ethanporcaro/eric-fulltext-meta huggingface dataset:
National Writing Project 2008 Annual Report
Author: National Writing Project
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Technical Writing,Educational Change,Educational Technology,Professional Development,Content Area Writing,Writing Improvement,Writing Strategies,Writing Skills,Writing Achievement,Writing Teachers,Technology Uses in Education,Financial Support,Institutional Characteristics,Program Descriptions,Annual Reports

Writing in its many forms is the signature means of communication in the 21st century. This simple truth heightens the urgency to help all of our nation's students become strong writers and effective communicators. The National Writing Project (NWP) pursues this goal by focusing the knowledge, expertise, and leadership of the nation's educators on sustained efforts to improve writing and learning for all learners. The NWP's network of more than 200 university-based sites provides high-quality, locally designed professional development for teachers across disciplines and at all levels. This annual report features teachers who develop their students as writers. These inventive and skilled educators represent the growing number of NWP leaders with expertise in both subject matter and technology and an understanding of how each augments the other to inspire learning in the classroom. These teachers use their knowledge to strengthen student achievement and to help their teaching colleagues meet the increasing demands, and emerging opportunities, of digital literacy. [Support for the National Writing Project is provided by the U.S. Department of Education, foundations, corporations, universities, and K-12 schools.]
National Writing Project 2009 Annual Report
Author: National Writing Project
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Technical Writing,Academic Achievement,Annual Reports,Content Area Writing,Writing Strategies,Writing Skills,Writing Improvement,Thinking Skills,Educational Practices,Financial Support,Professional Development,Writing Teachers,Program Descriptions,Learning Activities

Writing as a tool for thinking, learning, and communicating is crucial to academic and career success as well as to active citizenship in a democracy. This annual report of the National Writing Project features teachers of math, chemistry, art, history, and business who develop their students as writers. These educators employ writing to engage their students more deeply and move them to higher levels of thinking. These and other teacher-leaders are the heart of the National Writing Project--effective, accomplished educators who are pivotal to positive changes in teaching and in student achievement. [For "National Writing Project 2008 Annual Report", see ED516143.]
Improving Pedagogy in the Developmental Mathematics Classroom. CCRC Brief. Number 51
Author: Hodara, Michelle
Date: 2011-02-00
Type: Information Analyses
Subjects: Mathematics Education,Educational Change,Teaching Methods,Literature Reviews,Evidence,Educational Practices,Developmental Programs,Change Strategies,Educational Strategies,Community Colleges,Academic Persistence,Outcomes of Education

Community colleges typically offer extensive developmental education programs to students with weak academic skills in order to prepare them for college-level coursework. Yet, for students referred to developmental mathematics education, rates of completion in developmental math courses and in college-level math courses required for a degree are particularly low. Failure to complete these courses prevents individuals from earning a college degree and is associated with a reduced likelihood of employment. This Brief summarizes a literature review that examines the research evidence concerning a potential means for improving course completion and learning outcomes among developmental math students: reforming mathematics classroom pedagogy. It concludes by offering recommendations for future research and for the adoption of particular instructional practices. [This Brief is based on "Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series" (ED516147).]
Reforming Mathematics Classroom Pedagogy: Evidence-Based Findings and Recommendations for the Developmental Math Classroom. CCRC Working Paper No. 27. Assessment of Evidence Series
Author: Hodara, Michelle
Date: 2011-02-00
Type: Information Analyses
Subjects: Developmental Studies Programs,Metacognition,Educational Change,Teaching Methods,Cooperative Learning,Mathematics Instruction,Community Colleges,Evidence,Problem Solving,College Mathematics,Two Year College Students,Computer Assisted Instruction,Computer Uses in Education,Theory Practice Relationship,Cognitive Processes,Outcomes of Education,Instructional Effectiveness,Program Effectiveness

For developmental education students, rates of developmental math course completion and persistence into required college-level math courses are particularly low. This literature review examines the evidence base on one potential means for improving the course completion and learning outcomes of developmental mathematics students: reforming mathematics classroom pedagogy. Each study examined for this review was classified into one of six sets according to the main instructional approach focused on in the study. The six sets are: "student collaboration", "metacognition", "problem representation", "application", "understanding student thinking", and "computer-based learning". Because most of the studies across the sets did not employ rigorous methods, the evidence regarding the impact of these instructional practices on student outcomes is inconclusive. An analysis of the studies that did employ rigorous designs suggests that structured forms of student collaboration and instructional approaches that focus on problem representation may improve math learning and understanding. This paper concludes by making a number of methodological recommendations, proposing several needed areas of research related to developmental math pedagogy, and suggesting instructional practices that may improve the outcomes of developmental math students. A tabular review of math pedagogy studies is appended. (Contains 10 footnotes and 1 table.)
Toward a New Understanding of Non-Academic Student Support: Four Mechanisms Encouraging Positive Student Outcomes in the Community College. CCRC Working Paper No. 28. Assessment of Evidence Series
Author: Karp, Melinda Mechur
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Academic Persistence,Educational Theories,Outcomes of Education,Program Effectiveness,Interpersonal Relationship,Aspiration,Learner Engagement,Research Reports,Evidence,Community Colleges,Student Personnel Services,College Students,At Risk Students,College Environment,Educational Policy,Student Attitudes,Student Needs

This paper examines the ways in which academically vulnerable students benefit from non-academic support. By reviewing theories of student persistence as well as program evaluation literature, the author identifies four mechanisms by which non-academic supports can improve student outcomes, including persistence and degree attainment. Programs associated with positive student outcomes seem to involve one or more of the following mechanisms: (1) creating social relationships, (2) clarifying aspirations and enhancing commitment, (3) developing college know-how, and (4) making college life feasible. Identifying these mechanisms allows for a deeper understanding of both the functioning of promising interventions and the conditions that may lead students to become integrated into college life. Notably, each of these mechanisms can occur within a variety of programs, structures, or even informal interactions. The paper concludes by discussing avenues for further research and immediate implications for colleges. A tabular review of empirical studies is appended. (Contains 4 footnotes and 1 table.)
California Colleges and Universities, 2010: A Guide to California's Degree-Granting  Institutions and Degree, Certificate, and Credential Programs. Commission Report 10-19
Author: California Postsecondary Education Commission
Date: 2010-11-00
Type: Reference Materials - Directories/Catalogs
Subjects: Higher Education,College Programs,Academic Degrees,Educational Certificates,Credentials,Research Reports,Community Colleges,State Colleges,State Universities,Public Colleges,Private Colleges,Institutional Characteristics,Institutional Research,State Surveys,Educational Research,Admission Criteria,College Housing,Governance,College Administration,Fees,Student Costs,Profiles

Californians can earn college degrees or certificates or get job-related training at a variety of institutions both public and private, throughout the state. The variety of institutions, programs, degrees and other educational choices is wide. This Guide will help individuals identify options that suit their needs. This guide is divided into three parts designed for locating information about higher education in a number of ways. In Part I, students can look up the name of the campus they are considering attending. Part II contains specific programs--such as Journalism or Computer Engineering. Institutions that offer each program are listed under that heading. The last portion of this Guide is an index.
Refining the Commission's Work Plan on Student Success: A Progress Report. Report 10-23
Author: Wilson, Stacy
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Advisory Committees,State Legislation,Educational Planning,Research Methodology,Literature Reviews,Research Reports,Data Analysis,Enrollment,Educational Demand,Success,Academic Achievement,Program Effectiveness,College Outcomes Assessment,Educational Indicators,Strategic Planning

Among its planning and coordinating responsibilities, the California Postsecondary Education Commission is required by state law to assess the ongoing effectiveness of postsecondary education in meeting societal, educational, and workforce needs. At its September 28-29 meeting, the Commission supported staff's proposed work plan to transition from enrollment demand analyses to a broader range of policy issues pertaining to student success and state workforce needs. Student success is the research topic being addressed first. Staff formed an advisory committee and held two meetings in November. This paper outlines a more refined and focused student success work plan, based in part on the suggestions and recommendations provided by advisory committee members.
Fiscal Profiles, 2010: The Seventeenth in a Series of Factbooks about the Financing of California Higher Education. Report 10-22
Author: California Postsecondary Education Commission
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Higher Education,Research Reports,Educational Finance,Audits (Verification),Postsecondary Education,Statistical Data,Statistical Surveys,State Surveys,Expenditures,Budgets,Enrollment,Population Growth,State Aid,Educational Equity (Finance),Cost Indexes,Financial Support,Fees,College Planning,Funding Formulas,Taxes

This report contains and analyzes statistical information about the financing of California postsecondary education from the 1965-66 fiscal year through 2010-11. CPEC (California Postsecondary Education Commission) compiles, analyzes, and disseminates this information to provide policymakers with comprehensive and comparable financial data that can be used in analysis of  higher education finance issues. &quot;Fiscal Profiles&quot; also includes information on California K-12 financing and state government in general. This document provides an efficient and accurate response to the many questions that CPEC receives each year. This report is the 17th in the biennial series since 1989. Some data shown for the current fiscal year are estimates because of  publication timelines. The information contained in Fiscal Profiles 2010 has been compiled from, and verified by, a variety of  sources involved with the development of  the state budget. The 2009-10 and 2010-11 displays show estimates and budget-based projections representing the most current information available on state government finance. Fiscal Profiles 2010 contains 101 statistical displays organized in 16 categories. Appendices include: (1) Percentage changes for selected time periods; (2) Definitions; and (3) Notes and sources.
Budget Update, November 9, 2010. Report 10-20
Author: Woolfork, Kevin
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Budgeting,Budgets,Educational Finance,State Government,State Legislation,Resource Allocation,Federal Aid,Income,Expenditures,Elementary Secondary Education,Higher Education,State Aid,Financial Support

On October 8, Governor Arnold Schwarzenegger signed the 2010-11 Budget Act for the State of California. This budget was the outcome of many months of negotiation between the Governor and the Legislature. The Governor vetoed $963 million in spending from the Legislature's budget, arriving at a budget that addresses an estimated $19.1 billion shortfall. The final budget includes $86.6 billion in General Fund spending, up slightly from 2009-10. As signed, the budget was projected to end the 2010-11 fiscal year with a $1.2 billion reserve. More recent information shows a projected budget deficit of $6.1 billion for 2010-11, and a $25.4 billion deficit through the end of 2011-12. The Governor has called for a special legislative session to address the budget shortfall to be convened on December 6 when the new Legislature is sworn into office. This paper presents the update on California's 2010-11 state budget and discusses the state's ongoing budget deficit. (Contains 2 tables.)
Legislative Update, December 2010. Report 10-21
Author: Blair, Julia
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,State Legislation,Legislators,State Officials,Information Dissemination

This update contains the Governor's action on legislative initiatives being tracked by CPEC (California Postsecondary Education Commission) staff in the 2009-10 legislative session and information on the new members of the Legislature. A summary matrix of bills monitored by CPEC staff is included.
Alabama Education News. Volume 34, Number 2
Author: Sibley, Michael O., Ed.
Date: 2010-10-00
Type: Collected Works - Serial
Subjects: Fire Protection,Parent Participation,Drug Education,Public Education,Academic Persistence,School Holding Power,Biographies,Profiles,Boards of Education,Computer Uses in Education,Distance Education,Educational Technology,Parent School Relationship,Advanced Placement Programs,Scores,Budgeting,Budgets,Educational Finance,Safety

&quot;Alabama Education News&quot; is published monthly except for June, July, and December by the Alabama Department of Education. This publication, authorized by Section 16-2-4 of the &quot;Code of Alabama&quot;, as recompiled in 1975, is a public service of the Alabama Department of Education designed to inform citizens and educators about programs and goals of public education in Alabama. This issue contains the following articles: (1) Every Single One: The Fight to Keep Alabama Students in School; (2) State Board of Education Member Dr. Ethel Hall Pens Inspirational Biography; (3) ACCESS Featured on CNN/Fox News; (4) Red Ribbon Week October 23rd-31st Helps Students Prevent Drug Abuse; (5) October is Parent Involvement Month; (6) Alabama Leads Nation in AP Test Score Improvement; (7) Governor Increases Proration by 2% to Balance State Budget; (8) Teachers Invited to 3rd Annual Teachers' Institute; and (9) Help Students Get Fire Safety Smart! Regular feature includes Awards, Opportunities, and Professional Development. Also presents: Read for the Record on October 7!; National School Bus Safety Week Oct. 18-22 2010; Alabama's 2009-2010 Torchbearer Schools; and September State Board of Education Meeting Agenda Items.
American Association of Physics Teachers Annual Report, 2009
Author: American Association of Physics Teachers
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Fund Raising,Advisory Committees,Physics,Science Teachers,Science Instruction,Annual Reports,Professional Associations,Institutional Mission,Program Descriptions,Grants,Awards,Budgets,Meetings,Publications,Secondary School Science,College Science

The American Association of Physics Teachers (AAPT) mission is to enhance the understanding and appreciation of physics through teaching. Embracing the notion that physics understanding is critical to the wellbeing of society, AAPT is committed to serving its members and the larger community by promoting effectiveness in physics teaching for diverse audiences and in various settings, with the strong belief that successful teaching is based on solid physics content and effective pedagogy; that students of various backgrounds have the capacity to understand physics; and that physics ultimately serves the public good. This paper presents AAPT's annual report for 2009. This annual report contains the following sections: (1) Presidential Statement; (2) Executive Officer Statement; (3) Mission, Values, Vision; (4) Publications; (5) Membership; (6) National Meetings; (7) Workshops and Programs; (8) Collaborative Projects; (9) High School Physics Photo Contest; (10) Awards and Grants; (11) Fundraising; (12) Committee Contributions; (13) Advisory Committees; (14) AAPT Sections; and (15) Financials. [For the 2008 annual report, see ED511349.]
The Secondary School Experiences and Academic Performance of Students with Hearing Impairments. Facts from NLTS2. NCSER 2011-3003
Author: Shaver, Debra
Date: 2011-02-00
Type: Numerical/Quantitative Data
Subjects: Secondary School Students,Educational Experience,Academic Achievement,Hearing Impairments,Achievement Gap,Special Education,Vocational Education,Longitudinal Studies,Sign Language

A gap exists between the academic achievement of youth with hearing impairments and their peers in the general population in reading, mathematics, science, and social studies, according to a new release by The National Center for Special Education Research. This report uses data from the National Longitudinal Transition Study 2 dataset to provide a national picture of the secondary school experiences and academic achievement of students with hearing impairments who received special education services. The outcomes cover several key areas, including students' experiences in general education academic courses and non-vocational special education courses, accommodations, supports, services provided to students, and academic achievement. In addition to the findings for the overall group, this fact sheet provides findings by parent-reported levels of hearing impairments. This is the fifth in a series of NLTS2 fact sheets on the experiences and outcomes of youth in a specific disability category. (Contains 23 footnotes, 20 tables, and 1 figure.)
Complete to Compete: Common College Completion Metrics. Technical Guide
Author: Reyna, Ryan
Date: 2010-10-00
Type: Guides - Non-Classroom
Subjects: College Graduates,Graduation,Metric System,Graduation Rate,State Government,Public Colleges,Data Collection,Trend Analysis,Educational Policy,Benchmarking,Academic Degrees,Educational Certificates,College Transfer Students,Time to Degree,College Credits,Remedial Programs,Success,Academic Persistence,Enrollment Trends,Undergraduate Study

Improved college completion rates are critical to the future of the United States, and states must have better data to understand the nature of the challenges they confront or target areas for policy change. The 2010-2011 National Governors Association (NGA) Chair's initiative, "Complete to Compete", recommends that all states collect data from all public, postsecondary institutions to report on a set of common measures of college completion that can be used to monitor system performance and inform future policy decisions. Recommendations pertaining to common college completion metrics were presented in "Complete to Compete: Common College Completion Metrics". The purpose of this accompanying technical guide is to increase consistency and commonality across states in reporting benchmark data and measuring future progress in improving college completion and efficiency in higher education. Appendices include: (1) Definitions of Data Elements and Disaggregation Categories; (2) Participants at the CCA/NCHEMS/SHEEO Data/Metrics Convening; and (3) Members of the NGA Common College Completion Metrics Work Group. (Contains 1 footnote.) [For the accompanying report, "Complete to Compete: Common College Completion Metrics", see ED512713.]
American Council of Learned Societies Annual Report, 2007-2008
Author: American Council of Learned Societies
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Humanities,Social Sciences,Educational Research,Advocacy,Writing for Publication,Faculty Publishing,Scholarship,Periodicals,Leadership,Educational Innovation,Annual Reports

The American Council of Learned Societies (ACLS) provides the humanities and related social sciences with leadership, opportunities for innovation, and national and international representation. ACLS was founded in 1919 to represent the United States in the Union Academique Internationale. Its mission is &quot;the advancement of humanistic studies in all fields of the humanities and social sciences and the maintenance and strengthening of national societies dedicated to those studies.&quot; This paper presents the annual report of ACLS for 2007-2008. [For the 2005-2006 and 2006-2007 annual report, see ED516193.]
NCAA[R] Student-Athlete Ethnicity Report. 1999-2000-2007-08
Author: DeHass, Denise, Comp.
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: College Athletics,College Students,Athletes,Ethnicity,Race,Foreign Students,Sex,Aquatic Sports,Racquet Sports,Team Sports,Athletics

For the ninth consecutive year, the National Collegiate Athletic Association (NCAA) compiled this statistical information regarding student-athlete race, ethnicity and resident alien status in intercollegiate athletics at its member institutions. This information provides a general view of recent historical student-athlete race and ethnicity trends by gender, sport and division. The first section of this report describes factors that affect the data, offers suggestions for the reader, defines the race and ethnicity categories and provides findings by division. The second section provides student-athlete race and ethnicity percentages for each sport in separate tables by year, division and for the NCAA overall. Next, the percentages in those tables are illustrated via graphs overall and by division. Separate graphs for the minority categories only are also in this section. Following the graphs section, estimated frequency tables are presented in the same format as the percentages tables. The last two sections restate the nine year's worth of percentage and estimated frequency data in separate tables for each sport.