ethanporcaro/eric-fulltext-meta huggingface dataset:
Future Research on Hispanic Students: What Have We yet to Learn? "and" What New and Diverse Perspectives Are Needed to Examine Latino Success in Higher Education? White Paper Prepared for the Hispanic Association of Colleges and Universities
Author: Nora, Amaury
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Minority Groups,Birth Rate,Graduation Rate,Hispanic American Students,Educational Attainment,Enrollment,College Attendance,Academic Achievement,Student Participation,Learner Engagement,Educational Research,Economic Factors,Predictor Variables

Hispanics continue to play an increasing role in shaping American society, as they are currently the largest and youngest minority group and whose birth rate accounts for a quarter of all children born in the United States (Pew Hispanic Center, 2009). This increase in the total number of Hispanics will result in a corresponding increase in college enrollments. Unfortunately, Hispanics currently lag behind other groups in terms of bachelor's degree attainment (Fry, 2004; Llagas & Snyder, 2003) with no significant changes in higher education that could alter graduation rates for this minority group. As such, U.S. President Obama's administrative goal to increase postsecondary attainment levels to exceed all other countries in the next decade will be impossible to reach without finding ways to increase and support the academic success of Hispanic students (Nunez & Crisp, 2011). This effort extends a recent review by the authors (2009) by offering a line of investigation that identifies research most needed to advance the understanding of how Hispanic students experience college, with a focus toward identifying factors that support student success. First the authors highlight several specific methodological, conceptual, and theoretical issues limiting the existing knowledge base on Hispanic students. Within the identification of those issues, they call for new perspectives that they hope researchers will consider in studying the success of Hispanic college students. They then discuss what they believe to be areas of research that deserve the immediate attention of higher education scholars, incorporating recommendations from scholars engaged in work on Hispanic student success.
Report of the Optional Extended-Day Kindergarten Program for the 2009-10 School Year: Utah Code 53A-1a-902; Enrolled S.B. 49, 2007; Board Rule R277-489
Author: Shumway, Larry
Date: 2010-00-00
Type: Reports - Research
Subjects: Achievement Gap,School Schedules,At Risk Students,Kindergarten,Extended School Day,Scores,Academic Achievement,Program Effectiveness,Reading Achievement,Racial Differences,Low Income Groups,English (Second Language),Reading Skills,Pretests Posttests,Phonemes,Reading Fluency,Disabilities

Optional Extended-Day Kindergarten benefits students above and beyond non-Optional Extended-Day kindergarten. While OEK students began the 2009-10 school year with significantly lower scores than non-OEK students, by the end of the year OEK students had closed this achievement gap and scored similarly to non-OEK students. In some cases OEK students surpassed the achievement of non-OEK students at the end of the year. Thus, this report shows that the program benefits at-risk students. Quick facts include: (1) Approximately 18% of kindergarten students participated in an extended kindergarten program in 2009-10; (2) OEK classrooms gained an average of 54 percentage points over the year; non-OEK classrooms gained an average of 36 percentage points; (3) Significantly fewer OEK students were at risk for falling behind in reading at the end of the year than at the beginning of the year (35% to 13%); (4) A higher percentage of OEK students are able to move up from being at risk compared to non-OEK students (22% compared to 2%); (5) In some districts, OEK classrooms even surpassed the achievement of non-OEK classrooms at the end of the year; and (6) This report finds similar outcomes to the 2009 report on OEK student achievement, and both reports conclude that while OEK students begin the year behind non-OEK students, by the end of the year this gap is closed or surpassed. (Contains 4 figures and 3 tables.)
2012 Utah State Literacy Improvement Report
Author: Utah State Office of Education, Salt Lake City.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: At Risk Students,Reading Programs,Reading Instruction,Early Intervention,Grade 1,Reading Skills,Language Arts,Kindergarten,Grade 3,Grade 2,Academic Standards,Testing Programs,Professional Development,School Schedules,Low Income Groups,Minority Groups,Student Diversity,Racial Differences,Financial Support,Literacy Education

Utah has successfully implemented a variety of endeavors to ensure literacy for all students. Proficiency rates in language arts in Utah have improved in all grade levels since 2005. Emphasis has been placed on grades K-3 and early intervention for students at risk. Resources available to these students include optional extended-day kindergarten, K-3 reading program, adoption of standards and assessments for testing multiple times in grades 1-3, ongoing professional development, and use of data to inform instruction. This report documents efforts made by Utah to increase proficiency in these early grades and their long term effects on proficiencies.
Utah's New Mathematics Core
Author: Utah State Office of Education, Salt Lake City.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: State Standards,Mathematics Curriculum,Academic Standards,Mathematics Instruction,Mathematics Skills,Intervention,Academic Achievement,Career Development,College Preparation,Student Needs,Special Needs Students,High Achievement,Grade 6,Grade 9

Utah has adopted more rigorous mathematics standards known as the Utah Mathematics Core Standards. They are the foundation of the mathematics curriculum for the State of Utah. The standards include the skills and understanding students need to succeed in college and careers. They include rigorous content and application of knowledge and reflect the mathematics standards of the world's highest performing nations and the country's highest performing states. The adoption of these new stronger mathematics standards will result in important curriculum improvements at every grade level. Utah's Mathematics Core Standards include interventions for struggling students and opportunities for high achieving students, respecting the speed at which students progress and helping each student meet the standards. The standards will help ensure college and career readiness as students graduate from high school. By studying mathematics with greater rigor and depth, and by examining the interrelationships among mathematics concepts, all Utah students will be prepared for success with skills that are increasingly more important than ever in this complex and technical world.
Public Education: Fingertip Facts 2005
Author: Harrington, Patti
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's state of education for 2005. This paper contains the following: (1) Education Contacts; (2) Utah State Board of Education members; (3) Value of Weighted Pupil Unit (WPU) for the 2004-05 school year; (4) Per Pupil Spending in Perspective (2002); (5) Public School Enrollment per district (October 2004-05); (6) Student Proficiency in Core CRT Language Arts Testing 2004; (7) Student Proficiency in Core CRT Math Testing 2004; (8) Public Education Budget--Funding by Source and Expenditures by Function; (9) Public School Enrollment Demographics 2004-05; (10) Public Schools by Grade Level 2004-05; (11) Number of Licensed Educators 2003-04; (12) Average Teacher Salary; and (13) Pupil Teacher Ratio.
Public Education: Fingertip Facts 2006
Author: Harrington, Patti
Date: 2006-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Educational Finance,Testing,Public Schools,Boards of Education,Budgets,Public Education,Teacher Salaries

This paper offers facts and figures on Utah's state of education for 2006. This paper contains the following: (1) Education Contacts; (2) Utah State Board of Education members; (3) Value of Weighted Pupil Unit (WPU) for the 2005-06 school year; (4) Per Pupil Spending in Perspective (2003); (5) Public School Enrollment per district (October 2005-06); (6) Student Proficiency in Core CRT Language Arts Testing 2005; (7) Student Proficiency in Core CRT Math Testing 2005; (8) Public Education Budget--Funding by Source and Expenditures by Function; (9) Public School Enrollment Demographics 2005-06; (10) Public Schools by Grade Level 2005-06; (11) Number of Licensed Educators 2004-05; (12) Average Teacher Salary; and (13) Pupil Teacher Ratio. [For 2005 report, see ED537737.]
Public Education: Fingertip Facts 2007
Author: Harrington, Patti
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's state of education for 2007. This paper contains the following: (1) Core CRT Language Arts Testing; (2) Core CRT Mathematics Testing; (3) 2006 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2006-07 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2006-07; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2006-07 School Year; (10) Per Pupil Spending in Perspective, 2004; (11) Public School Enrollment (October 2006-07); (12) Education Contacts; and (13) Utah State Board of Education. [For 2006 report, see ED537738.]
Public Education: Fingertip Facts 2008
Author: Harrington, Patti
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's education status for 2008. This paper contains the following: (1) Core CRT Language Arts Testing, 2007; (2) Core CRT Mathematics Testing, 2007; (3) 2007 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2007-08 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2007-08; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2007-08 School Year; (10) Per Pupil Spending in Perspective, 2005; (11) Public School Enrollment (October 2007); (12) Education Contacts; and (13) Utah State Board of Education. [For 2007 report, see ED537739.]
Public Education: Fingertip Facts 2009
Author: Harrington, Patti
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's education status for 2009. This paper contains the following: (1) Core CRT Language Arts Testing, 2008; (2) Core CRT Mathematics Testing, 2008; (3) 2008 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2008-09 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2008-09; (6) Number of Licensed Educators; (7) Average Teacher Salary; (8) Pupil Teacher Ratio; (9) Value of the WPU, 2008-09 School Year; (10) Per Pupil Spending in Perspective, 2006; (11) Public School Enrollment (October 2008); (12) Education Contacts; and (13) Utah State Board of Education. [For 2008 report, see ED537740.]
Fingertip Facts 2010
Author: Shumway, Larry K.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's education status for 2010. This paper contains the following: (1) Core CRT Language Arts Testing, 2009; (2) Core CRT Mathematics Testing, 2009; (3) 2009 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2009-10 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2009-10; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2009-10 School Year; (10) Per Pupil Spending in Perspective, 2007; (11) Public School Enrollment (October 2009); (12) Education Contacts; and (13) Utah State Board of Education. [For 2009 report, see ED537741.]
Education: Fingertip Facts 2010-11
Author: Shumway, Larry K.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's education status for the school year 2010-2011. This paper contains the following: (1) Core CRT Language Arts Testing, 2010; (2) Core CRT Mathematics Testing, 2010; (3) 2010 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2009-10 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2009-10; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2010-11 School Year; (10) Per Pupil Spending in Perspective, 2008; (11) Public School Enrollment (October 2010); (12) Education Contacts; and (13) Utah State Board of Education. [For 2010 report, see ED537742.]
Fingertip Facts 2011-12
Author: Utah State Office of Education
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Mathematics Achievement,Testing Programs,Standardized Tests,Budgets,Financial Support,Costs,Instructional Program Divisions,Teacher Certification,Teacher Salaries,Teacher Student Ratio,Educational Finance,Testing,Public Schools,State Boards of Education,Expenditure per Student,Language Arts,Reading Achievement,Racial Differences,Gender Differences,Socioeconomic Status,Limited English Speaking,Special Education,Asian American Students,African American Students,Hispanic American Students,American Indian Students,Pacific Islanders,White Students,Taxes,Tuition,Fees,Disabilities,Transportation,Educational Administration,Maintenance,Student Personnel Services

This paper offers facts and figures on Utah's education status for the school year 2011-2012. This paper contains the following: (1) Core CRT Language Arts Testing, 2011; (2) Core CRT Mathematics Testing, 2011; (3) 2011 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2010-11 Public School Enrollment Demographics; (5) Public Schools by Grade Level 2010-11; (6) Number of Licensed Educators; (7) Median Teacher Salary; (8) Pupil-Teacher Ratio; (9) Value of the WPU, 2011-12 School Year; (10) Per Pupil Spending in Perspective, 2009; (11) Public School Enrollment (October 2011); (12) Education Contacts; and (13) Utah State Board of Education. [For 2010-11 report, see ED537743.]
Enrollment in Postsecondary Institutions, Fall 2011; Financial Statistics, Fiscal Year 2011;  and Graduation Rates, Selected Cohorts, 2003-2008: First Look (Provisional Data). NCES 2012-174rev
Author: Knapp, Laura G.
Date: 2012-12-00
Type: Reports - Research
Subjects: Enrollment,Undergraduate Students,Graduate Students,Postsecondary Education,Educational Finance,Income,Expenditures,Graduation Rate,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Student Characteristics,Time to Degree,African American Students,American Indian Students,Asian American Students,Hispanic American Students,White Students,Males,Females,Foreign Students,Multiracial Persons,Full Time Students,Part Time Students

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data of the IPEDS spring 2012 data collection, which included four survey components: Enrollment at postsecondary institutions during fall 2011; Finance, for the 2011 fiscal year; and graduation rates of selected cohorts within 150 and 200 percent of normal program completion time. Data for all components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This &quot;First Look&quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the spring 2012 collection are displayed in this &quot;First Look&quot;; however, all data from the spring 2012 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 4 tables and 8 footnotes.)
Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. Appendix E: Standard Error Tables. NCES 2013-009
Author: National Center for Education Statistics (ED)
Date: 2012-12-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Achievement,Science Achievement,Mathematics Tests,Science Tests,Scores,Change,Grade 4,Grade 8,Elementary School Students,Secondary School Students,Gender Differences,Racial Differences,Poverty,Public Schools,Private Schools,Foreign Countries,Comparative Analysis

The Trends in International Mathematics and Science Study (TIMSS) 2011 is the fifth administration of this international comparative study since 1995 when first administered. TIMSS is used to compare over time the mathematics and science knowledge and skills of fourth- and eighth-graders. TIMSS is designed to align broadly with mathematics and science curricula in the participating countries. The results, therefore, suggest the degree to which students have learned mathematics and science concepts and skills likely to have been taught in school. In 2011, there were 54 countries and 20 other educational systems that participated in TIMSS, at the fourth- or eighth-grade level, or both. This paper is an appendix to the &quot;Highlights From TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context&quot; report. It contains the report's standard error tables. (Contains 42 tables.) [For the full report, &quot;Highlights from TIMSS 2011: Mathematics and Science Achievement of U.S. Fourth- and Eighth-Grade Students in an International Context. NCES 2013-009,&quot; see ED537756.]