instruction,Student Needs,Evaluation Methods,Elementary School Teachers,Secondary School Teachers

In schools across America, teachers know who among their peers is doing the best work and who is not. Yet the nation's evaluation systems tend to foster the notion that all teachers perform the same way, with the same results for students. Indeed, in an attempt at equality--uniform treatment for everyone--current evaluation systems often end up being fair to no one. Ideally, performance evaluations should serve to help teachers identify strengths and areas for development, as they work to improve their practice. Systems that work have the goal of lifting quality across the profession, aiding all teachers to become good and prompting good teachers to become great. This paper highlights key elements of evaluations that live up to these aspirations. Quality evaluation systems include regular classroom observations by trained evaluators with clear standards. They also include measurements that consider the contribution each teacher makes to student learning over a year's time, taking into account the achievement level and remediation needs students bring to the classroom. Ultimately, everyone stands to gain when teacher evaluation systems are designed to gauge teacher performance fairly, clearly, and comprehensively, with an eye to the kind of professional growth that fuels student learning. It is hoped that this paper demystifies some of the newer approaches to evaluation for districts and states that might be considering them. The author's aim is to illustrate why these new systems are better for teachers and students. (Contains 10 notes.)
Poised to Lead: How School Counselors Can Drive College and Career Readiness. K-12 Practice
Author: Hines, Peggy Laturno
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Course Selection (Students),School Counselors,Career Planning,Academic Achievement,Educational Policy,College Preparation,Advocacy,High School Students,Counselor Training,School Counseling

The quality of the coursework students take in high school powerfully affects their life options after graduation. School counselors can guide students through the course selection process. They also can help schools identify policies and practices that propel all students toward success, as well as those that hold some students back. The problem? Too many of today's school counselors do not serve this function. This paper outlines what states, districts, and schools can do to help school counselors become leaders and advocates in the effort to prepare all students for college and career. (Contains 18 notes.) [This paper was written with Karen D. Crews.]
Getting It Right: Crafting Federal Accountability for Higher Student Performance and a Stronger America. K-12 Policy
Author: Ushomirsky, Natasha
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Politics of Education,Accountability,Academic Achievement,Achievement Gap,Educational Improvement,Educational Policy,Criticism,State Standards,Educational Objectives

Whether through reauthorizing the Elementary and Secondary Education Act or using the Department of Education's waiver authority, federal policymakers must fix what No Child Left Behind got wrong, while salvaging what it got right: a focus on improving achievement and closing gaps for all groups of students. In this report, The Education Trust details its recommendations for new federal accountability policy. Responding to responsible criticism of the current law, this proposal outlines ambitious but achievable state-level goals for raising achievement and closing gaps, while calling for greater state flexibility to devise systems that will prompt schools and districts to move toward these goals. (Contains 12 tables and 18 footnotes.)
Identifying Key Elements of Community-Based ESD: ESD-J's Projects to Collect ESD in Practice in Japan and Asia
Author: Noguchi, Fumiko
Date: 2010-00-00
Type: Journal Articles
Subjects: Foreign Countries,Sustainable Development,Informal Education,Community Programs,Community Development,Program Descriptions,Program Effectiveness,Biodiversity,Learning Processes,Case Studies,Nongovernmental Organizations,International Education,Rural Areas,Rural Development,Indigenous Populations,Participatory Research,Elementary School Students,Secondary School Students,Conservation (Environment)

Since its establishment in 2003, the Japan Council on the UN Decade of Education for Sustainable Development (ESD-J) has paid close attention to informal learning processes in community-based efforts to promote local sustainable development. ESD-J carried out two projects to collect information on and visualise community-based ESD practice: the &quot;Asia Good ESD Practice Project (AGEPP)&quot; (2006-2008), covering the Asian region, and the &quot;ESD x Biodiversity Project&quot; (2009-2011) at the national level. This article presents key  elements of community-based ESD, derived from the observed cases of ESD in practice documented through these two projects. (Contains 9 figures, 1 box, and 3 online resources.)
No Place for Kids: The Case for Reducing Juvenile Incarceration
Author: Mendel, Richard A.
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Safety,Correctional Institutions,Group Homes,Juvenile Justice,Youth Programs,Delinquency,Institutionalized Persons,Recidivism,Violence,At Risk Persons,Eligibility,Placement,Costs,Incentives,Change Strategies,Accountability,Data Collection

States confine juvenile offenders in many types of facilities, including group homes, residential treatment centers, boot camps, wilderness programs, or country-run youth facilities (some of them locked, others secured only through staff supervision). But the largest share of committed youth--about 40 percent of the total--are held in locked long-term youth correctional facilities operated primarily by state governments or by private firms under contract to states. Yet these institutions have never been found to reduce the criminality of troubled young people. Quite the opposite: For decades now, follow-up studies tracking youth released from juvenile corrections facilities have routinely reported high rates of recidivism. Meanwhile, reports of pervasive violence and abuse have been regularly emerging from these facilities for as long as anyone can remember. The main body of this report details six pervasive flaws in the states' long-standing heavy reliance on large, prison-like correctional institutions. Specifically, the report will show that these facilities are frequently: (1) dangerous, (2) ineffective, (3) unnecessary, (4) obsolete, (5) wasteful, and (6) inadequate. A subsequent chapter addresses the question of public safety, finding that states where juvenile confinement was sharply reduced in recent years experienced more favorable trends in juvenile crime than jurisdictions which maintained or increased their correctional facility populations. Finally, the report provides recommendations for states on how to reduce juvenile incarceration and redesign their juvenile corrections systems. (Contains 12 figures and 145 endnotes.) [For "No Place for Kids: The Case for Reducing Juvenile Incarceration. Issue Brief," see ED527945.]
No Place for Kids: The Case for Reducing Juvenile Incarceration. Issue Brief
Author: Annie E. Casey Foundation
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Evidence,Delinquency,Incentives,Public Policy,Juvenile Justice,Correctional Institutions,Crime,Youth,Models,Cost Effectiveness,Eligibility,Placement,Best Practices,Therapy,Accountability,Data Collection

The evidence presented in "No Place for Kids" makes clear that heavy reliance on juvenile incarceration is a counterproductive public policy for combating youth crime. It is time to act on this information by abandoning the long-standing incarceration model and embracing a more constructive, humane, and cost-effective approach to youth corrections. This paper offers the following recommendations: (1) Limit Eligibility for Correctional Placements; (2) Invest in Promising Non-Residential Alternatives; (3) Change the Financial Incentives for Incarcerating Youth; (4) Adopt Best Practice Reforms for Managing Youthful Offenders; (5) Replace Large Institutions With Small, Treatment-Oriented Facilities for the Dangerous Few; and (6) Use Data to Hold Youth Corrections Systems Accountable. [For the full report, "No Place for Kids: The Case for Reducing Juvenile Incarceration," see ED527944.]
Preliminary Findings about Waivers: CEP Survey of State Education Agency Officials, October-November 2011
Author: Rentner, Diane Stark
Date: 2011-12-00
Type: Reports - Research
Subjects: State Departments of Education,State Surveys,Educational Legislation,Federal Legislation,Compliance (Legal),Educational Improvement

In the fall of 2011, the Center on Education Policy conducted a survey of state education officials to learn more about the fiscal condition of the states, their efforts to meet the assurances under the American Recovery and Reinvestment Act, and the progress of states that have adopted the Common Core State Standards in transitioning to the new standards. Included in this survey were a few questions about U.S. Secretary of Education Duncan's new flexibility in the form of waivers that was announced in late September 2011. A total of 36 states and the District of Columbia participated in the survey. This paper presents the results from the questions about these waivers.
Lifting the Fog on Inequitable Financial Aid Policies: A Companion Brief to "Priced out: How the Wrong Financial Aid Policies Hurt Low-Income Students"
Author: Lynch, Mamie
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Access to Education,Student Financial Aid,Paying for College,Grants,Educational Policy,Financial Policy,Policy Analysis,Low Income Groups,Student Costs,Barriers,Educational Legislation,Financial Problems,Educational Finance

A lack of situational awareness has been blamed for many of the most counterproductive decisions American policymakers have made on the battlefield, in response to natural and man-made disasters, and in the design and implementation of domestic policies. There are two key elements such disparate events as the escalation of the Vietnam war, the handling of relief efforts in the aftermath of Hurricane Katrina, and the under regulation of the subprime mortgage market have in common. First, there are decision-making processes grounded in ideology and political expediency, rather than values and social contracts. Second, there are many missed opportunities--usually acknowledged in hindsight and attributed to the "fog of war"--to make timely decisions that could have altered the catastrophic outcomes before they unfolded. In "Priced Out: How the Wrong Financial Aid Policies Hurt Low-Income Students," we demonstrated how far too many low-income students are priced out of higher education, in no small part because of the counterproductive financial aid policies enacted by federal, state, and institutional policymakers. The negative impact of these policies--many of which were enacted in a robust fiscal environment and thrived through complacency with the status quo--has worsened throughout the current financial crisis. The bottom line? At every level, from the federal government to the campus, our spending has shifted away from the students who most need support toward those who will attend college no matter what. Leaving this situation unattended will effectively deplete our ever-diminishing reserve of opportunity in America. In this companion brief, we seek to lift the fog and to enhance situational awareness not only for those we have entrusted with our higher education policymaking, but for those who can influence the debate in order to avert an impending disaster: trustees, faculty members, parents, students, and advocacy groups. (Contains 8 figures and 37 notes.) [For the companion report, "Priced out: How the Wrong Financial-Aid Policies Hurt Low-Income Students," see ED520199.]
Teaching Our Homeless Children
Author: Sheldon, George H.
Date: 2011-12-29
Type: Reports - Descriptive
Subjects: Homeless People,Disadvantaged Youth,Educational Practices,Student Characteristics,Demography,Administrator Role,Attendance Patterns,Student Mobility,At Risk Students,Guidelines,Teaching Methods

This paper discusses some of the major concerns associated with the instructional process of our homeless children. The reader is provided with a brief overview of the prevalence of this population. According to the National Center on Family Homelessness the number of school children who are homeless is growing rapidly with 1.4 to 1.5 million children out of 3.5 million homeless people (National Center on Family Homelessness, 2009). This is followed with a brief listing of characteristics of homeless children. The author presents some ideas on how do our educational communities teach homeless children and provide them with tools to break the cycle of poverty and homelessness? How can administrators support their staff's effort in providing an engaging instructional setting while meeting the unique needs of our students? (Contains 2 tables.)
FLAn: A Free Hypermedia Editor to Create Foreign Language Learning Units
Author: Kilickaya, Ferit, Ed.
Date: 2011-12-00
Type: Journal Articles
Subjects: Second Language Learning,Computer Software,Hypermedia,Multimedia Materials,Computer Assisted Instruction,Second Language Instruction,Teacher Developed Materials

Glossing words is done via special software called multimedia editors. Foreign Language Annotator (FLAn), created by Thibeault (2011), is one of these multimedia editors. FLAn (Foreign Language Annotator), a free hypermedia editor that works on both Macs and PCs, allows instructors to turn static texts into dynamic learning units by attaching information to words and phrases. The information can include text-based information (translation, definition, comments, grammar notes, etc.), digital media (image, audio, and video) or web links. When students read the text in a FLAn unit and click on an unfamiliar word, they see various kinds of information about the word to facilitate comprehension. In addition, FLAn allows teachers to include relevant cultural information and Web links, a global translation, and links to global references such as an online dictionary, grammar review or verb conjugator. Online quizzes and activities based on the text can also be linked directly to the FLAn unit. FLAn includes a tracking feature that allows the instructor to see a record of the student's performance. The record can be printed out or sent as a text file through email. Both the text and glossary can be printed out as well. FLAn is particularly suited for in depth processing of shorter texts such as dialogs, transcripts of short audio or video clips, jokes, poems, song lyrics, and literary passages. (Contains 5 figures.)
Monitoring the Future National Results on Adolescent Drug Use: Overview of Key Findings, 2010
Author: Johnston, Lloyd D.
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: College Students,Narcotics,Drug Abuse,Drug Use,Grants,Secondary School Students,Futures (of Society),Adults,Surveys,Trend Analysis,Risk,Beliefs,Student Attitudes,Grade 8,Grade 10,Grade 12,Tables (Data),Incidence,Drinking,Inhalants,Smoking,Marijuana,Cocaine

Monitoring the Future (MTF) is a long-term study of American adolescents, college students, and adults through age 50. It has been conducted annually by the University of Michigan's Institute for Social Research since its inception in 1975 and is supported under a series of investigator-initiated, competing research grants from the National Institute on Drug Abuse. The 2010 MTF survey encompassed about 46,500 eighth-, 10th-, and 12th-grade students in almost 400 secondary schools nationwide. The first published results are presented in this report. Recent trends in the use of licit and illicit drugs are emphasized, as well as trends in the levels of perceived risk and personal disapproval associated with each drug. This study has shown these beliefs and attitudes to be particularly important in explaining trends in use. In addition, trends in the perceived availability of each drug are presented. A synopsis of the design and methods used in the study and an overview of the key results from the 2010 survey follow this report's introductory section. These are followed by a separate section for each individual drug class, providing figures that show trends in the overall proportions of students at each grade level (a) using the drug, (b) seeing a "great risk" associated with its use (perceived risk), (c) disapproving of its use (disapproval), and (d) saying they could get it "fairly easily" or "very easily" if they wanted to (perceived availability). For 12th graders, annual data are available since 1975, and for 8th and 10th graders, since 1991, the first year they were included in the study. The tables at the end of this report provide the statistics underlying the figures; in addition, they present data on lifetime, annual, 30-day, and (for selected drugs) daily prevalence. (Contains 17 tables and 9 footnotes.) [For related reports, see "Monitoring the Future National Survey Results on Drug Use, 1975-2010. Volume I, Secondary School Students" (ED528081); and "Monitoring the Future National Survey Results on Drug Use, 1975-2010. Volume II, College Students & Adults Ages 19-50" (ED528082).]