ethanporcaro/eric-fulltext-meta huggingface dataset:
I CAN Learn®. [Secondary Mathematics.] What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Secondary School Mathematics,Computer Assisted Instruction,Mathematics Instruction,Instructional Effectiveness,Educational Research,Mathematics Achievement,Intervention,Algebra,Middle School Students,Grade 8,Mathematics Tests,Achievement Tests,Standardized Tests,State Standards

&quot;I CAN Learn&quot;® is a computer-based math curriculum for students in middle school, high school, and college. It provides math instruction through a series of interactive lessons that students work on individually at their own computers. Students move at their own pace and must demonstrate mastery of each concept before progressing to the next one. Classroom teachers may provide individual, small-group, or whole-class instruction based on students' performance on the software program. This review focuses on studies of &quot;I CAN Learn&quot;®'s secondary courses, &quot;I CAN Learn® Algebra&quot; and &quot;I CAN Learn® Geometry.&quot; The What Works Clearinghouse (WWC) identified one study of &quot;I CAN Learn® Algebra&quot; that both falls within the scope of the Secondary Mathematics topic area and meets WWC group design standards. No studies of &quot;I CAN Learn® Algebra&quot; meet WWC group design standards without reservations, and one study of &quot;I CAN Learn® Algebra&quot; meets WWC group design standards with reservations. This study included 686 students in eighth grade in one school district. The WWC considers the extent of evidence for &quot;I CAN Learn® Algebra&quot; on the mathematics test scores of secondary students to be small for one outcome domain--general mathematics achievement. No studies meet WWC group design standards in the five other domains, so this intervention report does not report on the effectiveness of &quot;I CAN Learn&quot;® for those domains. &quot;I CAN Learn® Algebra&quot; had no discernible effects on general mathematics achievement for secondary students. Appended are: (1) Research details for Kerstyn (2001); (2) Outcome measures for each domain; (3) Findings included in the rating for studies of &quot;I CAN Learn® Algebra&quot; for the mathematics achievement domain; and (4) Description of supplemental findings of &quot;I CAN Learn® Algebra&quot; for the mathematics achievement domain. A glossary of terms is included.
The Class of 2012: Labor Market for Young Graduates Remains Grim. EPI Briefing Paper #340
Author: Shierholz, Heidi
Date: 2012-05-03
Type: Reports - Evaluative
Subjects: Labor Market,College Graduates,High School Graduates,Educational Attainment,Unemployment,Underemployment,Wages,Promotion (Occupational),Economic Climate,Federal Aid,State Aid,Costs,Tuition,Student Loan Programs,Loan Repayment,Supply and Demand,Tables (Data),Age Differences,Geographic Location

Though the labor market is slowly improving, the Great Recession that began in December 2007 was so long and severe that the crater it left in the labor market continues to be devastating for workers of all ages. Unemployment has been above eight percent for more than three years, and 12.7 million workers remain unemployed today. The weak labor market has been, and continues to be, particularly tough on young workers: At 16.4 percent, the March unemployment rate for workers under age 25 was twice as high as the national average. Though the labor market is now headed in the right direction, the prospects for young high school and college graduates remain grim. This briefing paper examines the labor market that confronts young graduates who are not enrolled in additional schooling--specifically, high school graduates age 17-20 and college graduates age 21-24--and details the following findings: (1) Unemployment and underemployment rates of young graduates have only modestly improved since their peak in 2010; (2) There is no evidence that young high school graduates have been able to &quot;shelter in school&quot; from the labor market effects of the Great Recession; (3) The long-run wage trends for young graduates are bleak, with wages substantially lower today than they were in 2000; (4) Young graduates lack opportunities for advancement, a trend underscored by the fact that there are now nearly 30 percent fewer voluntary quits each month than there were each month in 2007; (5) Graduating in a bad economy has long-lasting economic consequences; (6) The safety net of federal and state assistance programs often does not cover young workers due to eligibility requirements such as significant prior work experience; (7) The cost of higher education has grown far more rapidly than median family income, leaving students with little choice but to take out loans, which, upon graduating into a labor market with limited job opportunities, they may not have the funds to repay; and (8) The scarcity of job opportunities for the Class of 2012 is a symptom of weak demand for workers in the overall economy. The following tables are appended: (1) State unemployment rates, by age; (2) State underemployment rates, by age; and (3) College/university enrollment rates for high school graduates under age 25, by state. [For the previous edition, &quot;The Class of 2011: Young Workers Face a Dire Labor Market without a Safety Net. EPI Briefing Paper #306,&quot; see ED537324.]
Methods for Counting High-Frequency Repeat Victimizations in the National Crime Victimization Survey. Technical Series Report. NCJ 237308
Author: Lauritsen, Janet L.
Date: 2012-04-04
Type: Reports - Research
Subjects: Victims of Crime,National Surveys,Victims,Crime,Violence,Classification,Incidence,Responses,Computation,Gender Differences,Work Environment,Occupations,Age Differences,Activities,Criminals,Interpersonal Relationship,Adults,Rape,Antisocial Behavior,Family Violence,Educational Environment,Adolescents,Intimacy

Examines the nature and extent of series victimization in the National Crime Victimization Survey (NCVS). This technical report assesses the general patterns of victims' responses to being asked, &quot;How many times did this type of incident occur?&quot; and provides data on how reports of high-frequency repeat victimizations have changed over time. It describes how different procedures for counting series victimizations would affect estimates of the level and annual rate of change in victimization for various crime types and incident characteristics. The report also describes how Bureau of Justice Statistics (BJS) will change its counting practices for estimating annual victimization rates in future reports. An appendix contains 15 tables.
First Marriages in the United States: Data from the 2006-2010 National Survey of Family Growth. National Health Statistics Reports. Number 49
Author: Copen, Casey E.
Date: 2012-03-22
Type: Reports - Research
Subjects: Marriage,Marital Status,Trend Analysis,Age Differences,Probability,Divorce,Individual Characteristics,Racial Differences,Ethnic Groups,Educational Attainment,Interpersonal Relationship,National Surveys,Correlation,Children

Objectives: This report shows trends and group differences in current marital status, with a focus on first marriages among women and men aged 15-44 years in the United States. Trends and group differences in the timing and duration of first marriages are also discussed. These data are based on the 2006-2010 National Survey of Family Growth (NSFG). National estimates of probabilities of first marriage by age and probabilities of separation and divorce for women and men's first marriages are presented by a variety of demographic characteristics. Data are compared with similar measures for 1982, 1995, and 2002. Methods: The analyses presented in this report are based on a nationally representative sample of 12,279 women and 10,403 men aged 15-44 years in the household population of the United States. The overall response rate for the 2006-2010 NSFG was 77%-78% for women and 75% for men. Results: The percentage of women who were currently cohabiting (living with a man in a sexual relationship) rose from 3.0% in 1982 to 11% in 2006- 2010; it was higher in some groups, including Hispanic groups, and the less educated. In 2006-2010, women and men married for the first time at older ages than in previous years. The median age at first marriage was 25.8 for women and 28.3 for men. Premarital cohabitation contributed to the delay in first marriage for both women and men.
Understanding American Honors: Student Selection, Key Program Components, and Stakeholder Impressions. CCRC Research Brief. Number 67
Author: Jaggars, Shanna Smith
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Honors Curriculum,Two Year Colleges,High Achievement,Low Income Groups,Associate Degrees,College Preparation,College Faculty,Program Effectiveness,Instructional Design,Academic Advising,Institutional Cooperation,Costs,Mixed Methods Research,Two Year College Students,Attitude Measures,Cost Effectiveness,College Transfer Students

Established in 2013, American Honors (AH) is a program operated in partnership between the for-profit company Quad Learning and a growing number of public two-year colleges. It is designed to provide an honors curriculum and intensive wraparound advising for high-achieving, low-income domestic students, as well as for international students who study in the United States. The goal is to help these students complete an associate degree, transfer to a selective four-year college destination, and be prepared for academic success at that destination. Community college faculty design and teach the Honors courses, while Quad Learning provides instructional design assistance; recruits, trains, and deploys advisors; develops relationships with admissions staff at selective universities across the country; and works with community college recruitment staff to recruit both domestic and international students into the program. To cover the cost of these services, the college charges AH students additional tuition and/or fees, and it splits the associated revenues with Quad Learning. CCRC is conducting a mixed-methods study of AH at six colleges in order to document key components of the program and to evaluate its effectiveness. This brief focuses on the nature of the domestic population currently served by AH; its key programmatic features; and community college student, faculty, and staff perspectives on the program. A final research report including findings on student outcomes and a cost-benefit analysis will be released late in 2018.
Colleges&apos; Experiences: Integrating Support Services for Military Veterans
Author: Karp, Melinda Mechur
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Veterans Education,College Students,Student Personnel Services,Grants,Barriers,Postsecondary Education,Interdisciplinary Approach,Academic Support Services,Career Development,Delivery Systems,Federal Legislation,Veterans

To improve the educational experiences and outcomes of student veterans, the Kisco Foundation developed the Kohlberg Prize in 2015. Two cohorts of colleges were awarded competitive grants to enhance their veterans services. This piece examines the process of creating integrated services for student veterans through the institutionalization of one-stop veterans resource centers, drawing on information provided via winners' responses to standard application and narrative reporting templates. The authors identify key challenges inherent in integrating services. Some of these--for instance, those related to budgets and staffing--are practical. Others are philosophical, highlighting different approaches to service integration and perhaps calling into question the best way to serve specific populations within complex institutions and communities. The authors highlight several approaches colleges took to integrate support services for student veterans, weigh the pros and cons of different approaches, and share observations that may benefit other community colleges as they think through the best ways to support their own military-connected students.
Is School out for the Summer? The Impact of Year-Round Pell Grants on Academic and Employment Outcomes of Community College Students. CCRC Working Paper No. 95
Author: Liu, Vivian Yuen Ting
Date: 2017-07-00
Type: Reports - Research
Subjects: Grants,Student Financial Aid,Low Income Groups,Summer Programs,School Schedules,College Credits,Labor Market,Program Effectiveness,Community Colleges,Student Records,Probability,Associate Degrees,Adult Students,Student Needs,Cost Effectiveness,Two Year College Students,Statistical Analysis,Student Characteristics,Regression (Statistics)

Does extra financial aid for the summer lead to gains in completion and earnings? Despite being the largest source of financial aid to low-income college students, the traditional Pell Grant has had one major limitation: if students enroll in two semesters full-time, they will not have any tuition support for the summer term of the same academic year. The year-round Pell (YRP) was implemented in the academic years 2009-10 and 2010-11 to provide a second Pell Grant to students who enrolled in more than 24 credits prior to the third semester and in at least 6 credits during the summer term. This paper employs a difference-in-difference approach to examine the credit, credential completion, and labor market outcomes resulting from the YRP using a state administrative dataset from a community college system. The study finds that for each $1,000 of YRP grant funding per YRP eligible student, the likelihood of summer enrollment among YRP eligible students increases by 27 percentage points and the likelihood of associate degree completion increases by 2.2 percentage points, with these gains primarily benefitting adult students who enrolled at age 20 or above. Given that the federal government is currently reinstating the YRP, this research is timely in providing insight into the efficacy of the YRP.
Statewide Longitudinal Data Systems. Policy Snapshot
Author: Perez, Zeke, Jr.
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,Data Collection,Educational Policy,State Policy,Preschool Education,Elementary Secondary Education,Postsecondary Education,Geographic Regions,Research Utilization

This Policy Snapshot defines and explores statewide longitudinal data systems, as well as relevant 2016 and 2017 legislation.
Choosing Schools and Choosing Content: The Case of Career and Technical Education. Issue Focus
Author: Rosen, Rachel
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: School Choice,Career Education,Technical Education,Vocational Education,Career Development,Program Content,Educational Quality,Family Involvement,Participative Decision Making,High Schools

The public discussion around school choice often focuses on the types of schools families can choose from--public, charter, magnet, or private--and the importance of having a choice, rather than on the content of what they may be choosing. In the high school choice process, some form of career and technical education (CTE) is likely to arise as an option. No longer simply a stand-alone vocational class, CTE now encompasses a range of programs, course offerings, and meaningful career-focused experiences. Many traditional public, charter, and magnet schools are experimenting with providing new CTE programs to students, thereby creating an additional layer of decisions for families to navigate. This practitioner brief is the third publication in a series on school choice. This brief discusses the range of CTE programs, career content in CTE programs, program quality, and CTE and school choice architecture. [For other publications in this series on school choice, see &quot;Lessons for Improving School Choice from Other Policy Areas. Issue Focus&quot; (ED574044) and &quot;Every Step Counts: Building a School Choice Architecture. Practitioner Brief&quot; (ED575651).]
State Education Governance Structures: 2017 Update. 50-State Review
Author: Railey, Hunter
Date: 2017-08-00
Type: Reports - Evaluative
Subjects: Governance,State Government,Models,State Policy,Educational Policy,Government Employees,State Boards of Education,Public Officials

This 50-State Review provides an overview of governance structures in the states, as well as implications for practice, deep dives into four governance models and examples of other governance models. One appendix, State Education Governance Models by State, is included.
Every Step Counts: Building a School Choice Architecture. Practitioner Brief
Author: Balu, Rekha
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: School Choice,Family Involvement,Participative Decision Making,School Districts,Access to Information,Planning,Eligibility,Information Dissemination

With the expansion of school choice systems, policymakers and researchers are increasingly focused on making the school choice process accessible and clear for families. Essentially, school district offices of enrollment and outreach are acting as &quot;choice architects&quot; for parents and students: those who design the environment or organize the context in which people make decisions. This brief offers guidance for current and aspiring school choice architects, including school districts and external support organizations that help families with the school selection process. It draws on insights from MDRC's extensive work with nearly 30 government agencies, nonprofits, and educational institutions around the country testing different choice architectures--the presentation and framing of choices--and distills key lessons for school choice. This practitioner brief is the second publication in a series on school choice, and it is part of the Center for Applied Behavioral Science (CABS) initiative that combines MDRC's expertise in social programs with insights from behavioral science. [For other publications in this series on school choice, see &quot;Lessons for Improving School Choice from Other Policy Areas. Issue Focus&quot; (ED574044) and &quot;Choosing Schools and Choosing Content: The Case of Career and Technical Education. Issue Focus&quot; (ED575649).]
The Challenge of Sustaining Preschool Impacts: Introducing ExCEL P-3, a Study from the Expanding Children&apos;s Early Learning Network
Author: McCormick, Meghan
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Preschool Education,Early Intervention,Program Effectiveness,Sustainability,Early Childhood Education,At Risk Students,Teaching Methods,Kindergarten,Skill Development,Relevance (Education),Alignment (Education),Educational Quality,STEM Education,Curriculum,Public Schools,Faculty Development,Preschool Teachers,Elementary School Teachers

Early childhood interventions can be highly cost effective when positive impacts are sustained into adulthood. Yet while many recent preschool interventions have been found to have short-term effects on young children's language, literacy, mathematics, executive function, and social-emotional development, studies show that impacts on cognitive and academic skills tend to diminish in early elementary school--a phenomenon commonly known as fade-out or convergence. There are a number of plausible hypotheses, but little hard evidence, on how to sustain the benefits of early childhood education. This brief introduces the ExCEL P-3 project, a study being done in partnership with the Boston Public Schools, the University of Michigan, and the Harvard Graduate School of Education, which aims to explore several leading approaches for sustaining children's early preschool gains. Two related ExCEL projects--focusing on instructional quality (ExCEL Quality) and summer enrichment programs (ExCEL Summer)--will be covered in later briefs in this series.
Considerations for Developing State Policy and Guidance on Inclusion of Children with Disabilities in Early Childhood Programs
Author: Cate, D.
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Disabilities,Inclusion,State Policy,Policy Formation,Educational Quality,Best Practices,Guidance,State Regulation

The Early Childhood Technical Assistance Center created this resource based on the &quot;U. S. Department of Health and Human Services and the U. S. Department of Education Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs.&quot; It is intended as a tool for States to develop policy/guidance in order to implement high-quality inclusive practices across early care and education programs. States should carefully examine current practices to determine what policy/guidance needs to be in place to improve the opportunities for high-quality inclusion across early care and education programs. States may choose to use all the areas of considerations to guide policy/guidance development, or select one or more specific areas to address. A cross-sector state work group representing the State's early care and education partners should collaborate in developing the policy/guidance.
State Early Childhood Inclusion Self-Assessment
Author: Whaley, Kathy T.
Date: 2017-05-17
Type: Tests/Questionnaires
Subjects: Early Childhood Education,Inclusion,State Standards,Educational Practices,Educational Policy,Related Services (Special Education),Self Evaluation (Groups),Rating Scales,Consciousness Raising,Emotional Development,Behavior Development,Faculty Development,Accountability,Incentives,Quality Assurance,Resource Allocation,Educational Objectives,Progress Monitoring,Educational Planning,State Policy

This self-assessment tool provides a framework for examining key aspects of a State infrastructure that are useful for promoting high quality inclusive practices, programs and policies. The sections of the self-assessment are organized by the nine state recommendations of the &quot;Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs&quot; (2015). The policy statement is reflective of the defining features of access, participation and supports as described by the early childhood professional organizations of Division for Early Childhood of the Council for Exceptional Children (DEC) and the National Association for the Education of Young Children (NAEYC) (2009). The self-assessment is useful for examining components of a state system, identification of system strengths and gaps. It can be used to facilitate discussions and cross- sector strategic planning among early childhood agencies and programs to promote partnerships that will benefit young children with disabilities and their families. [This self-assessment tool was adapted by the ECTA and DaSy Centers from the U.S. Department of Health and Human Services and the Department of Education's &quot;Policy Statement on Inclusion of Children with Disabilities in Early Childhood Programs.&quot;]