ethanporcaro/eric-fulltext-meta huggingface dataset:
Miami-Dade County Public Schools Statistical Abstract 2006-2007
Author: Miami-Dade County Public Schools, Research Services
Date: 2007-11-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Profiles,Public Schools,Public Education,Counties,Outcomes of Education,Student Characteristics,Educational Finance,Educational Indicators,Comparative Analysis,Expenditure per Student,Superintendents,Boards of Education,Geographic Location,Instructional Program Divisions,Class Size,Community Characteristics,Enrollment,Racial Differences,Ethnicity,Gender Differences,Racial Composition,Immigrants,English (Second Language),Population Trends,Kindergarten,Enrollment Trends,Special Needs Students,Social Work,Referral,Mathematics Education,Science Education,Technology Education,Advanced Courses,Student Participation,Magnet Schools,Bilingual Education,Adult Education,Community Schools,Federal Legislation,Dropout Prevention,Learning Resources Centers,Library Services,Summer Schools,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Thinking Skills,College Entrance Examinations,Parents,Educational Attainment,Scores,High School Students,Dropout Rate,Graduation Rate,High School Graduates,Adult Learning,Grade Repetition,Discipline,Educational Environment,School Readiness,College Preparation,School Personnel,Salaries,Income,Expenditures,Taxes,Full Time Students,Eligibility,Low Income Groups,Principals,Assistant Principals,Teachers,Labor Turnover,Mentors,Global Education,Data Analysis,Culturally Relevant Education,Classroom Environment,Student Mobility,Reciprocal Teaching,Second Language Instruction,Grade 9,Grade 3,Grade 10,Prediction

The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2006-07. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This &quot;Statistical Abstract 2006-07&quot; is intended to serve as a companion document to the &quot;District and School Profiles, 2006-07&quot;. While the &quot;District and School Profiles&quot; provides statistical information describing some of the more important characteristics of individual schools in the Miami-Dade County public school system, this document provides a districtwide overview. [For the 2005-2006 edition of this report, see ED536322.]
Miami-Dade County Public Schools Statistical Abstract 2005-2006
Author: Miami-Dade County Public Schools, Research Services
Date: 2006-08-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Profiles,Public Schools,Public Education,Counties,Outcomes of Education,Student Characteristics,Educational Finance,Educational Indicators,Comparative Analysis,Expenditure per Student,Superintendents,Boards of Education,Geographic Location,Instructional Program Divisions,Class Size,Community Characteristics,Enrollment,Racial Differences,Ethnicity,Gender Differences,Racial Composition,Immigrants,English (Second Language),Population Trends,Kindergarten,Enrollment Trends,Special Needs Students,Social Work,Referral,Mathematics Education,Science Education,Technology Education,Advanced Courses,Student Participation,Magnet Schools,Bilingual Education,Adult Education,Community Schools,Federal Legislation,Dropout Prevention,Learning Resources Centers,Library Services,Summer Schools,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Thinking Skills,College Entrance Examinations,Parents,Educational Attainment,Scores,High School Students,Dropout Rate,Graduation Rate,High School Graduates,Adult Learning,Grade Repetition,Discipline,Educational Environment,School Readiness,College Preparation,School Personnel,Salaries,Income,Expenditures,Taxes,Full Time Students,Eligibility,Low Income Groups,Principals,Assistant Principals,Teachers,Labor Turnover,Mentors,Global Education,Data Analysis,Culturally Relevant Education,Classroom Environment,Student Mobility,Reciprocal Teaching,Second Language Instruction,Grade 9,Grade 3,Grade 10,Prediction

The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2005-06 and program evaluations completed in 2004-05. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This &quot;Statistical Abstract 2005-06&quot; is intended to serve as a companion document to the &quot;District and School Profiles, 2005-06&quot; and the &quot;Feeder Pattern Profiles, 2005-06&quot;. While the &quot;District and School Profiles&quot; provides statistical information describing some of the more important characteristics of individual schools in the Miami-Dade County public school system and the &quot;Feeder Pattern Profiles&quot; provides data aggregated for schools in a feeder pattern, this document provides a districtwide overview. [For the 2004-2005 edition of this report, see ED536324.]
Miami-Dade County Public Schools Statistical Abstract 2007-2008
Author: Miami-Dade County Public Schools, Research Services
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Profiles,Public Schools,Public Education,Counties,Outcomes of Education,Student Characteristics,Educational Finance,Educational Indicators,Comparative Analysis,Expenditure per Student,Superintendents,Boards of Education,Geographic Location,Instructional Program Divisions,Community Characteristics,Enrollment,Racial Differences,Ethnicity,Gender Differences,Racial Composition,Immigrants,English (Second Language),Population Trends,Kindergarten,Enrollment Trends,Special Needs Students,Social Work,Referral,Mathematics Education,Science Education,Technology Education,Advanced Courses,Student Participation,Magnet Schools,Bilingual Education,Adult Education,Community Schools,Federal Legislation,Dropout Prevention,Learning Resources Centers,Library Services,Summer Schools,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Thinking Skills,College Entrance Examinations,Parents,Educational Attainment,Scores,High School Students,Dropout Rate,Graduation Rate,High School Graduates,Adult Learning,Grade Repetition,Discipline,Educational Environment,School Readiness,College Preparation,School Personnel,Salaries,Income,Expenditures,Taxes,Full Time Students,Eligibility,Low Income Groups,Principals,Assistant Principals,Teachers,Labor Turnover,Mentors,Global Education,Data Analysis,Culturally Relevant Education,Classroom Environment,Student Mobility,Reciprocal Teaching,Second Language Instruction,Grade 9,Grade 3,Grade 10,Prediction,Educational Research

The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2007-08. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline data for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. [For the 2006-2007 edition of this report, see ED536321.]
Miami-Dade County Public Schools Statistical Abstract 2004-2005
Author: Miami-Dade County Public Schools, Research Services
Date: 2005-10-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Profiles,Public Schools,Public Education,Counties,Outcomes of Education,Student Characteristics,Educational Finance,Educational Indicators,Comparative Analysis,Expenditure per Student,Superintendents,Boards of Education,Geographic Location,Instructional Program Divisions,Class Size,Community Characteristics,Enrollment,Racial Differences,Ethnicity,Gender Differences,Racial Composition,Immigrants,English (Second Language),Population Trends,Kindergarten,Enrollment Trends,Special Needs Students,Social Work,Referral,Mathematics Education,Science Education,Technology Education,Advanced Courses,Student Participation,Magnet Schools,Bilingual Education,Adult Education,Community Schools,Federal Legislation,Dropout Prevention,Learning Resources Centers,Library Services,Summer Schools,Standardized Tests,Reading Achievement,Writing Achievement,Mathematics Achievement,Science Achievement,Thinking Skills,College Entrance Examinations,Parents,Educational Attainment,Scores,High School Students,Dropout Rate,Graduation Rate,High School Graduates,Adult Learning,Grade Repetition,Discipline,Educational Environment,School Readiness,College Preparation,School Personnel,Salaries,Income,Expenditures,Taxes,Full Time Students,Eligibility,Low Income Groups,Principals,Assistant Principals,Teachers,Labor Turnover,Mentors,Global Education,Data Analysis,Culturally Relevant Education,Classroom Environment,Student Mobility,Reciprocal Teaching,Second Language Instruction,Grade 9,Grade 3,Grade 10,Prediction

The purpose of this document is to present, in summary fashion, statistical information on the status of public education in Miami-Dade County. Information is provided in the areas of organization, educational programs and services, achievement, and other outcomes of schooling. Also included are multi-year statistics on student population, achievement, staff, finances, and a summary of the results of research reports completed in 2004-05 and program evaluations completed in 2003-04. In addition, this document contains information on the indicators of educational and other achievements that will serve as baseline for planning purposes. This document also provides a means of comparison between Miami-Dade and the twenty largest school districts in the United States with regard to staffing levels, salaries, and expenditures per pupil. This &quot;Statistical Abstract 2004-05&quot; is intended to serve as a companion document to the &quot;District and School Profiles, 2004-05&quot; and the &quot;Feeder Pattern Profiles, 2004-05&quot;. While the &quot;District and School Profiles&quot; provides statistical information describing some of the more important characteristics of individual schools in the Miami-Dade County public school system and the &quot;Feeder Pattern Profiles&quot; provides data aggregated for schools in a feeder pattern, this document provides a districtwide overview.
Teacher Quality: What You Need to Know
Author: Joyce Foundation
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Teacher Effectiveness,Achievement Gap,Teaching Methods,Human Capital,Teacher Supply and Demand,School Districts,Educational Policy,Guides,Tenure,Teacher Salaries,Teacher Evaluation,Faculty Development

Once kids walk in the school door, the most important factor for how well they learn is the quality of their teachers. Having good teachers is important for all kids. But it's especially important for kids who are falling behind. Research shows that students who are taught by a really good teacher can make as much as a year and a half's worth of progress in a single year. They start to close the achievement gap. They catch up to where they should be. Some school districts are working on how to find and reward the best teachers. Others are seeking better ways to evaluate teachers and help them improve performance. At the Joyce Foundation, people supported some of these innovative ideas and have funded research to evaluate the results. This report summarizes the results of that research and practice on how to improve teacher supply, distribution and evaluation systems--what's called "human capital management" in education. Those studies have identified what strategies work best. But they also tell that no single strategy is enough. A comprehensive approach that incorporates all the policy changes described in this guidebook is needed.
Foreign Language Curricula in Japanese High Schools: A Case Study in Miyagi Prefecture
Author: Ball, Daniel
Date: 2007-12-00
Type: Reports - Research
Subjects: English (Second Language),English Language Learners,Second Language Instruction,English Teachers,High Schools,Textbook Selection,Teacher Recruitment,Foreign Nationals,Program Evaluation,Modern Language Curriculum,Foreign Countries

The purpose of this study was to examine the foreign language curricula in Japanese high schools for the purpose of gaining insight into alternative views of foreign language education. Teachers, administrators, and staff at two high schools in Miyagi Prefecture were interviewed. Teachers were asked about testing, placement procedures, standards, textbook selection, and educational requirements of English teachers. Administrators and staff were asked about facilities, situational needs, and the hiring process for assistant language teachers (ALTs). The results suggest that, while educators in the United States would have much to gain from adopting the systematic and comprehensive approach to foreign language education, the Japanese system would benefit from reforming standards so that they are more in line with expectations at the university level.
Assessing Outside the Bubble: Performance Assessment for Common Core State Standards
Author: Bishop, Jesica M.
Date: 2011-05-30
Type: Reports - Descriptive
Subjects: State Standards,Performance Tests,Performance Based Assessment,Academic Standards,Educational Change,Validity,Reliability,Scoring Rubrics,Feedback (Response),Federal Legislation,Outcomes of Education,Student Attitudes,Academic Achievement,Holistic Approach,Accountability,Test Results,Correlation,Core Curriculum,Alignment (Education)

The adoption of Common Core State Standards has increased the need for assessments capable of measuring more performance-based outcomes. This monograph brings together the current literature and resources for the development and implementation of performance assessment. The text was written as part of a project-based graduate course and has resulted in a clear, well researched and documented contribution that provides up to date information and references on Common Core State Standards and performance-based assessments. Three appendixes include: (1) Performance Task Examples; (2) Creating Rubrics; and (3) Glossary. (Contains 12 tables.) [This report was edited by: Eric V. Van Duzer and Gwen L. Neu.]
Foundation + Collaboration + Inspiration. The Joyce Foundation 2009 Annual Report
Author: Joyce Foundation
Date: 2010-07-00
Type: Reports - Descriptive
Subjects: Philanthropic Foundations,Nonprofit Organizations,Public Policy,Economic Climate,Educational Research,Financial Support,Minority Group Students,Education Work Relationship,Access to Education,Disadvantaged,Teacher Effectiveness,Educational Change,Census Figures,Data Collection,Participation,Cultural Activities,Weapons,Purchasing,Barriers,Conservation (Environment)

Among the great strengths of a policy-oriented foundation like Joyce is the willingness to take a long view, to be patient investors in ideas that take time to have impact, and to take chances on projects that may not work out. But in times of crisis, Joyce team and partners also have an obligation to be responsive to immediate challenges in their Midwest region. They began 2009 with Joyce assets at a six-year low, the economy in crisis, and deep uncertainty about the future. As the year played out, it became clear that despite federal stimulus spending and major interventions to protect the nation's economy, high unemployment would persist for some time. Midwest states, where they focus their funding, were particularly hard hit, especially in communities largely dependent on the auto industry. The education of young people is intertwined with workforce challenges and is a high priority for Joyce. High drop-out rates and huge performance gaps between low-income minority students and those who are more affluent is a major problem that has long preoccupied and frustrated policy leaders and educators. Therefore, Joyce has invested heavily in programs that help ensure that the neediest kids have access to excellent well-supported teachers. In its Environment program, 2009 was a very mixed year. Several major advances included a $475 million federal allocation for Great Lakes Restoration, something Joyce and its grantees fought to achieve for years. Another emphasis has been on reducing gun access in illegal markets. The so-called &quot;secondary market&quot; which includes gun shows, flea markets, and private sales, is largely unregulated and accounts for 40 percent of gun transfers nationally. A big push in the Money and Politics program was to help coordinate a strategic initiative focused on the 2010 census. Joyce made close to $1 million in grants aimed at boosting census participation in Illinois, Ohio, Michigan, Minnesota, and Wisconsin, especially of so-called &quot;hard-to-count&quot; communities. Overall, its targeted areas did quite well. And, finally, Joyce's Culture program has continued to be one of the largest supporters of diverse arts groups in the Midwest. This paper presents the Foundation's annual report for 2009.
Job Training + Education: A Pocket Guide for Policymakers
Author: Joyce Foundation
Date: 2003-02-00
Type: Reports - Descriptive
Subjects: Educational Policy,Job Training,Low Income Groups,Welfare Services,Federal Legislation,Change Strategies,Public Policy,Financial Support,Education Work Relationship,Information Sources,Guides,Educational Indicators,Social Indicators,Labor Needs

Millions of Americans work hard every day but struggle to support their families on low wages. Millions more have recently moved from welfare to work, but have been unable to escape poverty. Altogether, according to the U.S. Labor Department, more than six million Americans are counted among the working poor. Meanwhile, critical industries like health care and manufacturing have difficulty finding skilled labor. Clearly the next big policy thrust must improve the skills and competitiveness of America's workforce through education and training. This year Congress will reconsider important pieces of federal legislation that address this issue, including Temporary Assistance for Needy Families (TANF), the Workforce Investment Act (WIA), and the Higher Education Act. Critical implementation decisions will be made by state and city leaders around the country. The Joyce Foundation is pleased to send this pocket guide to the often bewilderingly complex policy area of education and training. It summarizes the research, policy issues, and funding, and suggests where to get more information. This pocket guide is designed to provide at-a-glance information on: (1) What Strategies Help People Succeed in the Workforce; (2) What Policymakers Can Do; (3) Where the Money Comes From; and (4) Where to Go for More Information.
The Joyce Foundation 2011 Annual Report
Author: O'Connell, Mary
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Philanthropic Foundations,Institutional Mission,Access to Education,Disadvantaged,Teacher Effectiveness,Educational Change,Politics of Education,Teacher Evaluation,Education Work Relationship,Occupational Aspiration,Gun Control,Conservation (Environment),Cultural Activities,Voting,Art Expression,Quality of Life,Law Enforcement,Democracy

In a period such as this, marked by extreme political partisanship and apparent gridlock at the federal level, it would be tempting to throw up one's hands in frustration. But this is just the time that a foundation like Joyce can add the most value--because the Joyce team members are non-partisan, not subject to the pressures of political and business cycles, and have the freedom to explore new ideas and support projects that others cannot or will not take on. So, the team is optimistic that it can make a difference, though they do know it is important to pick their battles wisely. This year, they think it paid off to focus their attention on policy at the state and local levels, where they saw some really important progress and where they saw tangible improvements in the quality of life for people in the Great Lakes region. Each of their other programs has seen similar opportunity at the state level. Their efforts to promote a more healthy democracy through campaign finance and redistricting reform, their work with law enforcement and policy makers to reduce gun violence, and their strong support of diversity in the arts, are all well-received at the community level, where individuals are most affected. Thoughtful implementation, careful evaluation, and a sustained effort to promote what is successful, will be the focus of their efforts going forward. Without putting their shoulders to the wheel, they and their grantees cannot expect to see impact--the kind of impact that turns good policy into real practice people can see and experience every day. This paper presents the Foundation's annual report for 2011.
Physics Bachelor's Degrees: Results from the 2010 Survey of Enrollments and Degrees. Focus On
Author: Mulvey, Patrick J.
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Physics,Science Education,Bachelors Degrees,Disproportionate Representation,African American Students,Hispanic American Students,Black Colleges,Undergraduate Students,Enrollment,Science Departments,College Programs,Females,Single Sex Colleges

The Statistical Research Center of the American Institute of Physics conducts an annual census of all degree-granting physics departments in the United States and Puerto Rico. The survey had a 95% response rate from the 751 departments that granted physics bachelor's degrees in the class of 2010. Results show that the number of physics bachelor's degrees awarded in the U.S. has been increasing steadily for 11 years. The 6,017 degrees awarded in the class of 2010 represent a 65% increase since a recent low in 1999. Six percent of these degrees were awarded to non-U.S. citizens. Physics bachelor's made up only a small portion of the 1.65 million bachelor's degrees conferred in the 2009-10 academic year. For every 1,000 bachelor's conferred, only 3.6 were in physics. Physics Bachelor's Degrees Conferred, Classes of 2001 through 2010 are appended. (Contains 11 figures and 6 tables.)