ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Rosenwald Schools on Black Achievement. WP 2009-26
Author: Aaronson, Daniel
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Wages,African Americans,Rural Schools,School Construction,Outcomes of Education,African American Achievement,Attendance,Young Adults,Program Effectiveness,Achievement Gains,Achievement Gap,Educational Opportunities,Graduation Rate,Educational Attainment,Literacy,Migration,Thinking Skills,Intervention,Educational Facilities Improvement,African American Education,African American Institutions,African American Students,Rural Areas,Small Schools,Elementary Secondary Education

The Black-White gap in completed schooling among Southern born men narrowed sharply between the World Wars after being stagnant from 1880 to 1910. We examine a large scale school construction project, the Rosenwald Rural Schools Initiative, which was designed to dramatically improve the educational opportunities for Southern rural Blacks. From 1914 to 1931, nearly 5,000 school buildings were constructed, serving approximately 36 percent of the Black rural school-aged Southern population. We use historical Census data and World War II enlistment records to analyze the effects of the program on school attendance, literacy, high school completion, years of schooling, earnings, hourly wages, and migration. We find that the Rosenwald program accounts for at least 30 percent of the sizable educational gains of Blacks during the 1910s and 1920s. We also use data from the Army General Classification Test (AGCT), a precursor to the AFQT, and find that access to Rosenwald schools increased average Black scores by about 0.25 standard deviations adding to the existing literature showing that interventions can reduce the racial gap in cognitive skill. In the longer run, exposure to the schools raised the wages of blacks that remained in the South relative to Southern whites by about 35 percent. For blacks the private rate of return to a year of additional schooling induced by Rosenwald was about 18 percent. Moreover, Rosenwald significantly increased Northern migration of young adult Blacks, with no corresponding impact on school-age Blacks or young adult Whites, likely fueling further income gains. Across all outcomes, the improvements were highest in counties with the lowest levels of Black school attendance suggesting that schooling treatments can have a very large impact among those at the bottom of the skill distribution. (Contains 7 figures, 13 tables, and 57 footnotes.)
Screening and Assessing Immigrant and Refugee Youth in School-Based Mental Health Programs. Issue Brief No. 1
Author: Birman, Dina
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: School Health Services,Screening Tests,Identification,Mental Health Programs,Mental Health,Health Needs,Refugees,Immigrants,Youth,Best Practices,Anxiety,Migration,Emotional Disturbances,Acculturation

This paper provides an overview of screening, identification, and assessment tools and processes that can be used by practitioners and researchers who care for immigrant and refugee youth. The authors focus particularly on those tools useful in school-based settings. First, the authors review mental health needs of immigrant and refugee youth and highlight the kinds of issues they may present. Second, they summarize important issues to consider when determining the quality and suitability of screening and assessment measures. They then review existing tools and measures that have been developed to screen refugees and immigrants, as well as those instruments that have been adapted for this use. Finally, they summarize existing measures and issues to consider when conducting comprehensive assessments with these populations. The paper also suggests ways that, in the absence of tools created for a specific refugee population, researchers and service providers can draw from existing tools and modify them to be more useful and appropriate for immigrant and refugee youth. (Contains 1 figure and 1 table.)
It's Elementary: Expanding the Use of School-Based Clinics
Author: Lear, Julia Graham
Date: 2007-10-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,State Action,Child Health,Clinics,School Health Services,Access to Health Care,Parent Participation,Elementary Schools,Middle Schools,High Schools,Financial Support,Mental Health,Physical Health,Health Insurance,Grants,Models,At Risk Persons,Low Income Groups,Minority Groups,Taxes,Federal Aid

Governor Arnold Schwarzenegger has declared his intention to open health centers in 500 elementary schools across the state, which would bring the total number of such school-based clinics to 646. This initiative builds on California's 30-year history of using the school setting to increase access to care for children, improve clinical outcomes, and save money for public and private payers of child health services. This report explores the options and issues associated with the potential launch of a new school health center initiative in light of previous experience in California and other states. It concludes with a discussion of state policy development and possible directions for future state action. Three appendices are included: (1) School-Based Health Centers, by State and School Year; (2) K-12 Students and School-Based Health Centers, 2004-05; and (3) State Definitions of School-Based Health Centers (SBHCs). (Contains 1 figure, 6 tables and 32 endnotes.) [This paper was prepared for California HealthCare Foundation.]
Mental Health Interpreter Training: Where to Find Training? What Type? What's the Cost?
Author: Whitsett, Margaret
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Mental Health,Health Services,Interpretive Skills,Professional Training,Occupational Information,Career Planning

This paper offers some basic information about mental health interpreter training. The information offered in this paper is organized into table form with the following column headings: (1) training program; (2) cost; (3) type; (4) time; (5) outcome; (6) primary topics covered; (7) skills attained; and (8) prerequisites to enroll.
Four Aspects of Civic Education: Teaching the History and Geography of the Land of Israel as a Case Study
Author: Cohen, Aviv
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Role of Education,Citizenship Education,History,Geography,Case Studies,Comparative Education,Educational History

At the center of this study stands the will to understand the use of the subjects of History and Geography as means of civic education. A new theoretical framework is offered, encompassing different aspects of civic education. With the use of this framework, the Israeli educational system was evaluated as a case study. (Contains 1 table, 1 figure, 1 footnote, and 2 charts.)
Agenda for Children: 2003 Year in Review
Author: Agenda for Children
Date: 2003-12-12
Type: Reports - Evaluative
Subjects: Children,Well Being,Child Development,Partnerships in Education,Government School Relationship,School Community Relationship,Position Papers

The mission of Agenda for Children is to make Louisiana a state in which all children can thrive. Knowing that supports for children and families require action at the local, state, and national level, Agenda for Children works closely with key partners in each of these arenas. This paper describes the activities and accomplishments of Agenda for Children for the year 2003.
Agenda for Children: 2006 Year in Review
Author: Agenda for Children
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Children,Social Justice,Well Being,Child Development,Partnerships in Education,Child Care,Position Papers,Racial Bias,Racial Distribution

The mission of Agenda for Children is to make Louisiana a state in which all children can thrive. This means that the basic needs of children and families must be met--including an adequate family income, safe housing, nutritious food, and accessible health care. It also means that children must be nurtured, well taught, and protected from harm, beginning in the early years and continuing through adolescence. Its mission also means that it must act consistently and intentionally in ways that combat racism and other forms of oppression. Founded in 1984 and incorporated in 1986, Agenda for Children works statewide, as well as locally, in the 16 parishes of southeast Louisiana, through programs, policy advocacy, and strong strategic partnerships. This paper describes the activities of the Agenda for Children for the year 2006.
Louisiana KIDS COUNT Special Report on Child Care, 2006
Author: Agenda for Children
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Young Children,Well Being,Employed Parents,Child Care,Economic Development,Human Capital,Developmentally Appropriate Practices,Tables (Data)

The &quot;2006 Agenda for Children Louisiana Kids Count Special Report on Child Care&quot; documents and describes the supply and affordability of child care and early education in each of Louisiana's 64 parishes. Seventy-eight percent (78%) of Louisiana's children under the age of five are cared for by someone other than a parent or guardian on a regular basis, a rate that is significantly higher than the national average of sixty-five percent. With 65% of all Louisiana children under six living in households where there is no &quot;stay-at-home&quot; parent, child care programs provide essential support for working parents while at the same time ensuring the healthy growth and development of the children in their care. These two vital functions combine to place child care in a pivotal role with significant impact on the state's economic development as well as the development of its &quot;human capital.&quot; (Contains 20 endnotes.)
Preserving LaCHIP: Maintaining the Gains for Louisiana's Children
Author: Buratto, Nancy
Date: 2004-12-00
Type: Reports - Descriptive
Subjects: Eligibility,Health Insurance,Family (Sociological Unit),Children,Adolescents,Enrollment,Low Income

The lack of affordable, quality health care coverage is a major issue in America today and the state of Louisiana continues to have one of the highest rates of uninsured citizens in the nation. The plight of the uninsured is nationally significant and finding solutions challenges all levels of government. One successful solution in recent years has been the expansion of health coverage for children through the State Children's Health Insurance Program (SCHIP). Over half of the children in Louisiana under age 19 are currently enrolled in publicly funded health coverage through either Medicaid or the Louisiana Children's Health Insurance Program, known as LaCHIP. The importance of preserving these programs and enrollment of eligible children in these programs cannot be underestimated. Health coverage for children is an important link to education and therefore a link to alleviating poverty. It is a profoundly vital safety net to Louisiana's low and moderate income working families.
Those of Us DisLabeled: A Guide to Awareness and Understanding
Author: University of Kentucky, Human Development Institute
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Guides,Human Services,Public Agencies,Mental Retardation,Cerebral Palsy,Epilepsy,Visual Impairments,Physical Disabilities,Learning Disabilities,Autism,Mental Disorders,Alzheimers Disease,Hearing Impairments,Profiles,Language Usage,Federal Legislation,Social Behavior,Misconceptions,Agriculture,Accessibility (for Disabled),Advocacy,Vocational Rehabilitation

Those who compiled and updated the information in this guide invite readers to take a second look at its title. In previous editions, it was assumed that it's called &quot;Those of Us Disabled&quot; but this time it is not because it is meant to make the reader think about how the label of disability is used and misused. The last word of the title is actually DisLabeled. Everyone has traits that they don't think define them as a person. Referring to someone as &quot;the disabled woman&quot; or &quot;the wheelchair-bound child&quot; emphasizes the disability more than the person, and is very de-humanizing. This suggests to a person with a disability that they are seen as only a disability and not a person. A person with a disability is not a victim, and should not be thought of as someone's patient. Everyone experiences obstacles, regardless of whether or not they have a disability. It is the manner in which that person chooses to live that tells what kind of person he or she is. Like everyone, a person who happens to have a disability has unique strengths and much to offer. They may, however, require a variety of resources to obtain the services they need. The following guide shows some agencies and other sources that may be able to provide assistance. Also provided are disability definitions, profiles, and etiquette.
Resource Manual
Author: University of Kentucky, Human Development Institute
Date: 2008-08-00
Type: Guides - Non-Classroom
Subjects: Developmental Disabilities,Community Resources,Educational Resources,Family Financial Resources,Resource Materials,Independent Living,Housing,Transportation,Guides

This manual was designed primarily for use by individuals with developmental disabilities and related conditions. The main focus of this manual is to provide easy-to-read information concerning available resources, and to provide immediate contact information for the purpose of applying for resources and/or locating additional information. The list of resources provided within this manual is not meant to be exhaustive. The purpose is to focus on resources available to individuals with developmental disabilities, though other related resources have been included. Appendices include: (1) Kentucky Comprehensive Care Centers; (2) Advocacy Resources; (3) Accessibility Information; and (4) Legislator Information.
Recreation Resource Manual
Author: Kentucky Univ., Lexington. Human Development Inst.
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Disabilities,Quality of Life,Recreation,Recreational Activities,Organizations (Groups)

Recreation is any voluntary activity that is enjoyable and fun. Recreation refreshes, revitalizes and improves a person's quality of life. Consider some recreation activity you may have an interest in. Suppose you are interested in gardening but have never tried it. Let's take a look at how you can learn about it, do it, and in the process get connected to your community in ways you may have never imagined. We are using gardening here as an example, but remember it could have been anything from bike racing to computer programming. The first thing would be to ask your friends, family and staff for some suggestions. To get more information about gardening you begin to use your local library as a real resource- checking out books about gardening. While you are at the library, you notice the community events bulletin board and see that there are many events and organizations doing things in your community that you would like to know more about. For that matter, look at your newspaper's community events calendar. Your community might also have a community garden. What a great way to meet your neighbors! Another benefit of gardening has been that you are now very connected to locally grown food, and you are benefiting from a better diet and from the physical activity of gardening. Interest in gardening is just one example of ways in which recreational activities can lead to establishing beneficial connections within the community. This paper provides a list of recreational resources for numerous activities. As these resources evolve and grow over time, updates to this manual will be added.
An Analysis of Student Achievement Growth, Teacher Working Conditions and Qualifications, and School Choice
Author: Cannata, Marisa
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: Achievement Gains,Academic Achievement,Teacher Qualifications,Teaching Conditions,Professional Development,School Choice,Human Capital,Charter Schools,Magnet Schools,Private Schools,Public Schools,Differences,Teacher Effectiveness

Given the importance of teachers to student learning, it is important to understand how schools of choice differ in terms of the types and uses of human capital inside schools. Despite research that highlights important differences in the qualifications and staffing practices of schools of choice, there is no evidence about whether observed differences in teachers' qualifications, work contexts, and professional development across school types help understand the impact of school choice on student achievement. This paper explores the following question: How do variations in the work lives of teachers across charter, magnet, private, and traditional public schools contribute to differences in student achievement across these school types? This study highlights the difficulty researchers have faced in identifying characteristics of effective teachers or indicators of teacher quality as few characteristics of teachers, their assignments, or work contexts were related to student achievement gains. There is some evidence that the effects on student achievement growth of participating in reform-style professional development and activities that involve active learning differ by school choice. Despite the difficulties of explaining student achievement growth with teacher characteristics, the results here point to differences in achievement growth between different types of schools. Charter schools had larger student achievement gains than traditional public schools in math, reading, and language usage. Private and magnet schools had lower achievement gains in some subjects. An appendix is included. (Contains 8 tables.)
How Much Academic Instruction Occurs outside Research Universities in BC? Research Results
Author: Cowin, Bob
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Postsecondary Education,Public Colleges,Community Colleges,Academic Education,Courses,College Programs,College Transfer Students,Liberal Arts,Science Education,Business Administration Education

When British Columbia began establishing community colleges in the mid 1960s, the explicit decision to provide extensive university transfer opportunities for college students had the added benefit of making a wide array of academic courses available to students who were not university-bound. Some of these students had been in applied programs in which just one or two of their courses--perhaps in English, Psychology, Biology or Mathematics--were academic in nature. Others enrolled in programs in which a sizable number of the courses were academic. BC's public post-secondary institutions have viewed their academic offerings as a means of fostering an equitable, advanced and democratic society. Their values with respect to academic study are expressed in the goals for study leading to a two-year Associate Degree. Much of everyone's previous knowledge about British Columbia's academic offerings outside research universities has been in the context of only university transfer students, that is those students who enter university with transfer as the basis of admission. This newsletter seeks to describe more completely academic post-secondary education in the BC public post-secondary education system by addressing two questions: (1) What proportion of all instruction in colleges, university colleges, and institutes is academic in nature?; and (2) In what programs is academic instruction concentrated? The answers are approximate and preliminary, but they nevertheless advance the understanding of the BC post-secondary system. (Contains 3 tables, 3 figures, and 5 footnotes.)
Moving up or Moving out of the Company? Factors that Influence the Promoting or Firing of New College Hires. CERI Research Brief 1-2007
Author: Gardner, Phil
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: College Graduates,Entry Workers,Dismissal (Personnel),Ethics,Time Management,Work Ethic,Employer Employee Relationship,Employee Attitudes,Motivation,Discipline Problems,Employer Attitudes,Teamwork,Social Networks

In the early 1990's faculty at Johnson and Wales University performed a quick study on the behaviors or shortcomings that were likely to get a new college hire fired. Their top five reasons which included failure to take the initiative, failure to follow instructions, being late to work or with assignments, poor communication abilities, and ineffectiveness in a team, were widely cited and are frequently still used in talks to students. During the past decade the world of work has certainly changed. New hires can quickly get into trouble by displaying a lack of commitment to the organization or engaging in unethical behaviors. These two behaviors topped the list based on employer's ratings of the frequency at which they had to reprimand new hires on ten behavioral and attitudinal mistakes in this year's Recruiting Trends survey. This brief provides a table that lists the ten reasons, ranked in order by mean score. Also provided is the percentage for disciplinary occurrences at the high end of the scale (fairly often to very often).
Parent Involvement in the College Recruiting Process: To What Extent? CERI Research Brief 2-2007
Author: Gardner, Phil
Date: 2010-00-00
Type: Reports - Research
Subjects: College Seniors,Job Applicants,Employment,Recruitment,Campuses,Education Work Relationship,Parent Participation,Parent School Relationship,Parent Child Relationship

Parents' increasing involvement in their children's transition from college to work has grabbed the attention of the media. Every time the author talks with employer groups, he hears similar stories about the pervasive presence of parents in the recruiting process. At the same time, numerous employers questioned the presence of parents in the workplace as they have not experienced this phenomenon with previous generations. In an effort to move away from anecdotal stories, the author and his colleagues probed employers who responded to Michigan State University's 2006-2007 recruiting survey about the extent of parental involvement and the activities parents are likely to engage in. This brief provides information provided by 725 employers on these topics.
Unpacking Your Study Abroad Experience: Critical Reflection for Workplace Competencies. Volume 1, Issue 1. CERI Research Brief 1-2008
Author: Gardner, Phil
Date: 2008-03-00
Type: Reports - Research
Subjects: Undergraduate Students,Study Abroad,Reflection,Workshops,Value Judgment,Experiential Learning,Adjustment (to Environment),Interdisciplinary Approach,Perspective Taking,Global Approach

Colleges and universities are in competition to claim leadership in preparing students for a global world through participation in international experiences. Michigan State University (MSU) is often recognized as one of the leaders in study abroad, having woven the ethos of global education tightly into the core fabric of the university and sending more undergraduate students on study abroad annually than any other U.S. university. This brief shares the findings from the authors' early research and how it led to the development and delivery of their &quot;Unpacking Your Study Abroad Experiences&quot; seminars for returning study abroad participants. The process they use is highlighted and they share some of the stories they have unpacked to illustrate the reframing of their experiences during the briefing. They provide tools for students to use in unpacking their experience as well as tips on marketing their experience in a more effective way. (Contains 2 tables.)