ethanporcaro/eric-fulltext-meta huggingface dataset:
Ready for Work? How Afterschool Programs Can Support Employability through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field
Author: Devaney, Elizabeth
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: After School Programs,Employment Potential,Socialization,Emotional Development,Job Skills,Skill Development

Understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority for educators and employers. Young people need a variety of important skills to be ready to work, including understanding key work habits and having a strong work ethic. But another aspect of employability has gained attention in recent years--the need for strong social and emotional skills in order to be successful in the workplace. Our series of briefs, &quot;Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field,&quot; is designed to make research on the afterschool and expanded learning field accessible and easy to read. In our second brief in the series we define employability skills with a focus on social and emotional competencies and then present research on why they are important. We share how social and emotional learning programs and practices can support the development of these skills and how afterschool and expanded learning settings are an ideal place for this to happen. [For Brief No. 1, see ED563826; for Brief No. 3, see ED563831; for the planning tool, see ED563832.]
Linking Schools and Afterschool through Social and Emotional Learning. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field
Author: Devaney, Elizabeth
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: After School Education,Educational Policy,Socialization,Emotional Development,Program Implementation,Research Methodology,Discovery Processes,Student Development,Evidence Based Practice,Educational Change,Federal Legislation,Educational Legislation,Elementary Secondary Education

How can we better support young people as they develop the knowledge and skills they need to succeed in school, work, and life? That is the question facing in-school educators, afterschool providers, families, policymakers, and the general public. This third brief in our series, &quot;Beyond the Bell: Research to Action in the Afterschool and Expanded Learning Field,&quot; covers the policy context reflecting a growing interest in social and emotional learning, how afterschool and in-school educators differ in how they implement social and emotional learning practices, and, suggestions for how afterschool and in-school educators can work together to support the social and emotional development of young people. [For Brief No. 1, see ED563826; for Brief No. 2, see ED563829; for the planning tool, see ED563832.]
How Afterschool Programs Can Support Employability through Social and Emotional Learning: A Planning Tool. Beyond the Bell: Research to Practice in the Afterschool and Expanded Learning Field
Author: American Institutes for Research
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: After School Programs,Employment Potential,Socialization,Emotional Development,Skill Development,Educational Planning,Educational Objectives,Critical Thinking,Interpersonal Competence,Student Characteristics,Communication Skills,Education Work Relationship,Check Lists

For educators and employers, understanding the knowledge, attitudes, and skills that ultimately contribute to success in school, work, and life is a priority. Although young people need many skills to be successful in the workplace, one aspect of employability has gained attention in recent years--the need for workers to have strong social and emotional skills. Afterschool programs have a role to play in supporting the development of these skills for all youth. This planning tool is based on the Office of Career, Technical, and Adult Education's (OCTAE's) Employability Skills Framework. Part 1 helps users identify priority areas for employability skills building based on youth and employer input. Part 2 describes how to plan next steps based on that input. Refer back to the accompanying brief, &quot;Ready for Work? How Afterschool Programs Can Support Employability Through Social and Emotional Learning,&quot; for more information on the research behind these action steps. [For Brief No. 1, see ED563826; for Brief No. 2, see ED563829; for Brief No. 3, see ED563831.]
Labor Market Experiences after Postsecondary Education: Earnings and Other Outcomes of Florida's Postsecondary Graduates and Completers
Author: Schneider, Mark
Date: 2015-12-00
Type: Reports - Research
Subjects: Partnerships in Education,State Colleges,Postsecondary Education,Outcomes of Education,Education Work Relationship,College Graduates,Bachelors Degrees,Salaries,Wages,Vocational Education,Certification,Technical Education,Associate Degrees,Sciences,Welfare Services,Institutional Characteristics,Majors (Students),Employment Level,Debt (Financial),Academic Degrees,Occupations,Supply and Demand,Higher Education,Student Records

This report results from a partnership between the State of Florida and College Measures. It focuses on the median first-year earnings of recent graduates and completers from Florida's public postsecondary educational institutions: SUS, FCS, and DTCs. The report documents the variation in first-year earnings for completers who earned degrees or certificates from these three postsecondary education systems. The report also presents data on other outcomes, such as the percentage of completers who enrolled in further education or the percentage receiving public welfare. The report presents these data for programs not just institutions and shows that the type of postsecondary credential that completers earn, and where they earn them, matter. The report begins by examining Florida's colleges and DTCs and then focuses on bachelor's degrees granted by Florida's universities. The earnings of completers of Florida's professional programs are also reported. The report concludes with a forecast of the occupations in which employment growth is most likely to occur. Appended are the following tables: (1) Match Rate for Graduates of Universities, by Institution; (2) Match Rate for College Graduates and Completers, by Degree and Institution; and (3) Match Rate for Completers of Career Certificates, by District Technical Center. [This report results from a partnership between the State of Florida and College Measures. College Measures is a partnership between the American Institutes for Research and Optimity Advisors.]
KIDS COUNT Data Book, 2015: State Trends in Child Well-Being
Author: Annie E. Casey Foundation
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Well Being,Child Welfare,Economic Factors,Access to Education,Child Health,Family Environment,Community,Environmental Influences,Neighborhoods,Poverty,Family Income,Educational Quality,Family Programs,Employment Level,Socioeconomic Status,Housing,Adolescents,Out of School Youth,Preschool Education,Grade 4,Grade 8,Reading Skills,Mathematics Skills,High School Graduates,Time to Degree,Body Weight,Health Insurance,Infants,Death,Substance Abuse,One Parent Family,Educational Attainment,Parent Background,Early Parenthood,Geographic Location

The &quot;KIDS COUNT Data Book&quot; is an annual publication that assesses child well-being nationally and across the 50 states, as well as in the District of Columbia and Puerto Rico. Using an index of 16 indicators, the report ranks states on overall child well-being and in economic well-being, education, health and family and community. The &quot;2015 KIDS COUNT Data Book&quot; focuses on America's children in the midst of the country's economic recovery. While data show improvements in child health and education, more families are struggling to make ends meet, and a growing number of kids live in high-poverty neighborhoods. In addition to ranking states in several areas of child well-being, the report also examines the influence of parents' education, health and other life circumstances on their children. The following are appended: (1) Child Well-Being Rankings; and (2) Data for 16 Indicators of Child Well-Being. Information about the KIDS COUNT Index, definitions and data sources, and primary contacts for state KIDS COUNT projects are included. [For &quot;KIDS COUNT Data Book, 2014: State Trends in Child Well-Being,&quot; see ED546833.]
The Future of School Breakfast: An Analysis of Evidence-Based Practices to Improve School Breakfast Participation in Washington State
Author: Mosehauer, Katie
Date: 2013-00-00
Type: Reports - Research
Subjects: Breakfast Programs,Low Income Groups,Program Effectiveness,Board of Education Policy,School Policy,State Policy,Public Policy,Participation,Child Health,Cognitive Ability,Delivery Systems,Eligibility,Resource Allocation,State Aid,Federal Aid,Hunger,Student Needs,Poverty,Student Behavior,Academic Achievement,At Risk Students

School breakfast is associated with a host of positive outcomes, such as improved health and attendance, reduced behavioral problems, and increased academic achievement. Unfortunately, a majority of Washington students who qualify for free or reduced-price breakfasts do not currently receive one at school, with many students eating no breakfast at all. This report assesses how the current operation of the school breakfast program is serving Washington students, how innovative school and district policies are making a difference for students in Washington and across the country, and how new policies at the state and federal level can change the course of low breakfast participation trends and maximize the benefits of school breakfast for students and their families. Research found that &quot;Breakfast After the Bell,&quot; meaning any food service model that provides students the opportunity to eat breakfast after the first bell of the instructional day, has been effective in transforming school breakfast programs, and mandating breakfast programs was significantly more effective in increasing school breakfast participation and reducing the risk of hunger. A list of key terms is included. The following are appended: (1) Health Impacts of Breakfast; (2) The Cognitive Impacts of Breakfast; (3) Nuts and Bolts of Breakfast Service Models; (4) History of Policy and State Investment in the School Breakfast Program in Washington State; (5) OSPI Estimates on Washington School Districts Qualifying for Community Eligibility; (6) Estimates on Individual Schools Qualifying for Community Eligibility; (7) Alternatives to the Use of Free and Reduced-Price Eligibility on the Allocation of State and Federal Funds; and (8) Technical Notes on Appleseed's Economic Model for School Meal Funding.
Searching for the Best Deal: How Students and Their Parents View Income Share Agreements
Author: American Institutes for Research
Date: 2016-01-00
Type: Reports - Research
Subjects: Income Contingent Loans,Paying for College,High School Students,College Bound Students,Student Attitudes,Parent Attitudes,Interviews,Preferences,Loan Repayment,Career Choice,Decision Making,Undergraduate Students,Student Financial Aid,Risk

For high school students and their parents, paying for college can be daunting, particularly if student loans are a factor. Some advocates have suggested that income share agreements (ISAs) may help these families finance postsecondary education. ISAs are an alternative form of financial aid in which students pledge a portion of their future earnings in exchange for money to pay for college now. Experts and advocates have argued that ISAs can reduce the financial risk associated with student debt and signal differences in program quality through more favorable ISA terms. This third brief in a series about ISAs explores the characteristics of financing options that students and parents desire. We conducted 21 paired interviews with high school students and parents from a wide variety of backgrounds. These participants' views indicate possible reactions to ISAs and highlight issues that ISA funders and others will need to consider if the ISA market is to grow. Key Findings: (1) Students and parents desire flexibility, especially the ability to renegotiate the terms of an arrangement or accelerate payments; (2) Students and parents want to be able to predict how much they will pay in total. Both also are concerned that the total payment amount could be very large if students are successful; (3) Students are not open to using information about college value, as conveyed by variations in ISA terms, to make decisions about which institution to attend or which major to pursue. They highlighted nonfinancial factors, such as long-term happiness, among their considerations; and (4) Students and parents believed that others would change their decisions if presented with similar information.
Public Concern about Education in 2016: What the Numbers Say
Author: Hess, Frederick M.
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Public Opinion,Educational Attitudes,Elections,Surveys,Political Campaigns

Going back a quarter century to 1992, our last three presidents all made education an integral issue of their campaigns. However, education has been largely absent during the 2016 presidential contest. Why is education not drawing much attention? For most people, education is not as urgent as national security and the economy. Much of education's prominence in previous elections is actually candidate driven rather than in response to public outcry. This article discusses how the topic of education in 2016 compares to recent elections according to Gallup polls. The results of the polls show that inattention to education in the presidential election is pretty normal. Education is likely to receive much more attention when the political world shifts from campaigning and back to governing.
Sexual Activity, Contraceptive Use, and Childbearing of Teenagers Aged 15-19 in the United States. NCHS Data Brief. Number 209
Author: Martinez, Gladys M.
Date: 2015-07-00
Type: Reports - Research
Subjects: Contraception,Sex,Pregnancy,Pregnant Students,Adolescents,Risk Assessment,Birth Rate,National Surveys,Trend Analysis,Statistical Analysis,Use Studies,Health Behavior,Probability,Age Differences,Attitude Change,Definitions

Monitoring sexual activity and contraceptive use among U.S. adolescents is important for understanding differences in their risk of pregnancy. In 2013, the U.S. birth rate for teenagers aged 15-19 dropped 57% from its peak in 1991, paralleling a decline in the teen &quot;pregnancy&quot; rate. But these rates are still higher than those in other developed countries. Using data from the 1988 to 2011-2013 National Survey of Family Growth (NSFG), this report provides trends and recent national estimates of sexual activity, contraceptive use, and childbearing among teenagers aged 15-19.
Fruit and Vegetable Consumption of U.S. Youth, 2009-2010. NCHS Data Brief. Number 156
Author: Nielsen, Samara Joy
Date: 2014-07-00
Type: Reports - Research
Subjects: Nutrition,Eating Habits,Interviews,Student Attitudes,Age Differences,Racial Differences,Definitions,Children,Adolescents,Statistical Analysis,National Surveys,Health Education

The Dietary Guidelines for Americans (DGA), 2010 encourage Americans, including youth, to increase their consumption of fruits and vegetables. Individuals are encouraged to &quot;eat a variety of vegetables, especially dark-green and red and orange vegetables.&quot; Fruits and vegetables are sources of many under-consumed nutrients and consuming fruits and vegetables is associated with a decreased risk of chronic disease. This report examines the percentage of youth aged 2-19 years who consumed fruits and vegetables on a given day in 2009-2010, using data from one 24-hour dietary recall interview.
Caloric Intake from Fast Food among Children and Adolescents in the United States, 2011-2012. NCHS Data Brief. Number 213
Author: Vikraman, Sundeep
Date: 2015-09-00
Type: Reports - Research
Subjects: Eating Habits,Nutrition,Child Health,Adolescents,Gender Differences,Age Differences,Racial Differences,Racial Distribution,Socioeconomic Status,Body Weight,National Surveys,Definitions,Food Standards

Consumption of fast food has been linked to weight gain in adults. Fast food has also been associated with higher caloric intake and poorer diet quality in children and adolescents. From 1994 through 2006, caloric intake from fast food increased from 10% to 13% among children aged 2-18 years. This report presents the most recent data on the percentage of calories consumed from fast food among U.S. children by sex, age group, race and Hispanic origin, poverty status, and weight status.
NASA Education Implementation Plan 2015-2017
Author: National Aeronautics and Space Administration (NASA)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Agency Role,STEM Education,Educational Objectives,Alignment (Education),Strategic Planning,Administrator Role,Stakeholders,Planning,Portfolios (Background Materials),Partnerships in Education,Public Agencies,Progress Monitoring,Accountability,Success,Program Evaluation,Performance Based Assessment

The NASA Education Implementation Plan (NEIP) provides an understanding of the role of NASA in advancing the nation's STEM education and workforce pipeline. The document outlines the roles and responsibilities that NASA Education has in approaching and achieving the agency's and administration's strategic goals in STEM Education. The specific purpose of the 2015-2017 NASA Education Implementation Plan is to present and describe the following: (1) The alignment of NASA Education with national priorities and the 2014 NASA Strategic Plan; (2) The framework for specific and measurable outcomes to guide and monitor performance within the education portfolio; (3) The roles, responsibilities and management of the Associate Administrator for Education, the Office of Education, Mission Directorate Leads, and Education Offices; (4) The key agency stakeholders responsible for strategic coordination and requirements development; and (5) The monitoring and control structure for determining the outcomes of NASA's education portfolio across the agency. In addition, this document describes the processes and principles of strategic planning and management for all of NASA's education efforts. It also explains how NASA Education is governed and managed and what internal and external requirements drive this strategy. The following are appended: (1) References; and (2) Glossary of Terms and Acronyms.
TV Watching and Computer Use in U.S. Youth Aged 12-15, 2012. NCHS Data Brief. Number 157
Author: Herrick, Kirsten A.
Date: 2014-07-00
Type: Reports - Research
Subjects: Computer Use,Adolescent Attitudes,Television Viewing,Mass Media Use,Incidence,Gender Differences,Racial Differences,Racial Distribution,Time Perspective,Body Weight,Definitions,National Surveys

Excessive screen-time behaviors, such as using a computer and watching TV, for more than 2 hours daily have been linked with elevated blood pressure, elevated serum cholesterol, and being overweight or obese among youth. Additionally, screen-time behavior established in adolescence has been shown to track into adulthood. The National Heart, Lung, and Blood Institute-supported Expert Panel and the American Academy of Pediatrics (AAP) recommend that children limit leisure screen time to 2 hours or less daily. This report presents national estimates of TV watching and computer use outside of the school day.
Three Decades of Nonmarital First Births among Fathers Aged 15-44 in the United States. NCHS Data Brief. Number 204
Author: Martinez, Gladys M.
Date: 2015-06-00
Type: Reports - Research
Subjects: Fathers,Birth Rate,Marital Status,Interpersonal Relationship,Hispanic Americans,Trend Analysis,National Surveys,Racial Differences,Ethnicity,Statistical Analysis

Nonmarital childbearing in the United States increased from the 1940s to the 1990s, peaked in 2007-2008, and declined in 2013 (1-3). In 2013, the nonmarital birth rate was 44.8 births per 1,000 unmarried women aged 15-44. Using data from the National Survey of Family Growth (NSFG), this study examines nonmarital first births reported by fathers aged 15-44. This report presents trends in nonmarital first births by father's age at birth and Hispanic origin and race. Given increases in births occurring in cohabiting unions (2,4,5), first births within cohabitation are also examined.
Physical Activity in U.S. Youth Aged 12-15 Years, 2012. NCHS Data Brief. Number 141
Author: Fakhouri, Tala H. I.
Date: 2014-01-00
Type: Reports - Research
Subjects: Physical Activity Level,Health Related Fitness,Guidelines,Self Disclosure (Individuals),Gender Differences,Body Weight,Physical Activities,Time on Task,Definitions,National Surveys,Adolescent Attitudes,Statistical Analysis

The 2008 Physical Activity Guidelines for Americans, which have been adopted by the First Lady's Let's Move! initiative and the American Academy of Pediatrics, recommend that youth participate in &quot;daily&quot; moderate-to-vigorous physical activity for at least 60 minutes. This report presents the most recent national data from 2012 on self-reported physical activity among youth aged 12-15 years, by sex and weight status. This report also describes the most common types of physical activities--outside of school-based physical education (PE) or gym classes--in which youth engage.
Communication Disorders and Use of Intervention Services among Children Aged 3-17 Years: United States, 2012. NCHS Data Brief. Number 205
Author: Black, Lindsey I.
Date: 2015-06-00
Type: Reports - Research
Subjects: Communication Disorders,Voice Disorders,Intervention,Health,Children,Adolescents,Young Children,Toddlers,Therapy,Language Impairments,Race,Hispanic Americans,Age,Gender Differences,National Surveys

Increasing the proportion of children with voice, swallowing, speech, or language disorders who receive intervention services is a Healthy People 2020 goal (1). Timely receipt of intervention services is shown to be effective for treatment of communication disorders (2-5). Using data from the 2012 National Health Interview Survey (NHIS), this brief reports the percentage of U.S. children aged 3-17 years who had communication disorders of speech, language, voice, or swallowing. Further, of those with a communication disorder, the percentage who received intervention services is also reported.
Prevalence of Obesity among Children and Adolescents in the United States and Canada. NCHS Data Brief. Number 211
Author: Carroll, Margaret D.
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: Obesity,Incidence,Comparative Education,Comparative Analysis,Child Health,Adolescents,Racial Distribution,Statistical Distributions,Change,Age Differences,Gender Differences,National Surveys,Definitions,Foreign Countries

About one-quarter of Canadian adults and more than one-third of adults in the United States are obese. Obese children are at risk of becoming obese adults and can experience immediate health consequences such as psychosocial stress, elevated blood pressure and cholesterol, and abnormal glucose tolerance. Monitoring trends in childhood obesity is important in order to assess interventions aimed at reducing the burden of obesity.