ethanporcaro/eric-fulltext-meta huggingface dataset:
Drug Overdose Deaths among Adolescents Aged 15-19 in the United States: 1999-2015. NCHS Data Brief. Number 282
Author: Curtin, Sally C.
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Death,Late Adolescents,Gender Differences,Mortality Rate,Narcotics,Cocaine,Stimulants

Drug overdose deaths in the United States are a pressing public health challenge. In particular, drug overdoses involving opioids have increased since 1999. This report focuses specifically on drug overdose deaths for older adolescents aged 15-19. In 2015, 772 drug overdose deaths occurred in this age group. Rates for 1999-2015 are presented and trends compared for both females and males. Percent distributions of drug overdose deaths for 2015 by intent (e.g., unintentional, suicide, homicide) are presented. Trends in drug overdose death rates by type of drug involved are also presented.
Antidepressant Use among Persons Aged 12 and Over: United States, 2011-2014. NCHS Data Brief. Number 283
Author: Pratt, Laura A.
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Drug Therapy,Depression (Psychology),Gender Differences,Racial Differences,Age Differences,Incidence,Health Behavior,Adolescents,Adults,National Surveys,Trend Analysis

Antidepressants are one of the three most commonly used therapeutic drug classes in the United States. While the majority of antidepressants are taken to treat depression, antidepressants can also be taken to treat other conditions, like anxiety disorders. This Data Brief provides the most recent estimates of antidepressant use in the U.S. noninstitutionalized population, including prevalence of use by age, sex, race and Hispanic origin, and length of use. This report also describes trends in the prevalence of antidepressant use from 1999-2002 to 2011-2014.
Apprentices and Trainees 2016. Annual. Australian Vocational Education and Training Statistics:
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2017-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Educational Opportunities,Annual Reports,Apprenticeships,Program Length,Enrollment Rate,Employment Potential,Trainees,Graduation Rate,Withdrawal (Education),Trade and Industrial Education,Training Methods,Participant Characteristics,Geographic Distribution,Tables (Data)

This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia, including information on training rates and duration of training. The figures in this publication are derived from the National Apprentice and Trainee Collection no. 91 (March 2017 estimates), which is compiled under the Australian Vocational Education and Training Management Information Statistical Standard (AVETMISS) for Apprentice and Trainee Collection Specifications, Release 7.0, October 2015. Highlights include the following: (1) Commencements--Overall commencements decreased by 2.9% in 2016 compared with the previous year, with trade commencements down 12.4% and non-trade commencements up 5.9%; (2) Training rates--2.2% of Australian workers were employed as an apprentice or trainee as at December 2016, compared with 2.3% in 2015. Within the trade occupations, 9.9% of workers were employed as an apprentice or trainee as at December 2016, compared with 10.1% in 2015; and (3) Duration of training--37.6% of trade apprentices and trainees completing at certificate III or above in 2016 finished their training in two years or less, compared with 40.8% in 2015. 90.2% of non-trade apprentices and trainees completing a certificate III or above in 2016 finished their training in two years or less, compared with 89.3% in 2015. An explanation of terms and explanatory notes are provided.
Expanding the Developmental Models of Writing: A Direct and Indirect Effects Model of Developmental Writing (DIEW)
Author: Kim, Young-Suk Grace
Date: 2017-00-00
Type: Journal Articles
Subjects: Writing Skills,Writing Instruction,Grade 1,Teaching Methods,Elementary School Students,Short Term Memory,Cognitive Ability,Language Skills,Oral Language,Vocabulary,Grammar,Thinking Skills,Inferences,Theory of Mind,Hypothesis Testing,Structural Equation Models,Handwriting,Spelling,Correlation,Developmentally Appropriate Practices,Statistical Analysis

We investigated direct and indirect effects of component skills on writing (DIEW) using data from 193 children in Grade 1. In this model, working memory was hypothesized to be a foundational cognitive ability for language and cognitive skills as well as transcription skills, which, in turn, contribute to writing. Foundational oral language skills (vocabulary and grammatical knowledge) and higher-order cognitive skills (inference and theory of mind) were hypothesized to be component skills of text generation (i.e., discourse-level oral language). Results from structural equation modeling largely supported a complete mediation model among 4 variations of the DIEW model. Discourse-level oral language, spelling, and handwriting fluency completely mediated the relations of higher-order cognitive skills, foundational oral language, and working memory to writing. Moreover, language and cognitive skills had both direct and indirect relations to discourse-level oral language. Total effects, including direct and indirect effects, were substantial for discourse-level oral language (0.46), working memory (0.43), and spelling (0.37); followed by vocabulary (0.19), handwriting (0.17), theory of mind (0.12), inference (0.10), and grammatical knowledge (0.10). The model explained approximately 67% of variance in writing quality. These results indicate that multiple language and cognitive skills make direct and indirect contributions, and it is important to consider both direct and indirect pathways of influences when considering skills that are important to writing. The following are appended: (1) Writing Quality Rubric; and (2) Results of Partial Mediation Models. [Published in &quot;Journal of Educational Psychology&quot; (EJ1125548).]
Do Live versus Audio-Recorded Narrative Stimuli Influence Young Children&apos;s Narrative Comprehension and Retell Quality?
Author: Kim, Young-Suk Grace
Date: 2016-01-00
Type: Journal Articles
Subjects: Age Differences,Audio Equipment,Auditory Stimuli,Comparative Analysis,Comprehension,Elementary School Students,Gender Differences,Grade 2,Grade 4,Institutional Characteristics,Kindergarten,Language Skills,Oral Language,Recall (Psychology),Story Telling

Purpose: The primary aim of the present study was to examine whether different ways of presenting narrative stimuli (i.e., live narrative stimuli versus audio-recorded narrative stimuli) influence children's performances on narrative comprehension and oral-retell quality. Method: Children in kindergarten (n = 54), second grade (n = 74), and fourth grade (n = 65) were matched on their performance on a standardized oral-language comprehension task and then were randomly assigned to 1 of the 2 conditions that differed in how narrative stimuli were presented to children: live narrative stimuli and audio-recorded narrative stimuli. Results: Kindergartners and 2nd graders in the live condition had higher mean performance on narrative comprehension, with effect sizes of 0.43 and 0.39, respectively, after accounting for age, gender, and school. No differences were found in narrative comprehension for children in 4th grade. Children's oral-retell quality did not differ as a function of condition in any grade. Conclusion: These results suggest that how narrative stimuli are presented to children (i.e., live versus audio-recorded narrative stimuli) may affect children's narrative comprehension, particularly for young children in kindergarten and Grade 2. Implications for assessment and instruction are discussed. [Published in &quot;Language, Speech, and Hearing Services in Schools&quot; (EJ1089445).]
High School Math and Science Preparation and Postsecondary STEM Participation for Students with an Autism Spectrum Disorder
Author: Wei, Xin
Date: 2017-06-00
Type: Reports - Research
Subjects: College Students,Autism,Pervasive Developmental Disorders,Prior Learning,High School Students,Secondary School Mathematics,Secondary School Science,STEM Education,Majors (Students),Influences,Predictor Variables,Standardized Tests,Scores,Disabilities,Longitudinal Studies,Special Education,Transitional Programs,Advanced Courses,Educational Policy,Regression (Statistics)

Previous studies suggest that individuals with an Autism Spectrum Disorder (ASD) are more likely than other disability groups and the general population to gravitate toward science, technology, engineering, and mathematics (STEM) fields. However, the field knows little about which factors influenced the STEM pipeline between high school and postsecondary STEM major. This study analyzed data from the National Longitudinal Transition Study--2, a nationally representative sample of students with an ASD in special education in the United States. Findings suggest that students with an ASD who took more classes in advanced math in a general education setting were more likely to declare a STEM major after controlling for background characteristics and previous achievement level. Educational policy implications are discussed. Tables are appended. [This paper was published in &quot;Focus on Autism and Other Developmental Disabilities&quot; v32 n2 p83-92 Jun 2017 (EJ1141715).]
Special Education Services Received by Students with Autism Spectrum Disorders from Preschool through High School
Author: Wei, Xin
Date: 2014-11-00
Type: Reports - Research
Subjects: Autism,Pervasive Developmental Disorders,Elementary School Students,Secondary School Students,Longitudinal Studies,Age Differences,Preschool Education,High School Students,Adapted Physical Education,Academic Accommodations (Disabilities),Learning Strategies,Preschool Children,Therapy,Behavior Modification,Access to Health Care,Mental Health,Physical Health,Social Work,Severity (of Disability),Individual Characteristics,Student Needs,Interviews,Surveys,Predictor Variables,Statistical Analysis,Special Education,Transitional Programs,Disabilities

Little is known about how special education services received by students with Autism Spectrum Disorders (ASDs) differ by age, disability severity, and demographic characteristics. Using three national datasets, the Pre-Elementary Education Longitudinal Study (PEELS), the Special Education Elementary Longitudinal Study (SEELS), and the National Longitudinal Transition Study-2 (NLTS2), this study examined the age trends in special education services received by students with ASDs from preschool through high school. Elementary-school students with ASDs had higher odds of receiving adaptive physical education, specialized computer software or hardware, and special transportation, but lower odds of receiving learning strategies/study skills support than their preschool peers. Secondary-school students had lower odds of receiving speech/language or occupational therapy and of having a behavior management program, but higher odds of receiving mental health or social work services than their elementary-school peers. Both disability severity and demographic characteristics were associated with differences in special education service receipt rates. [This paper was published in &quot;Journal of Special Education&quot; v48 n3 p167-179 Nov 2014 (EJ1042096).]
The Effect of General Education Inclusion on College Enrollment Rates among Youth with Autism Spectrum Disorder
Author: Wei, Xin
Date: 2014-04-00
Type: Reports - Research
Subjects: Special Education,Longitudinal Studies,Disabilities,Transitional Programs,Autism,Pervasive Developmental Disorders,Probability,Inclusion,Enrollment Trends,Postsecondary Education,High School Students,Regular and Special Education Relationship,Comparative Analysis,Outcomes of Education,Student Characteristics,Parent Background,Educational Attainment,Expectation,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder

Using data from waves 1 through 5 of the National Longitudinal Transition Study-2, this study used propensity score techniques to assess the relationships between general education inclusion and college enrollment rates among youth with Autism Spectrum Disorder (ASD). Data show that 2- or 4-year college enrollment rates were significantly higher among youth with ASD who were included in high school general education core academic classes (math, science, or social studies) than among their peers with ASD who were not included in these classes. Educational implications are discussed.
Summary of School Safety Statistics. National Institute of Justice Report
Author: Carlton, Mary Poulin
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: School Safety,Violence,Educational Environment,Crime,Weapons,Data Collection,Educational Administration,Homicide,Social Media,Bullying,Trauma

Several high-profile incidents of violence at U.S. schools have, understandably, raised concerns about the safety of students while at school. Just one incident of violence causes significant harm. In light of this, it is important to examine commonly held beliefs about school safety and violence because they sometimes reflect a misperception or misunderstanding of what is actually happening. The questions presented in this report examine several common beliefs pertaining to school safety statistics and provide evidence to support or dispel each of them. Though improved understanding alone will not allay fears about school violence, hopefully this examination will facilitate informed discussions about school safety. A list of National Data Collections is appended.
The Contribution of VET Student Placement to Innovation in Host Organisations--Support Document
Author: Hodge, Steven
Date: 2017-00-00
Type: Reports - Research
Subjects: Student Placement,Educational Benefits,Community Benefits,Innovation,Vocational Education,Knowledge Economy,Mixed Methods Research,Student Surveys,Occupational Surveys,Employer Attitudes,Case Studies,Hospitality Occupations,Child Care Centers,Hospitals,Technology Transfer,Partnerships in Education,Interviews,Academic Support Services,Relevance (Education),Field Experience Programs,College Students,Foreign Countries,Surveys

This document gathers material used in the research project entitled: &quot;The Contribution of VET Student Placement to Innovation in Host Organisations&quot; that was not presented in the main report. The project sought to explore the question, &quot;What is the contribution of the VET student placement process to innovation in host organisations?&quot; This document was produced by the authors based on their research for the main report, and is intended to be an added resource for further information. Contained here are research instruments (interview schedules and survey content), a summary of the research methodology and text developed for an Australian VET Research Association (AVETRA) 2016 conference presentation on conceptions of innovation. [For the full report, &quot;The Contribution of VET Student Placement to Innovation in Host Organisations. NCVER Research Report&quot; see ED575679.]
Adult Training and Education: Results from the National Household Education Surveys Program of 2016. First Look. NCES 2017-103
Author: Cronen, Stephanie
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Adult Education,Certification,Work Experience Programs,Postsecondary Education,Job Skills,Individual Characteristics,Gender Differences,Racial Differences,Ethnic Groups,Age Differences,Educational Attainment,Employment Level,Wages,Occupations,National Surveys,Tables (Data),Statistical Analysis

This report presents data on adults' training and education in the United States as of 2016. The report focuses on nondegree credentials and work experience programs. Nondegree credentials include two types of work credentials--certifications and licenses--and postsecondary educational certificates. A certification is an occupational credential awarded by a certification body--such as a professional association or certifying board--based on an individual demonstrating through an examination process that he or she has acquired the designated knowledge, skills, and abilities to perform a specific job; examples include Cisco certified network associate (CCNA) certification and medical technician certification. A license is an occupational credential awarded by a government agency that constitutes legal authority to do a specific job; examples include a medical license and an electrician's license. A postsecondary educational certificate is similar to a degree; it is a credential awarded by an educational institution based on completion of all requirements for a program of study, including coursework, assessment, or other performance evaluations. In this report, only certificates awarded below the bachelor's degree level (i.e., subbaccalaureate certificates) are counted. These certificates are typically awarded in occupational fields, such as administrative support, computer graphics, culinary arts, and HVAC. Work experience programs include internships, co-ops, practicums, clerkships, externships, residencies, clinical experiences, apprenticeships, and similar programs. Characteristics of the adults who earn these credentials and complete these programs are also presented, including sex, race/ethnicity, age, level of education, labor force and employment status, earnings, job sector, and occupational field. The data for this report come from the Adult Training and Education Survey (ATES), administered as part of the 2016 National Household Education Surveys Program (NHES:2016). The ATES collects information from noninstitutionalized adults ages 16 to 65 who are not enrolled in high school.
Adult Education Attainment and Assessment Scores: A Cross-National Comparison. Stats in Brief. NCES 2018-007
Author: Mamedova, Saida
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Adult Literacy,Numeracy,Foreign Countries,Cross Cultural Studies,Reading Skills,Problem Solving,Cognitive Ability,Information Technology,Basic Skills,Mathematics Skills,Computation,Questionnaires,Trend Analysis,Scores,Adults,Late Adolescents,Age Differences,Gender Differences,Educational Attainment,Racial Differences,Ethnicity,Employment Level,International Assessment,High School Graduates,Dropouts,Statistical Analysis

The Organization for Economic Cooperation and Development (OECD) conducted the Program for the International Assessment of Adult Competencies (PIAAC), a multi-domain adult skills assessment with an extensive background questionnaire, in 2012. PIAAC is a global effort to understand how individuals' education, workplace experiences, and other background factors relate to cognitive skills in the domains of literacy, numeracy, and problem solving in technology-rich environments. This Statistics in Brief builds upon the findings in the earlier National Center for Education Statistics (NCES) report (Goodman et al. 2013) to provide additional cross-national comparisons of adult literacy and numeracy proficiencies by education attainment. Specifically, the brief highlights differences between several countries in the average literacy and numeracy scores for adults at different levels of education attainment. The brief further compares gaps in literacy and numeracy scores between adults of higher and lower education attainment across participating countries. The results from the earlier NCES reports indicated that adults in the United States performed lower than or not measurably different from the PIAAC international average in literacy and in numeracy (Goodman et al. 2013, Rampey et al.) [For the previous report, &quot;Literacy, Numeracy, and Problem Solving in Technology-Rich Environments among U.S. Adults: Results from the Program for the International Assessment of Adult Competencies 2012. First Look. NCES 2014-008,&quot; see ED544452.]
Opportunities for Teacher Professional Development in Oklahoma Rural and Nonrural Schools. REL 2017-273
Author: Peltola, Pia
Date: 2017-09-00
Type: Reports - Research
Subjects: Faculty Development,Teacher Surveys,Teacher Shortage,Rural Urban Differences,Educational Opportunities,Barriers,Program Design,School Support,Teacher Collaboration,Cooperative Learning,Tables (Data),Statistical Data,Elementary Secondary Education,Higher Education

The purpose of this study was to fill the gap in statewide information about teacher professional development opportunities in Oklahoma and compare the opportunities in rural and nonrural schools. The Regional Educational Laboratory Southwest, along with members of the Oklahoma Rural Schools Research Alliance, developed a survey that measured how professional development is structured, how it is planned, and what supports and barriers teachers may face in accessing professional development. The sampling frame was obtained from the website of the Oklahoma State Department of Education. Principals from 1,609 public elementary and secondary schools in Oklahoma were invited to participate in the online universe survey. The Office of Educational Quality and Accountability administered the survey in spring 2016, and 51.3 percent of the principals completed the survey. A nonresponse bias analysis was conducted, and nonresponse weights were created. All the results were adjusted by the nonresponse weights. In the descriptive results, Oklahoma schools are divided into rural versus nonrural schools using the urban-centric locale classification in the 2013/14 Common Core Data. The results report differences between rural and nonrural schools if they are significant at the p &lt; 0.05 level based on a t-test and if the difference is at least 5 percentage points. Results indicate that the majority of rural schools in Oklahoma offer multiple types of professional development structures for teachers, such as conferences and workshops. However, rural schools offer fewer types than do nonrural schools. The biggest barrier that keeps both rural and nonrural teachers from attending any type of professional development is scheduling conflicts with other school or professional activities, and the barrier is more prevalent for rural teachers. The findings of this study show that rural schools provide a substantial amount of support for their teachers' professional development, but the support is less likely in rural schools than in nonrural schools to be provided by peers (e.g., common planning and collaboration time, teacher-led coaching and mentoring, and collaborative learning). Rural schools could look for ways to increase collaborative learning between teachers so that teachers can support and mentor each other. Taking greater advantage of online resources could help rural schools supplement local, in-person professional development. [This report was produced in collaboration with the Oklahoma Rural Schools Research Alliance.]