ethanporcaro/eric-fulltext-meta huggingface dataset:
Sustainability: Higher Education's New Fundamentalism
Author: Peterson, Rachelle
Date: 2015-03-00
Type: Reports - Research
Subjects: Sustainability,Higher Education,College Curriculum,Environmental Education,Freedom,Decision Making,Ideology,Role,Climate,College Faculty,Teacher Attitudes,Student Attitudes,Scientists,International Trade,Lawyers,Political Attitudes,Conservation (Environment),History,Costs,Criticism,Educational Change,Economic Factors

&quot;Sustainability&quot; is a key idea on college campuses in the United States and the rest of the Western world. To the unsuspecting, sustainability is just a new name for environmentalism. This report is the first in-depth critical study of the sustainability movement in higher education. The focus of this study is on how the sustainability movement has, according to these authors, distorted higher education, the harm it has done to college curricula, and the limits it has imposed on the freedom of students to inquire and to make their own decisions. The report explains how the sustainability movement came to prominence and how it is organized. After presenting the findings, the report offers recommendations and concludes that the sustainability movement has become a major force in American life that has largely escaped serious critical scrutiny. The goal of this report is to change that by examining for the first time the movement's ideological, economic, and practical effects on institutions of higher education. The following are appended: (1) Living with Climate Orthodoxy on Campus: One Professor's Take; (2) Divesting Reason: A Student's Perspective; (3) Environmental Lysenkoism: Reflections from a Scientist; and (4) A Transnational, &quot;Precautionary&quot; Movement: Thoughts from an International Trade Lawyer. An index is also included.
Basic Facts about Low-Income Children: Children under 3 Years, 2013. Fact Sheet
Author: Jiang, Yang
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Low Income Groups,Poverty,Family Income,Incidence,Age Differences,Racial Differences,Immigrants,Family Characteristics,Place of Residence,Health Insurance,Parents,Infants,Toddlers

Children under 18 years represent 23 percent of the population, but they comprise 33 percent of all people in poverty. Among all children, 44 percent live in low-income families and approximately one in every five (22 percent) live in poor families. Our very youngest children--infants and toddlers under age 3 years--appear to be particularly vulnerable, with 47 percent living in low-income families, including 25 percent living in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children experiencing economic insecurity. This fact sheet describes the demographic, socio-economic, and geographic characteristics of children and their parents. It highlights important factors that appear to distinguish low-income and poor children from their less disadvantaged counterparts. The following questions are addressed: (1) How many infants and toddlers under age 3 years in the United States live in low-income families?; (2) Has the percentage of infants and toddlers living in low-income and poor families changed over time?; (3) How do infants and toddlers compare to the rest of the population?; (4) Does the percentage of children in low-income families vary by children's age?; (5) Does the percentage of infants and toddlers in low-income families vary by race/ethnicity?; (6) Does the percentage of infants and toddlers in low-income families vary by parents' nativity?; (7) What are the family characteristics of low-income and poor infants and toddlers?; (8) Does the percentage of infants and toddlers in low-income families vary by where they live?; and (9) Are infants and toddlers in low-income families covered by health insurance?.
Basic Facts about Low-Income Children: Children 12 through 17 Years, 2013. Fact Sheet
Author: Jiang, Yang
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Low Income Groups,Poverty,Family Income,Incidence,Age Differences,Racial Differences,Immigrants,Family Characteristics,Place of Residence,Health Insurance,Parents,Adolescents

Children under 18 years represent 23 percent of the population, but they comprise 33 percent of all people in poverty. Among all children, 44 percent live in low-income families and approximately one in every five (22 percent) live in poor families. Among our oldest children--adolescents age 12 through 17 years--41 percent live in low-income families and 19 percent live in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children experiencing economic insecurity. This fact sheet describes the demographic, socio-economic, and geographic characteristics of adolescents and their parents. It highlights the important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts. The following questions are addressed: (1) How many adolescent children age 12 through 17 years in the United States live in low-income families?; (2) Has the percentage of adolescents living in low-income and poor families changed over time?; (3) How do adolescents compare to the rest of the population?; (4) Does the percentage of children in low-income families vary by children's age?; (5) Does the percentage of adolescents in low-income families vary by race/ethnicity?; (6) Does the percentage of adolescents in low-income families vary by parents' nativity?; (7) What are the family characteristics of low-income and poor adolescents?; (8) Does the percentage of adolescents in low-income families vary by where they live?; and (9) Are adolescents in low-income families covered by health insurance?
NASFAA Diversity and Inclusion: Recommendations of the Professional Diversity Caucus
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Administrators,Professional Associations,Group Membership,Diversity (Institutional),Inclusion,Higher Education

NASFAA's Diversity and Inclusion Report emphasizes the importance of diversity and inclusivity to NASFAA. Included in this report is a diversity statement developed by NASFAA's Professional Diversity Caucus, and approved by NASFAA's Board in March of 2015. The Caucus convened in the summer of 2014 to better understand issues related to diversity within NASFAA's membership and to make suggestions to the Board of Directors about ways NASFAA can best include and meet the needs of their diverse membership. As a part of its research, the Caucus requested feedback from NASFAA members in order to identify and summarize major areas of concern. The Caucus' report to the Board includes the following: (1) Diversity and Inclusion Statement; (2) Determination of goals, benchmarks, and assessments; and (3) Recommendations for attaining those goals, benchmarks, and assessments. The following are appended: (1) Association Diversity Statements; and (2) Completing the ASAE Inclusion Index.
State Policy Snapshot: School District Facilities and Public Charter Schools
Author: Simnick, Russ
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Charter Schools,Public Schools,Educational Facilities,School Districts,School Buildings,Equal Education,State Policy,Elementary Secondary Education

One of the greatest challenges to the health of the public charter school movement is access to adequate facilities in which the schools operate. Public charter school facilities are rarely funded on par with school district facilities. Over the years, more states have come to realize that they have an obligation to ensure that all public school children--district and charter--have access to adequate school buildings. While equal facilities funding for all public school children is the ideal solution to the facilities challenges facing charter schools, making available underused school district buildings is growing in popularity as a way to provide public charter schools with quick access to facilities while putting shuttered taxpayer-funded facilities back in operation for the purpose they were intended, to educate children. Currently, 27 states have enacted policies that try to provide charter schools with better access to district facilities.
Equity at Scale: How Public Charter School Networks Can Innovate and Improve Services for Students with Disabilities
Author: O'Neill, Paul T.
Date: 2015-01-00
Type: Reports - Descriptive
Subjects: Charter Schools,Special Education,Equal Education,Disabilities,Networks,Educational Innovation,Educational Cooperation,School Law,Elementary Secondary Education,Federal Legislation,Educational Legislation,State Legislation

When public charter schools first opened in the early 1990s, each was unique and independent. But as successful public charter schools continued to grow and expand their impact beyond a single site, and as organizations developed school designs that could be implemented at multiple locations, networks of public charter schools emerged. The public charter school landscape now offers a mix of independent and networked schools, the latter sharing common elements such as design, management, and governance. This brief offers public charter school networks ways to affect and strengthen the special education offerings for students enrolled in networked public charter schools.
Child and Family Development Research. OPRE Report 2014-89
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Research Projects,Child Care,Early Childhood Education,Preschool Education,Disadvantaged Youth,Child Welfare,Cultural Differences,Employed Parents,Child Development,Emotional Development,Social Development,Family School Relationship,Measures (Individuals),National Surveys

This catalog provides short descriptions of major Division of Child and Family Development (DCFD) projects from Fiscal Year 2014. Multiple projects are described in the areas of child care, Head Start/Early Head Start, child welfare promotion, and the recognition of cultural diversity. An additional section features projects that fall into more than one of the aforementioned categories
Family and Provider/Teacher Relationship Quality: Director Measure
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2015-05-19
Type: Tests/Questionnaires
Subjects: Administrators,Measures (Individuals),Family School Relationship,Early Childhood Education,Preschool Education,Educational Environment,Enrollment,Preschool Teachers,Interpersonal Relationship,Preschool Children

The director measure is intended for use with program directors in center-based, family child care, and Head Start/Early Head Start settings for children from birth through five years old. This measure asks respondents general questions about the early childhood education environment, the children enrolled in the program, and how the program supports family and provider/teacher relationships. It includes 57 items and takes about 10 minutes to complete, on average. The Excel scoring sheet for the director measure (revised April 2015) can be used to automatically calculate scores for the environment and policy checklist in the director measure. It is available in English only.
Improving Outcomes for New York City's Disconnected Youth: Lessons from the Implementation of the Young Adult Literacy Program
Author: Hossain, Farhana
Date: 2015-02-00
Type: Reports - Research
Subjects: Young Adults,Adult Literacy,Adult Programs,Urban Education,Literacy Education,Program Implementation,Qualitative Research,Interviews,Focus Groups,Observation,Adult Education

In 2008, New York City's Center for Economic Opportunity (CEO) launched the Young Adult Literacy (YAL) program to improve the academic and work-readiness skills of youth who are not in school, do not have a job, and have very low literacy skills. The YAL program targets 16- to 24-year-old young adults who read at the fourth-through eighth-grade levels, and serves them until they are academically ready to enter a program that prepares them for a high school equivalency (HSE) certificate. In the summer of 2013, MDRC conducted an implementation study of five YAL sites in order to explore factors that facilitate or challenge successful program implementation. This report presents the findings, which are largely based on an analysis of qualitative data from staff interviews, participant focus groups, and observations of classrooms and internships, as well as a review of program participation data. The following are appended: (1) Glossary of Widely Used Terms and Acronyms; (2) Supplementary Tables on the Common Core State Standards and Balanced Literacy; and (3) Side-by-Side Comparison of Program Implementation at the Study Sites.
Family Strengthening Research: FY2014. OPRE Report 2015-22
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Family Relationship,Fathers,Early Parenthood,Parent Child Relationship,Home Visits,Youth Programs,Prevention,Family Violence,Child Rearing,American Indians,Alaska Natives,Research Projects,Investment

This report provides detailed summaries of major research investments by OPRE's Division of Family Strengthening (DFS) along with brief overviews of past projects. The featured projects cover topics that include strengthening relationships within families, supporting fatherhood, nurturing children through their families, reducing teen pregnancy, supporting youth in their transition to adulthood, and preventing family violence. The report also describes DFS's investments in activities to disseminate rigorous research on family strengthening topics to a diverse range of stakeholders including federal and state policy-makers, program administrators, researchers, and intermediary organizations. This report covers OPRE-funded projects through Fiscal Year 2014.
Toward a Better Future: Evidence on Improving Employment Outcomes for Disadvantaged Youth in the United States
Author: Hossain, Farhana
Date: 2015-02-00
Type: Information Analyses
Subjects: Disadvantaged Youth,Youth Employment,Employment Programs,Unemployment,Economically Disadvantaged,Youth Programs,Employers,Futures (of Society),Literature Reviews

In the aftermath of the Great Recession of 2007-2009, youth unemployment in the United States reached its highest level since the Second World War. Only about half of young people ages 16 to 24 held jobs in 2013, and recent estimates suggest that about one in five people in this age range were neither working nor in school. This paper draws from an MDRC review of literature on labor market trends and employment-related programs for youth over the past 30 years. It aims to inform the search for demand-side solutions by providing a better understanding of: (1) factors that potentially drive high rates of unemployment among young adults; (2) the current state of evidence on employment-related interventions for youth, especially economically disadvantaged youth; and (3) future directions for change that involve stronger employer involvement. An appendix presents: &quot;Selected Rigorous Evaluations of Job-Related Programs for Youth.&quot;
A Guide to Federal Education Programs That Can Fund K-12 Universal Prevention and Social and Emotional Learning Activities
Author: Rentner, Diane Stark
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Federal Programs,Federal Aid,Elementary Secondary Education,Prevention,Social Development,Emotional Development,Educational Finance,Grants,Federal Legislation,Educational Legislation,Homeless People,Migrant Education,Dropout Prevention,American Indian Education,Alaska Natives,At Risk Persons,School Counseling,Rural Education,Training,Recruitment,Academic Achievement,Disadvantaged

Federal education funding has often been overlooked by districts in search of sources of support for prevention. This guide is intended to help school districts take advantage of those funds by identifying K-12 grant programs in the U.S. Department of Education (ED) that could be used to implement prevention efforts in elementary and secondary schools. The Center for Health and Health Care in Schools and the Center on Education Policy, both at the George Washington University, analyzed dozens of federally funded programs administered by ED. This research found 15 specific funded programs that contain either explicit or implicit authority for prevention-related activities. The main sections of this guide describe each of these programs, including their purpose, recent funding levels, entities eligible for funding, and specific provisions in the authorizing legislation, regulations, or program guidance that explicitly or implicitly permit funds to be used for prevention. The majority of these programs are part of the Elementary and Secondary Education Act of 1965 (ESEA), which was most recently amended in 2002 by the No Child Left Behind Act. Although ESEA is overdue for reauthorization, Congress continues to appropriate funds for these programs. This guide contains recommendations to be used while exploring the options related to funding opportunities, as well as suggestions for successful approaches to the application process.
A Research Agenda for the Common Core State Standards: What Information Do Policymakers Need?
Author: Rentner, Diane Stark
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Academic Standards,State Standards,Alignment (Education),Educational Policy,Policy Formation,Research Needs,Information Needs,Program Implementation,Outreach Programs,Federal Legislation,Educational Legislation,Elementary Secondary Education

This report looks specifically at the information and data needs of policymakers related to the Common Core State Standards (CCSS) and the types of research that could provide this information. The ideas in this report were informed by a series of meetings and discussions about a possible research agenda for the Common Core, sponsored by the Center on Education Policy (CEP) at The George Washington University, and attended by representatives of education policy organizations, researchers, and other key stakeholder groups. The conversations at the meetings yielded four areas of policy-related research that were determined to be needed in the next year: (1) case studies of successful implementation of the CCSS; (2) studies of state and local CCSS outreach strategies; (3) studies of state education agency capacity to lead the CCSS implementation; and (4) analyses of the impact of federal education requirements on CCSS implementation. This paper examines each area in detail. [This report was written with the assistance of Nancy Kober.]
Beyond the Yellow Bus: Promising Practices for Maximizing Access to Opportunity through Innovations in Student Transportation
Author: Vincent, Jeffrey M.
Date: 2014-00-00
Type: Reports - Research
Subjects: Transportation,Elementary Secondary Education,Access to Education,Cost Effectiveness,Agency Cooperation,Educational Policy,Privatization,Child Safety,Financial Support,Attendance,Costs,Conservation (Environment),Barriers,Web Sites,Interviews,Mass Media,Case Studies,Educational Finance,State Policy,Public Policy,Innovation,Local Government,School Districts

Access to safe, affordable, and convenient transportation shapes the 'geography of opportunity' for many children and youth. This study looks at how ?localities acrossthe country are implementing new and innovative alternative approaches to student transportation that expand regionaltransportation access for K-12 students, improve cost-effectiveness, and leverage inter-agency partnerships beyond the traditional yellow school bus. [For the Policy Brief &quot;Beyond the Yellow Bus: Promising Practices for Maximizing Access to Opportunity through Innovations in Student Transportation. Policy Brief 2014,&quot; see ED558519.]
Partnerships, Not Pushouts. A Guide for School Board Members: Community Partnerships for Student Success. Version 1.0
Author: Institute for Educational Leadership
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Public Schools,Individualized Education Programs,Community Schools,Boards of Education,Educational Strategies,Elementary Secondary Education

In today's global economy, a high-quality, comprehensive education is no longer just a pathway to opportunity--it is a prerequisite for success. Such an education must promote academic knowledge and skills, as well as the kind of individual and social competencies that are essential for navigating the relationships and challenges of the modern world. Because economic progress and educational achievement are inextricably linked, educating every American student to graduate from high school academically, socially, and emotionally prepared for college and a career is a national imperative. This policy guide is designed to provide school board members with a blueprint for better-coordinated support and opportunity systems for children and families in partnership with key stakeholders--such as students, parents, teachers, other school staff, principals, district officials, community partners, and elected officials--so all children can benefit from a Personal Opportunity Plan from the time they enter the public school system until they graduate from college. This guide examines the role of individualized learning plans and the leveraging of community partnerships in delivering more time, attention, and personalized and tailored resources directly to students. It is structured so policymakers can build on concrete action steps to adapt strategies to meet their own local needs, and gives school board members a chance to examine current district partnerships and determine what new efforts and capacity might be needed to promote and sustain more comprehensive and cohesive education models. These whole-child strategies--centered on the academic, social, emotional, and physical health of every student--require a different type of policy vision and school design, as well as deep partnerships in order to be successful. A list of resources and notes are included in this guide. The following are appended: (1) Defining Personal Opportunity Plans; and (2) Options for School Board &amp; Intergovernmental Policies (From the Coalition for Community Schools &amp; Collaborative for Academic Social and Emotional Learning) for Student-Centered Supports. [Additional organizations involved in the development of this guide include: Opportunity Action and the National Opportunity to Learn Campaign.]