ethanporcaro/eric-fulltext-meta huggingface dataset:
Vital Signs: South Carolina
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in South Carolina cannot find the science, technology, engineering, and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. South Carolina students' performance in K-12 math and science has been basically flat since 2003, and not enough students--least of all minorities--are exposed to challenging content to prepare them for college and careers. Most eighth graders don't have teachers with an undergraduate major in math or science.
Vital Signs: Maryland
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Maryland cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. The state's students have made at least some progress in math over the past decade, and the state leads the nation in the share of students taking and passing AP tests. Even so, not enough students--least of all minorities--get the chance to learn rich and challenging content that prepares them for college and careers. What's more, large achievement gaps separate students of color and their white peers, and students of color are least likely to be in schools that have the resources they need in math and science.
Vital Signs: Minnesota
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Minnesota cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Minnesota students have made some gains in math since 2003, yet this success masks large racial and ethnic gaps in student achievement and access to opportunity. Not enough students--least of all minorities--have the chance to learn rich and challenging content that prepares them for college and careers. Black and Hispanic students also receive a disproportionately small share of STEM degrees and certificates awarded in the state.
Vital Signs: Utah
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Utah cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Utah students have made some progress in math since 2003, yet not enough have the chance to learn challenging content to prepare them for college and careers. Few eighth graders have teachers with undergraduate majors in math. The gender imbalance in computing degrees is higher in Utah than in almost any other state.
Vital Signs: Michigan
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Michigan cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Yet there is much work to do. Students have made little progress in math since 2003, and racial achievement gaps loom large. As it stands, not enough students--least of all minorities--have the chance to learn rich and challenging content that prepares them for college and careers, and math and science teachers say they lack the resources to succeed.
Vital Signs: Oregon
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Oregon cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Oregon students have made small gains in math over the past decade, and few eighth graders have teachers with undergraduate majors in the subject. Elementary students spend little time on science, and too many Oregon teachers lack access to science facilities and resources.
Vital Signs: Mississippi
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Mississippi cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Mississippi students have made real progress in math since 2003. Yet average student performance remains low, and not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers. Few eighth graders have teachers with an undergraduate major in math or science, and science teachers are much less likely than their peers in other states to have access to resources and equipment they need to succeed.
Vital Signs: Nebraska
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Nebraska cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Nebraska students have made some progress in math over the past decade. While student performance on national tests of math and science is generally on par with national averages, the racial and ethnic achievement gaps in the state are wider. Not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers.
Vital Signs: Vermont
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Vermont cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Vermont students have made progress in math over the past decade, but they have given up some of those gains since 2013. Not enough have the chance to learn challenging content to prepare them for college and careers. Students also spend too little time on elementary science., and few eighth graders have teachers with undergraduate majors in math.
Vital Signs: Washington
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Washington State cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students in Washington State have made some progress in math over the past decade, yet too many lack opportunities to learn challenging content to prepare them for college and careers. For example, few eighth graders have any teachers with undergraduate majors in math, and an even smaller minority learns much about what engineers do.
Vital Signs: Wyoming
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Wyoming cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Wyoming students have made progress in math over the past decade, yet not enough have the chance to learn rich and challenging content to prepare them for college and careers. To the state's credit, however, math and science teachers in Wyoming are more likely than teachers in other states to report that they have the resources they need, and students enjoy broader access to science labs and supplies, regardless of income. That said, the state still has far to go to ensure every student the STEM learning opportunities she deserves.
Vital Signs: Montana
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Montana cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students'lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Montana eighth-graders have made only halting progress in math over the past decade, but the state boasts some of the nation's smallest racial and ethnic achievement gaps in math and science. Still, low-income students lag behind, and not enough students have the chance to learn challenging content to prepare them for college and careers. Most of the state's eighth graders don't have teachers with an undergraduate major in math or science.
Assessing Child-Teacher Relationships: A Review Study
Author: Koca, Fatih
Date: 2016-00-00
Type: Journal Articles
Subjects: Teacher Student Relationship,Young Children,Teacher Attitudes,Likert Scales,Interaction,Evaluation Methods,Cultural Influences,Elementary School Teachers,Elementary School Students,Primary Education,Social Theories,Self Determination,Attachment Behavior,Interviews,Student Attitudes,Observation,Literature Reviews

Understanding and documenting how young children negotiate their relationships with their teachers is crucial, considering that early teacher-student relationships have important long-term implications for children's school success (Hamre &amp; Pianta, 2001). However, the existing studies on teacher--child relationships focus primarily on the teacher's perception of the relationship and have predominantly relied on the STRS, a 28-item teacher self-reported Likert-type (5-point) scale developed to assess a teacher's feelings about her or his relationship with a particular student, her or his beliefs about the student's feelings toward the teacher, and a student's interactive behaviors with the teacher (Pianta, 2001; Saft, 1994). The majority of the evidence about the teacher-student relationship comes from studies conducted in the United States (e.g., Birch &amp; Ladd, 1998; Hamre &amp; Pianta, 2001; Pianta &amp; Nimetz, 1991).Therefore, an examination of the cultural sensitivity of assessment methods of child-teacher relationships is crucial. This review of the literature focuses on methodologies used to assess or measure child-teacher relationships and the effects of culture on the assessment of this significant relationship during the elementary and primary school years.
Vital Signs: Nevada
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Nevada cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's ost effective STEM education programs can help turn the tide. Nevada students have made real progress in math over the past decade, though they have lost ground in recent years. Not enough students--least of all minorities--have the chance to learn challenging content to prepare them for college and careers, and few eighth-graders have teachers with an undergraduate major in math or science. Science teachers of low-income, black and Hispanic students are most likely to say they don't have the resources they need, and their schools are most likely to lack facilities and materials for science instruction.
Vital Signs: Virginia
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Virginia cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Virginia students have already made progress in math over the past decade, yet large racial and ethnic achievement gaps persist. Not enough students in the state get the chance to learn challenging content that prepares them for college and careers. Students of color are least likely to have the least access to schools with science facilities or teachers with strong backgrounds in math and science.
Vital Signs: Massachusetts
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Massachusetts cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM ducation programs can help turn the tide. Massachusetts students outscore their peers in almost every other state on national tests of math and science, and they have made strong gains in math since 2003. Yet these gains have faltered in recent years, and the state's past success masks large racial gaps in student achievement and access to opportunity. Not enough students--least of all minorities--have the chance to learn rich and challenging content that prepares them for college and careers. Math and science teachers of low-income, black and Hispanic students are most likely to say they don't have the resources they need, and their schools are most likely to lack facilities and materials for science instruction.
LGBTQ Sex Ed &amp; Safety: A Survey of New York City High School Students
Author: New York Civil Liberties Union (NYCLU)
Date: 2017-03-20
Type: Reports - Evaluative
Subjects: Homosexuality,Sex Education,Safety,Student Surveys,High School Students,State Legislation,Educational Legislation,Contraception,Sexually Transmitted Diseases,Access to Health Care,Prevention,Information Sources,Coordinators,School Safety,Sexual Harassment,Faculty Development,Statistical Analysis

The New York Civil Liberties Union's Teen Activist Project (TAP) and Youth Organizing Institute are peer educator and organizing programs for high school students in New York City. In recent years, students from both programs have identified bullying and harassment and the lack of comprehensive sex education as major problems in New York City schools. In 2017, TAP members distributed a four-question survey to a non-representative sample of their peers about familiarity with the Dignity for All Students Act (DASA.) The survey was completed by 278 students from 12 public schools across all New York City boroughs. Key findings include: (1) Of students surveyed, 93 percent said they had taken a health class, but only 25 percent said they had taken a class focused on sex-education; (2) 81 percent reported learning about contraceptives and/or STI prevention, but only half had learned about the right to access confidential health care without involving a parent; and (3) Just 36 percent had learned about LGBTQ issues and relationships.