ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT Profile Report: State. Graduating Class 2010. Virginia
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Washington
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. West Virginia
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
Children's Environmental Health: 2007 Highlights. Environment, Health, and a Focus on Children
Author: US Environmental Protection Agency
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Child Health,Risk,Environmental Influences,Children,Public Policy,Federal Regulation,Poisoning,Hazardous Materials,Environmental Education,Environmental Research,Program Descriptions,Diseases

The U.S. Environmental Protection Agency (EPA) was created in 1970 to protect human health and the environment. The year 2007 marks 10 years of concerted Federal effort to address children's environmental health risks as mandated by Executive Order 13045, Protection of Children from Environmental Health Risks and Safety Risks. Much of the agency's work is done in partnership with others and falls generally into three categories: outreach and education, science and research, and regulatory action. Through outreach and education, the agency works to train health care providers on the environmental causes or contributors to ill health in children, and it educates parents on how to protect their children from harmful exposures. Research in the last decade has documented many nuances about the effects of physical, chemical, and biological exposures on children's health. The agency strives to write policies and regulations that protect all children from exposure to harmful substances. This report captures much of the agency's work.
ACT Profile Report: State. Graduating Class 2010. Wisconsin
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Wyoming
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2010 and tested under standard time conditions. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
Background Information for Educators
Author: US Environmental Protection Agency
Date: 2001-06-00
Type: Guides - Classroom - Teacher
Subjects: Environmental Education,Hazardous Materials,Mineralogy,Teaching Guides,Safety Education,Learning Modules,National Standards,Scientific and Technical Information,Health Promotion,Environmental Standards

Mercury is a naturally occurring and widely used element that can cause health and ecological problems when released to the environment through human activities. Though a national and even international issue, the health and environmental impacts of mercury are best understood when studied at the local level. "Mercury: An Educator's Toolkit" contains a variety of activities, educational videos, and other information designed to enhance students' understanding and appreciation of mercury and its potential health hazards. Depending on the needs of their curriculum, educators can select material from the most appropriate sections of the toolkit. This document, "Background Information for Educators" will assist teachers in considering the types of mercury information that best meet the needs of their students.
The Black-White Achievement Gap: When Progress Stopped. Policy Information Report
Author: Barton, Paul E.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Educational Attainment,Academic Achievement,Achievement Gap,Performance Factors,Educational Assessment,Educational Indicators,Educational History,Educational Trends,Trend Analysis,Educational Change,Social Influences,Political Influences,Cultural Influences,Etiology,Racial Differences,White Students,African American Students,Achievement Gains,Test Score Decline

This report is about understanding the periods of progress and the periods of stagnation in changes in the achievement gap that have occurred over the past several decades. The authors try to understand what might have contributed to the progress as well as probe the reasons that may account for the progress halting, in the hope of finding some clues and possible directions for moving forward in narrowing the achievement gap. The authors focus on three periods of history, but not in chronological order. The first is the decades of the 1970s and 1980s, when NAEP (National Assessment of Educational Progress) reported large reductions in the gaps in reading and mathematics scores. Second, the report focus on the period from about 1990 until 2008, when the gap wobbled around a generally straight trend line, although scores of 9- and 13-year-olds generally rose overall. And third, the report takes a more expansive view, beginning early in the 20th century, in an attempt to understand the impact of a variety of factors on changes in the gap. These factors include information on educational attainment, employment and earnings, child well-being, the family, neighborhoods and the effects of concentrated poverty and deprivation, lack of social capital, and intergenerational mobility. Appendices include: (1) Trends in NAEP White-Black Reading Gaps at Selected Percentiles; and (2) Trends in NAEP White-Black Mathematics Gaps at Selected Percentiles. (Contains 58 footnotes, 16 figures, and 1 table.)
Apprentices and Trainees: Early Trend Estimates. June Quarter 2010
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Apprenticeships,Trainees,Vocational Education,Trend Analysis,Foreign Countries

This publication presents early estimates of apprentice and trainee commencements for the June quarter 2010. Indicative information about this quarter is presented here; the most recent figures are estimated, taking into account reporting lags that occur at the time of data collection. The early trend estimates are derived from the National Apprentice and Trainee Collection no.64, June 2010. Data are only available for commencements at the national level and have been seasonally adjusted and smoothed. Early indications show that: (1) Trade commencements have leveled off, ending a period of steady increase from the June quarter 2009 to the March quarter 2010; and (2) Non-trade commencements are just slightly above the March quarter 2010, suggesting the upward trend of the last three quarters has slowed. (Contains 1 figure and 1 table.) [For the supporting document, &quot;Apprentices and Trainees: Early Trend Estimates. June 2010: Terms and Definitions. Support Document&quot;, see ED511550.]
Apprentices and Trainees: Early Trend Estimates. June 2010: Terms and Definitions. Support Document
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Reference Materials - Vocabularies/Classifications
Subjects: Apprenticeships,Trainees,Vocational Education,Definitions,Classification,Information Sources,Foreign Countries

This document covers the data terms used in the &quot;Apprentices and trainees early trend estimates June 2010&quot; publication. The primary purpose of this document is to assist users of the report to understand the specific data terms used within it. Terms that appear in the report are listed in alphabetical order with the following information provided for each: (1) Definition: a brief explanation of the term; (2) Classification categories: defined categories that apply to each term are listed where applicable; and (3) Source: a description of the source of this information, including details of any calculations or derivations. [This document was produced as an added resource for the report &quot;Apprentices and trainees Early trend estimates to March 2010 (ED509789). For the accompanying added resource report, see &quot;Apprentices and Trainees: Early Trend Estimates. June Quarter 2010&quot;, see ED511549.]
SunWise[R] Meteorologist Tool Kit
Author: US Environmental Protection Agency
Date: 2007-06-00
Type: Guides - Classroom - Teacher
Subjects: Safety,Learning Processes,Health Promotion,Elementary School Students,Environmental Education,Teaching Methods,Program Descriptions,Educational Strategies,Astronomy,Radiation,Meteorology,Mass Media Role,Mass Media,Instructional Materials,Educational Resources,Public Agencies,Learning Activities

The SunWise Program is designed to help meteorologists raise sun safety awareness by addressing the science of the sun, the risk of overexposure to its ultraviolet (UV) radiation, and what students and their families can do to protect themselves from overexposure. This Tool Kit has been designed for use all over the United States and its territories. As such, it will be used in schools with diverse requirements, curricula, and student bodies. In addition, across nation, seasons, climate, and geography can differ dramatically. With so many variables, SunWise recognizes the need for maximum flexibility and encourages users to adapt the Tool Kit components to meet their specific needs. The Tool Kit is divided into the following sections: (1) Introduction; (2) On-Air Talking Points; (3) Activities; (4) UV Meter Activities (optional); (5) SunWisdom; (6) Resources; (7) Contact Information; and (8) Certificate of SunWisdom. The activities are designed to engage students while ensuring that a sun safety message is being transmitted in a manner suitable to their skills and abilities. Some of the activities contain classroom "Discussion Points." As an integral part of the learning process, these discussion points will help teachers focus students on the lessons' messages, which will assist them in relating what they have learned in the classroom to their behavior outside the classroom. The "SunWisdom" section contains fact sheets and other materials that will provide teachers with background information necessary to easily and thoroughly implement the SunWise Program. (Contains 54 resources.)
Across the Country, Youth Programs Bring the Issue of Brownfields Home
Author: US Environmental Protection Agency
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Youth Programs,Student Attitudes,Land Use,Hazardous Materials,Environmental Education,Program Descriptions,School Community Programs,Community Programs,Conservation (Environment),Wastes,Sanitation,Pollution,Sustainable Development,Educational Strategies,Experiential Learning,Educational Resources,Public Agencies,Learning Activities,Citizen Participation,Community Development

In the more than 10 years since the inception of EPA's (Environmental Protection Agency) Brownfields Program, brownfields have been redefined. Properties that were shunned or eyed warily by those with the resources to transform them are now viewed as dormant opportunities for economic and environmental rebirth. Communities that suffered aesthetic and economic impacts through idle or abandoned properties with low or unknown contamination levels now have the options and resources available to turn them into cornerstones of positive change. The extent of change in the culture surrounding brownfields can be seen in the programs emerging to involve youth in brownfields identification and reuse, for the betterment of their communities. For these programs, the potential value of brownfields has never been an issue--rather, the programs encourage youth to locate brownfields and recommend reuse plans that will transform the properties and enhance the areas that surround them. Many of the programs described in this paper, including Our Town, the Brownfield Buster Patch, and others, were introduced only within the last few years but have already been successfully replicated and expanded far beyond their original trial areas. The success of these efforts ensures that today's youth are repairing the legacy of contaminated land handed off to them by prior generations. Students today have a heightened environmental awareness and a sense of land stewardship that will help prevent brownfields in years to come.
Where Tradies Work: A Regional Analysis of the Labour Market for Tradespeople
Author: Lewis, Phil
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Labor Market,Employment,Income,Supply and Demand,Agricultural Occupations,Electrical Occupations,Food Processing Occupations,Building Trades,Auto Mechanics,Engineering,Technical Occupations,Industry,Qualifications,Geographic Location,Migration

As Australia's economy recovers from the economic downturn, attention is turning once again to skills shortages. To gain insights into the labour market for tradespeople, this report investigates changes in supply, demand and how adjustment occurred through the varied economic conditions of the past 20 years. It concludes that there was no overall severe shortage of tradespeople during the recent boom time but that some local labour markets experienced excess supply or demand. Migration (both from overseas and internally) and wage adjustments appear to have been important functions in responding to these conditions. (Contains 14 tables and 16 figures.)
A Guide to Understanding National Board Certification: 2009-10 Candidacy Cycle
Author: American Federation of Teachers
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Portfolios (Background Materials),Scoring,Teacher Certification,Assessment Centers (Personnel),Teaching Methods,National Standards,Guides,Portfolio Assessment,Fees,Glossaries

This guide is intended to lead candidates through the National Board Certification process and help them address some of the challenges that past candidates have identified. This guide is divided into seven sections: (1) Am I Ready? contains information on those things candidates need to know and do before they begin putting together their portfolio or completing the exercises at the Assessment Center. It contains an introductory chapter, a chapter on certificate areas, a chapter on how to study the NBPTS Standards, and a chapter on collecting materials, planning and fees and frequently asked questions; (2) The NBPTS Portfolio contains information to help candidates create their portfolio entries. It includes chapters on following directions, collecting examples of their teaching practice, preparing written commentaries, and documenting their accomplishments; (3) NBPTS Assessment Center provides information and tips to help candidates complete their Assessment Center exercises successfully; (4) Scoring provides answers to some of the questions related to receiving and understanding scoring; (5) The Advanced Candidacy helps candidates who are still on the journey to obtaining National Board Certification think about the issues involved with continuing their pursuit of National Board Certification. This section contains information on evaluating which, if any, exercises to retake; (6) The Renewal Candidacy provides information about the Profile for Professional Growth for candidates who are ready to renew their National Board Certificates; and (7) Conclusion contains a glossary and survey. A glossary of terms is included. [For the &quot;A Guide to Understanding National Board Certification: 2008 Candidacy Cycle,&quot; see ED500469.]
Just Ask! 4 Important Questions to Ask when Choosing a College
Author: American Federation of Teachers
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Part Time Faculty,College Faculty,College Choice,Teacher Role,Teacher Competencies,Employment Level,Teacher Student Relationship,Teaching Assistants

It's one of the secrets the glossy college and university catalogs and campus tour guides don't tell applicants: Colleges and universities are investing less and less in the educators who are crucial to a student's success. In fact, at most colleges today, it's more than likely that students will be taught by an instructor who doesn't have a permanent position on the faculty. Most of these professionals work part time, are poorly compensated and lack basic professional support such as suitable office space to meet with their students. This paper presents four important questions to ask when choosing a college.