ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Up 2006: The State Report Card on Higher Education. Iowa
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Postsecondary Education,Time to Degree,Comparative Education,Foreign Countries

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Iowa include: (1) Iowa has made progress in preparing students to succeed in college, and receives a B+ in preparation this year; (2) Iowa continues to perform well in enrolling students in higher education. This year Iowa receives an A- in participation; (3) Iowa has lost considerable ground in making higher education affordable. Iowa receives an F in affordability this year; (4) Iowa continues its consistently strong performance in the proportion of students earning a certificate or degree in a timely manner. This year Iowa receives an A in completion; (5) Iowa has made no notable progress in the benefits the state receives from having a more highly educated population. This year Iowa earns a C in benefits; and (6) Like most states, Iowa receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 1 figure.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. Idaho
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Postsecondary Education,Time to Degree,Comparative Education,Foreign Countries

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Idaho include: (1) Despite notable improvement, Idaho lags many other states in preparing students to succeed in college. This year Idaho receives a C in preparation; (2) Idaho has made no notable progress in enrolling students in higher education. This year Idaho receives a D+ in participation; (3) Idaho has made no notable progress in providing affordable higher education. This year Idaho receives a D in affordability; (4) Idaho has seen no notable improvement in the proportion of students earning a certificate or degree in a timely manner. This year Idaho receives a C+ in completion; (5) Despite improvement, Idaho continues to lag many other states in the benefits it receives from having a more highly educated population. This year Idaho earns a C- in benefits; and (6) Like most states, Idaho receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 3 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. Mississippi
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Mississippi include: (1) Despite improvement, Mississippi continues to struggle in preparing students to succeed in college. Mississippi receives a D- in preparation this year; (2) Mississippi has continued to struggle in enrolling students in higher education. This year Mississippi is the only state to receive a D in participation, the lowest grade awarded; (3) Mississippi has lost ground in providing affordable higher education. Mississippi receives an F in affordability this year; (4) Mississippi continues its good performance in the proportion of students earning their certificates or degrees in a timely manner. This year Mississippi receives a B in completion; (5) Despite substantial improvement, Mississippi continues to lag many other states in realizing the benefits that come from having a more highly educated population. Mississippi earns a C in benefits this year; and (6) Like most states, Mississippi receives an &quot;Incomplete&quot; in Learning because in sufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 2 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Developing Programmes to Promote Ethnic Diversity in Early Childhood: Lessons from Northern Ireland. Working Papers in Early Childhood Development, Number 52
Author: Connolly, Paul
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Program Development,Early Childhood Education,Conflict,Childrens Rights,Young Children,Foreign Countries,Values,Ethnic Groups,Program Evaluation,Case Studies,Cultural Awareness,Cultural Context,Violence,Catholics,Protestants,Cultural Pluralism

This working paper focuses on some of the issues and challenges faced in developing early childhood programmes to promote racial and ethnic diversity in societies characterised by deep divisions and/or conflict. The central argument of the paper is that the development, delivery and evaluation of such programmes need to be informed by three core values: they should be children's rights-based, outcomes-focused, and evidence-informed. Northern Ireland provides a useful case study because its people are emerging from 30 years of armed conflict. The ability to study the development of an early childhood programme aimed at promoting understanding and respect for ethnic diversity in such a context raises a number of fundamental issues of relevance to a wide range of other situations and contexts. Paul Connolly is Professor of Education and Director of the Centre for Effective Education at Queen's University Belfast, and the founding Co-Director of the Joint Learning Initiative on Children and Ethnic Diversity. A bibliography is included. (Contains 8 figures, 1 table and 9 footnotes.)
There Are Alternatives! Markets and Democratic Experimentalism in Early Childhood Education and Care. Working Papers in Early Childhood Development, Number 53
Author: Moss, Peter
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Young Children,Political Attitudes,Models,Democratic Values,Ethics,Politics of Education,Private Sector,Competition,Marketing,Child Care,Educational Quality,Public Sector

In this paper Peter Moss, a Professor of Early Childhood Provision at the University of London, challenges the hegemony of the market model in early childhood education and care. He shows how the market model embodies the values of neoliberalism and, drawing on the work of the Brazilian social theorist Roberto Unger, discusses "democratic experimentalism" as an alternative. The paper's aim is not to prove that one is superior or that these are the only two models available; rather, it is to show that alternatives to the market model exist, and that the questions raised by ECEC (early childhood education and care) are therefore ethical and political rather than merely technical. A bibliography is included. (Contains 17 footnotes.)
Too Young for Respect? Realising Respect for Young Children in Their Everyday Environments: A Cross-Cultural Analysis. Working Papers in Early Childhood Development, No. 54
Author: George, Shanti
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Childrens Rights,Young Children,Foreign Countries,Cross Cultural Studies,Case Studies,Child Development,Democracy,Child Care,Elementary School Students,Preschool Children,Child Care Centers

This paper explores the conceptual underpinnings of the routine disrespect shown to young children in everyday life in cultures around the world. General Comment 7 of the Committee on the Rights of the Child urges that the youngest children should be respected as persons in their own right, within an environment of reliable and affectionate relationships based on respect and understanding. This paper examines two case studies, from Germany and Israel, to show what such environments look like on the ground. A bibliography is included. (Contains 6 footnotes.)
Equity and Quality? Challenges for Early Childhood and Primary Education in Ethiopia, India and Peru. Working Papers in Early Childhood Development, No. 55. Studies in Early Childhood Transitions
Author: Woodhead, Martin
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Elementary Education,Early Childhood Education,Young Children,Foreign Countries,Child Care,Teaching Methods,Poverty,Longitudinal Studies,Educational Quality,Equal Education,Educational Policy,Access to Education,Teacher Motivation,Teaching Skills

Part of the &quot;Studies in Early Transitions&quot; series, this Working Paper draws on interviews and observations carried out as part of &quot;Young Lives&quot;, a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam based at the University of Oxford's Department of International Development. This paper focuses on the challenges of translating into practice the potential of quality early childhood care and education to transform young lives. These include building a positive equity agenda, setting clear policy objectives, raising quality standards, building the skills and motivation of teachers, and recognising where equity goals can be incompatible with a market-led private system. The paper asks which children do and do not have access to an early childhood programme, and explores children's and parents' views about the quality of what is on offer. A brief summary of data collection methods is appended. (Contains 2 boxes, 21 figures and 9 footnotes.)
Continuity and Respect for Diversity: Strengthening Early Transitions in Peru. Working Papers in Early Childhood Development, No. 56. Studies in Early Childhood Transitions
Author: Ames, Patricia
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Curriculum Development,Cultural Pluralism,Foreign Countries,Punishment,Case Studies,Longitudinal Studies,Poverty,Preschool Education,Teacher Education,Articulation (Education),Child Development,Self Concept,Educational Experience

This working paper is part of a series on early transitions from &quot;Young Lives,&quot; a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores the diverse experiences of 28 children from four contrasting communities in Peru as they start school. These detailed case studies highlight common problems: exclusion of certain parts of the population from pre-school services, lack of coordination between pre-schools and primary schools, issues with physical punishment and cultural diversity. It proposes four ways in which children's early educational transitions can be enhanced, looking at such factors as educational structures, curriculum planning and teacher training. (Contains 4 figures, 3 tables and 23 footnotes.)
Children's Right to Play: An Examination of the Importance of Play in the Lives of Children Worldwide. Working Papers in Early Childhood Development, No. 57
Author: Lester, Stuart
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Play,Childrens Rights,Early Childhood Education,Well Being,Futures (of Society),Child Development,Physical Environment,Social Environment,Attachment Behavior,Emotional Development,Social Development,Cognitive Development

In this working paper, Wendy Russell and Stuart Lester of the UK's University of Gloucestershire discuss why play is fundamental to the health and well-being of children. They argue that both state signatories to the United Nations Convention on the Rights of the Child (Article 31 of which enshrines the right to play) and adults generally should take seriously the importance of providing suitable conditions for children to play. In the words of Gordon Burghardt, quoted in the working paper, "The problem of defining play and its role is one of the greatest challenges facing neuroscience, behavioural biology, psychology, education and the social sciences generally... only when we understand the nature of play will we be able to understand how to better shape the destinies of human societies in a mutually dependent world, the future of our species, and perhaps even the fate of the biosphere itself." (Contains 5 footnotes.)
Increasing Choice or Inequality? Pathways through Early Education in Andhra Pradesh, India. Working Papers in Early Childhood Development,  No. 58. Studies in Early Childhood Transitions
Author: Streuli, Natalia
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Qualitative Research,Private Sector,Poverty,Preschool Education,Young Children,Foreign Countries,Longitudinal Studies,Trend Analysis,Surveys,Public Schools,Private Schools,School Choice,English (Second Language),Second Language Learning,Language of Instruction,Government Role

This working paper is part of the Studies in Early Transitions series emerging from &quot;Young Lives&quot;, a 15-year longitudinal study of childhood poverty in Ethiopia, India, Peru and Vietnam. It explores recent trends for children growing up in Andhra Pradesh, one of India's most populous states, based on Young Lives survey data collected for a sample of 1950 young children born in 2001 plus in-depth qualitative research. The paper discusses how poverty levels and location are strongly predictive of whether children attend government or private pre-school. It highlights policy challenges stemming from weak governance of the pre-school sector, notably how the relatively-unregulated and rapidly-growing private sector offers to initiate children into formal learning, in English, from a much earlier age than normally considered to be developmentally appropriate. And it identifies how government provision could be improved and strengthened. &quot;Young Lives&quot; communities description is appended. (Contains 4 tables, 2 figures and 8 footnotes.) [An earlier version of this paper was published as Working Paper 52 in &quot;Young Lives'&quot; own Working Paper series.]
Measuring Up 2006: The State Report Card on Higher Education. Hawaii
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Postsecondary Education,Time to Degree,Comparative Education,Foreign Countries

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Hawaii include: (1) Despite improvement, Hawaii lags many other states in preparing students to succeed in college. This year Hawaii receives a C- in preparation; (2) Hawaii has made progress in enrolling students in higher education. This year Hawaii receives a C in participation; (3) Hawaii has lost ground in making higher education affordable, and receives a D in affordability this year; (4) Despite improvement in the proportion of students receiving certificates or degrees in a timely manner, Hawaii receives a B- in completion this year; (5) Hawaii has seen an increase in the benefits the state receives from having a more highly educated population. This year, Hawaii earns an A- in benefits; and (6) Like most states, Hawaii receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 3 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Empowering Workers to Rebuild America's Economy and Longer-Term Competitiveness: Green Skills Training for Workers. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, First Session on Examining Empowering Workers to Rebuild America's Economy and Longer-Term Competitiveness, Focusing on Green Skills Training for Workers (April 21, 2009). Senate Hearing 111-813
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Legislators,Labor,Presidents,Job Training,Job Skills,Conservation (Environment),Energy Management,Energy Conservation,Sustainability,Competition

Among the topics discussed in this hearing were: what constitutes green energy, how workers can best be provided the skills to thrive in green industries, and the future of  America's energy and environmental policies. Statements were presented by: Honorable Patty Murray, a U.S. Senator from the State of Washington, opening statement; Honorable Michael B. Enzi, Ranking Member, a U.S. Senator from the State of Wyoming; Honorable Sherrod Brown, a U.S. Senator from the State of Ohio; Honorable Robert P. Casey, Jr., a U.S. Senator from the State of Pennsylvania; Honorable Kay R. Hagan, a U.S. Senator from the State of North Carolina; Honorable Jeff Merkley, a U.S. Senator from the State of Oregon; Honorable Hilda Solis, Secretary of Labor, Washington, DC; Lee D. Lambert, President, Shoreline Community College, Shoreline, Washington; Phillip, C.L. Lou, former student in the Shoreline Community College Solar Design and Installation Program, Vashon, Washington; Dean Allen, CEO, McKinstry Company, Seattle, Washington; Mark Ayers, President, Building and Construction Trades Department, AFL-CIO, Washington, DC; and Joan Evans, Director, Wyoming Department of Workforce Services, Cheyenne, Wyoming. Additional materials included: Prepared Statement of Senator Kennedy; Prepared Statement of Associated Builders and Contractors (ABC); Prepared Statement of Independent Electrical Contractors (IEC); Letter by the Associated General Contractors of America (AGC); Letter by Dave Freudenthal, Governor, Cheyenne, Wyoming; Response by Secretary Solis to questions of Senator Kennedy, Senator Murray Senator Enzi, and Senator Isakson; Response by Lee Lambert to questions of Senator Murray and Senator Enzi; Response by Phillip Lou to questions of Senator Murray and Senator Enzi; and Response by Joan Evans to questions of Senator Murray and Senator Enzi. (Individual statements contain references.)