ethanporcaro/eric-fulltext-meta huggingface dataset:
Pupils with Declining Attainment at Key Stages 3 and 4: Profiles, Experiences and Impacts of Underachievement and Disengagement. Research Report. DCSF-RR086
Author: Callanan, Meg
Date: 2009-00-00
Type: Reports - Research
Subjects: Qualitative Research,Compulsory Education,Underachievement,Identification,Young Adults,Statistical Analysis,Profiles,Vocational Education,Students,Foreign Countries,Educational Experience,Educational Attainment,Interviews,Comparative Analysis,Regression (Statistics),Predictor Variables

This research was carried out by the National Centre for Social Research (NatCen) on behalf of the Department for Children Schools and Families (DCSF). In 2005, the Government's 14-19 White Paper established targets of increasing young people's participation in post-16 education and training to 90% by 2015. In 2008 the Education and Skills Act was passed, raising the participation age to 17 from 2013 and 18 from 2015. This study sought to inform this agenda by furthering understanding of why a group of young people who have performed well up to Key Stage 3 (KS3), then disengage from education or under-perform at Key Stage 4 (KS4). It also aimed to inform policy thinking on how young people can be better supported to achieve their potential and make a successful transition to post-16 education, training or work. These issues will become of particular importance in thinking how to retain young people in compulsory education post 16. The study explored specific key objectives which were to: (1) Analyse matched administrative records to identify the young people who underachieve at KS4 relative to their KS3 attainment, profile their characteristics, and to track them into post-compulsory education and training; (2) Explore why young people underachieved or disengaged from education at KS4; (3) Explore the roles played by experiences of school, the curriculum and delivery of education in contributing to young people's disengagement as well as the role of factors outside the education and training experience; (4) Identify the circumstances, processes and pathways leading to underachievement and disengagement; and (5) Explore how school experiences impact on post-16 destinations and pathways. The study has highlighted that the patterns, causes and extent of disengagement are complex and varied. This therefore makes identification at an early stage particularly challenging for schools and school staff. Early identification is key in the provision of effective support. Schools faced a range of barriers in identifying disengagement, not least a gap between the wealth of data collected and the use made of it. More systems and resources may be needed in schools to improve identification. Appended are: (1) statistical analysis, strand 1; and (2) Methods: qualitative research strands 2, 3 and 4. (Contains 5 figures, 6 tables and 20 footnotes.) [For the research brief, &quot;Pupils with Declining Attainment between Key Stages 3 and 4: Profiles, Experiences and Impact of Underachievement and Disengagement. Research Brief. DCSF-RB086,&quot; see ED526914.]
2010 Student Survey. Research Brief
Author: National Association of Colleges and Employers
Date: 2010-09-00
Type: Reports - Research
Subjects: Job Search Methods,Labor Market,Student Surveys,College Graduates,Student Attitudes,Annual Reports,Occupational Surveys,Information Sources,Vocational Interests,Employer Attitudes,Preferences,Employment Opportunities,Employment Patterns,Employment Practices,Education Work Relationship

The National Association of Colleges and Employers (NACE) conducts an annual survey of  college students to identify: (1) how students approach the job market as they near graduation; (2) how responsive the market is to the graduating students; (3) the resources students use to seek their first full-time job after getting their degree; and (4) the preferences students have regarding job and/or employer attributes that may impact their decision for whom to work or not to work. Each year, the survey contains a particular focus. This year, the focus is on how the Class of 2010 adjusted to the experiences of its predecessor group, the Class of 2009, in dealing with a poor hiring environment. The following are some of the major findings from the survey: (1) The depressed job market in 2010 had a clear impact on the plans of graduating seniors; (2) Seniors from the Class of 2010 who did plan on entering the job market were more inclined to pursue possible opportunities in teaching and the nonprofit sector than previous classes, even the Class of 2009; (3) Besides their plans after graduation, the Class of 2010 exhibited that they learned from the experiences of the Class of 2009 in their reaction to the job offers they received; (4) Academic major had a significant impact on the relative success candidates had in securing an offer and in the compensation related to the offer; (5) Other than academic major, two other general factors could be identified that had a significant impact on either getting an offer or the salary associated with the offer. These factors were having internship experience prior to graduation and the gender of the student; and (6) Job location was a particular concern with this year's graduates. They clearly wanted to find a job close to their families.
2010 Recruiting Benchmarks Survey. Research Brief
Author: National Association of Colleges and Employers
Date: 2010-10-00
Type: Reports - Research
Subjects: Global Approach,College Graduates,Employment Patterns,Benchmarking,Regional Characteristics,Personnel Selection,Occupational Surveys,Employer Attitudes,Employment Opportunities,Employment Practices,Employment Projections,Education Work Relationship,Recruitment,Employment Statistics

The National Association of Colleges and Employers conducted its annual survey of employer  members from June 15, 2010 to August 15, 2010, to benchmark data relevant to college  recruiting. From a base of 861 employers holding organizational membership, there were  268 responses for a response rate of 31 percent. Following are some of the major findings of the 2010 survey: (1) Globalization in college recruiting is, at this point, a relatively specialized aspect of the overall recruiting scene; (2) There is a distinct regional flavor to the firms that report recruiting college graduates outside of the United States; (3) Overall, employers reported that, on average, 49.5 percent of their entry-level hires for 2009-2010 were new college graduates; and (4) There are some considerable variations among industry sectors when it comes to depending on new college graduates for overall new hires.
Positive Activities: Qualitative Research with Parents. Solutions Research. Research Report. DCSF-RR142
Author: Department for Children, Schools and Families
Date: 2009-08-00
Type: Reports - Research
Subjects: Qualitative Research,Self Esteem,Audiences,Adolescents,Parents,Late Adolescents,Barriers,Psychological Patterns,Interviews,Group Discussion,After School Programs,Participation,Safety,Negative Attitudes,Childhood Attitudes,Youth Programs,Disadvantaged Youth,Adolescent Development,Foreign Countries,Parent Attitudes

This research was commissioned by COI and DCSF to understand in depth, the barriers,  motivators and messages for parents to encourage participation in positive activities for young people. Within this the research was designed to understand the level of influence of parents in whether a young person participates/what a young person might participate in and to provide a qualitative typology/segmentation of parents in relation to attitudes to positive activities. A mix of group discussions, mini group discussions and paired depth interviews were conducted with parents of children aged between 13 and 19 years of age. The sessions were defined by the level of their child's participation in organised activities to include parents of regular participants, occasional participations, lapsed and non participants. The sample was biased towards C2DE audiences and slightly towards mothers. There is clearly wide support for children being encouraged to participate in more positive activities, and for a Government programme or programmes that work with schools, clubs, local authorities and parents to help support greater participation. Such activities are seen as an undoubted good, and increased support for children taking part in them would be welcomed by a substantial majority of parents. The value of such activities is tacitly accepted, but the benefits in terms of avoidance of harm, improved confidence and self esteem, child happiness and long term outcomes are all worth restating. However the key barriers to parental encouragement for more participation by their children fall under three clear headings: (1) Lack of information; (2) Concern about experience, cost and logistics; and  (3) Expectation of child negativity. There is widespread resignation about the non participation of their children among those whose children are less involved, and a well publicised programme that clearly addressed all these barriers (as well as reminding parents of the benefits of such activities) could have substantial effect. However, a reminder of the benefits of such activities without a clear programme that addressed both parental and child barriers would be much less likely to succeed in changing behaviour.
Pakistan: Summary Report. Education Financing and People's Aspirations in Pakistan. Asia-South Pacific Education Watch
Author: Lozada, Rebecca, Ed.
Date: 2008-00-00
Type: Reports - Research
Subjects: Budgeting,Educational Finance,Foreign Countries,Financial Support,Educational Objectives,Goal Orientation,Qualitative Research,Statistical Analysis,Educational Quality,Governance,Educational Administration,Enrollment,Teacher Associations

This study was conducted across the country in a total of 23 districts, 5 districts each in the four provinces of Pakistan, i.e. Balochistan, Punjab, Sindh, North Western Frontier Province (NWFP), and 2 districts in Azad Jammu &amp; Kashmir (AJK). The main purpose of the paper was to unravel the intricate budgeting process in the education sector, with special focus on education financing after devolution. It is anticipated that the research will help everyone understand why, despite the increased spending, they are nowhere near achieving the objectives committed to in the Millennium Development Goals (MDGs) and Dakar Education for All (EFA) goals. (Contains 1 figure.)
College Readiness in California
Author: David and Lucile Packard Foundation
Date: 2011-11-29
Type: Numerical/Quantitative Data
Subjects: Grade Point Average,Academic Achievement,College Readiness,Academic Standards,Admission Criteria,School Statistics,Graduation Rate,Racial Differences,High School Graduates,College Preparation,Educational Assessment,Educational Indicators,Achievement Rating

College readiness is measured by the number and percentage of 12th grade graduates who complete all the courses required for entrance to the University of California (UC) and/or California State University (CSU) with a grade of &quot;C&quot; or better. Course completion represents only a portion of the entrance requirements for UC or CSU; not all students complete the other requirements, including taking ACT or SAT tests and maintaining an adequate overall grade point average. This paper presents the statistics on college readiness in California.
High School Dropouts in California
Author: David and Lucile Packard Foundation
Date: 2011-11-29
Type: Reports - Descriptive
Subjects: High Schools,Dropout Rate,Dropouts,High School Students,Public Schools,Racial Differences,Ethnicity,Student Characteristics,Counties,Geographic Location

Kidsdata.org shows the California Department of Education's adjusted four-year derived dropout rate, which reflects the estimated percentage of public high school dropouts over four years based on a single year's data, and the grade 9-12 dropout count. Data also are provided by race/ethnicity. This paper presents the statistics on high school dropouts in California.
The Impacts of Upward Bound Math-Science on Postsecondary Outcomes 7-9 Years after Scheduled High School Graduation: Final Report
Author: Seftor, Neil S.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Federal Programs,High School Students,Disadvantaged Youth,College Preparation,Program Effectiveness,Outcomes of Education,Graduation,Higher Education,Enrollment Trends,Social Sciences,Science Curriculum,Educational Objectives,Academic Achievement

This final report updates the report "Upward Bound Math-Science: Program Description and Interim Impact Estimates" published in 2007 (Olsen et al. 2007). The 2007 interim report contained descriptive findings from a survey of Upward Bound Math-Science (UBMS) grantees from the late 1990s at the time of the study's initiation and impact estimates through the period four to six years after expected high school graduation of the study sample. The current report presents impact estimates for the period seven to nine years after scheduled high school graduation. Given the academic services provided by UBMS, it is natural to ask whether participating in UBMS affects the educational outcomes of the students who participate. From their impact analysis, the authors found that the UBMS program achieved the following: (1) Increased enrollment at four-year institutions; (2) Shifted enrollment from two-year to four-year institutions for Upward Bound participants; (3) Increased enrollment at more selective institutions; (4) Increased math and science course taking; (5) Increased postsecondary degree completion overall and at four-year institutions; and (6) Increased likelihood of earning a degree in a social science field of study. Appended are: (1) Data Collection and Outcome Measures; (2) Program Impacts by Subgroups; and (3) Sample Sizes and Standard Errors. (Contains 47 exhibits and 8 footnotes.) [For related report, "Upward Bound Math-Science: Program Description and Interim Impact Estimates," see ED497631.]
Single-Sex versus Secondary Schooling: A Systematic Review
Author: Mael, Fred
Date: 2005-09-00
Type: Information Analyses
Subjects: Single Sex Schools,Females,Coeducation,Public Sector,Males,Secondary Schools,Program Effectiveness,Academic Achievement,Comparative Analysis,Student Development,Educational Environment,Academic Aspiration,Gender Differences,Scores,Graduation,Graduate Study,Postsecondary Education,Self Esteem,Locus of Control,Sex Role,Marital Status,Student Characteristics,Satisfaction,Majors (Students),Employment Level

Single-sex education refers most generally to education at the elementary, secondary, or postsecondary level in which males or females attend school exclusively with members of their own sex. This report deals primarily with single-sex education at the elementary and secondary levels. Research in the United States on the question of whether public single-sex education might be beneficial to males, females or a subset of either group (particularly disadvantaged youths) has been limited. However, because there has been a resurgence of single-sex schools in the public sector, it was deemed appropriate to conduct a systematic review of single-sex education research. The following are the major research questions addressed by the systematic quantitative review: (1) Are single-sex schools more or less effective than coeducational schools in terms of concurrent, quantifiable academic accomplishments?; (2) Are single-sex schools more or less effective than coeducational schools in terms of long-term, quantifiable academic accomplishment?; (3) Are single-sex schools more or less effective than coeducational schools in terms of concurrent, quantifiable indicators of individual student adaptation and socioemotional development?; (4) Are single-sex schools more or less effective than coeducational schools in terms of long-term, quantifiable indicators of individual student adaptation and socioemotional development?; (5) Are single-sex schools more or less effective than coeducational schools in terms of addressing issues of procedural (e.g., classroom treatment) and outcome measures of gender inequity?; and (6) Are single-sex schools more or less effective than coeducational schools in terms of perceptual measures of the school climate or culture that may have an impact on performance? As in previous reviews, the results are equivocal. There is some support for the premise that single-sex schooling can be helpful, especially for certain outcomes related to academic achievement and more positive academic aspirations. For many outcomes, there is no evidence of either benefit or harm. There is limited support for the view that single-sex schooling may be harmful or that coeducational schooling is more beneficial for students. Appended are: (1) Quantitative Study Coding Guide; (2) Qualitative Study Coding Guide; (3) List of Quantitative Studies Excluded During Phase III; (4) Quantitative Coding Guide for All Studies; (5) Table of Study Outcomes for Boys; and (6) Table of Study Outcomes for Girls. (Contains 35 tables and 1 footnote.)
State Education Indicators with a Focus on Title I: 2002-03
Author: Williams, Andra
Date: 2007-07-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Federal Legislation,Educational Indicators,Profiles,Public Education,State Programs,Educational Trends,Trend Analysis,Accountability,Academic Achievement,Achievement Rating,Achievement Gains,Educational Assessment,State Surveys,Educational Finance,Ethnicity,Limited English Speaking,Academic Accommodations (Disabilities),Migrant Children,Low Income Groups,Outcomes of Education,Teacher Student Ratio,Teacher Qualifications,Mathematics Achievement,Reading Achievement,School Statistics,State Standards,Expenditure per Student,National Competency Tests

This paper is the eighth in a series of reports designed to provide (1) consistent, reliable indicators to allow analysis of trends for each state over time, (2) high data quality for comparability from state to state, and (3) accessible indicator formats aimed toward facilitating use by a variety of audiences. Since its inception, the report has provided two-page state profiles that report the same indicators for each state. This 2002-03 report, the first to reflect the implementation of the &quot;No Child Left Behind Act of 2001&quot;, has been reorganized to better reflect the requirements of the law, adding indicators and trends on finances, demographics, staff, and accountability, and expanding the trends for assessment data. The state profiles in this report contain key indicators for K-12 public education. They focus on the status of each indicator as of the 2002-03 school year, the first year of the implementation of NCLB, and many indicators also include data for a baseline year for the purpose of analyzing trends over time. The sources section at the end of the publication provides more detailed information and explanations for the indicators. Appended are: (1) Sources; (2) State Definitions of Proficient; and (3) National Assessment of Educational Progress--Definitions and Further Information. (Contains 4 tables.)
State Education Indicators with a Focus on Title I: 2003-04
Author: Williams, Andra
Date: 2007-08-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Trend Analysis,Time Perspective,Federal Legislation,Mathematics Achievement,Reading Achievement,Definitions,Profiles,Public Education,Elementary Secondary Education,School Districts,Educational Finance,Outcomes of Education,Accountability

&quot;State Education Indicators with a Focus on Title I: 2003-04&quot; is the ninth in a series of reports designed to provide: (1) consistent, reliable indicators to allow analysis of trends for each state over time; (2) high quality, comparable state data; and (3) indicator formats designed for use by a diverse audience. Since its inception, the report has provided two-page state profiles that report the same indicators for each state. This 2003-04 report reflects the second year of the implementation of the &quot;No Child Left Behind Act of 2001.&quot; The state profiles in this report contain key indicators for K-12 public education. They focus on the status of each indicator as of the 2003-04 school year, and many indicators also include data for a baseline year for the purpose of analyzing trends over time. The sources section at the end of the publication provides more detailed information and explanations for the indicators. The indicators in each state profile are organized into seven categories: (1) Districts and Schools; (2) Finances; (3) Students; (4) Staff; (5) Outcomes; (6) Statewide Accountability Information; and (7) Student Achievement 2003-04. In addition to providing individual state profiles, this report also includes three tables that provide national summary information. Appended are: (1) Sources; (2) State definitions of proficient; and (3) National Assessment for Educational Progress--Definitions and Further Information. (Contains 4 tables.) [For &quot;State Education Indicators with a Focus on Title I: 2002-03,&quot; see ED526945.]
Transition to Teaching Program Evaluation: An Interim Report on the FY 2002 Grantees
Author: Ludwig, Meredith
Date: 2007-05-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Federal Legislation,Federal Programs,Disadvantaged,School Districts,Alternative Teacher Certification,Program Evaluation,Teacher Qualifications,Teacher Recruitment

Congress established the Transition to Teaching (TTT) program to serve &quot;high-need schools&quot; in &quot;high-need districts&quot; (local education agencies or LEAs). The program is authorized under Title II, Part C, Subpart 1, Chapter B of the &quot;Elementary and Secondary Education Act of 1965,&quot; as amended by the &quot;No Child Left Behind Act of 2001&quot; (NCLB) (Pub. L. No. 107-110). The purposes of TTT are &quot;(a) to recruit and retain highly qualified mid-career professionals (including highly qualified paraprofessionals), and recent graduates of an institution of higher education, as teachers in high-need schools, including recruiting teachers through alternative routes to certification; and (b) to encourage the development and expansion of alternative routes to certification under State-approved programs that enable individuals to be eligible for teacher certification within a reduced period of time, relying on the experience, expertise, and academic qualifications of an individual, or other factors in lieu of traditional course work in the field of education.&quot; This report presents the findings of the TTT interim evaluation--an effort to gather data to describe to Congress the progress at the three-year interim point of five-year grants awarded in FY 2002. Overall, in the first three years of the grant, the FY 2002 grantees have facilitated the hiring of an estimated 7,000 new teachers. Projects gradually ramped up in terms of the number hired, with a fairly large jump from year 1 to year 2. Appended are: (1) Definitions; (2) Participant Sample; (3) Snapshots of the Eight TTT Sites Visited; and (4) Evaluation Methodology. (Contains 67 exhibits and 18 footnotes.)