ethanporcaro/eric-fulltext-meta huggingface dataset:
A Stronger Nation through Higher Education: How and Why Americans Must Meet a &quot;Big Goal&quot; for College Attainment
Author: Matthews, Dewayne
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Higher Education,Budgeting,Budgets,Educational Finance,Financial Support,State Aid,Outcomes of Education,Profiles,Educational Quality,Graduation Rate,Educational Attainment,Academic Degrees

For the past two years, Lumina Foundation for Education has been calling for the United States to increase higher education attainment rates--the proportion of the population that holds a high-quality postsecondary degree or credential--to 60 percent by the year 2025. This call--Lumina's Big Goal--has been taken up by many others. In February 2009, Lumina issued its first &quot;Stronger Nation&quot; report on higher education attainment in the U.S. and in individual states. Since then, the national conversation about higher education has shifted dramatically as a result of a new focus on attainment. Factors that influence attainment--most notably, the need to improve completion rates in higher education--are receiving much more attention at the federal, state and institutional levels. This year, there were several proposals advanced through the federal budget process to increase completion and attainment. In spite of the current state budget crisis, several states have enacted attainment-focused policies this year, including performance funding plans--proposals that tie funding allocations directly to completion rates. There's a growing realization that the higher education system must increase its capacity to serve more students, and that improving higher education productivity is essential to accomplishing this. Of perhaps the most long-term importance, there is new attention to the need to assure the quality of postsecondary degrees and credentials. This need can only be met if individuals better define the learning outcomes that students must obtain at each level of education and then ensure that academic programs give students the opportunity to achieve those outcomes. This new version of &quot;A Stronger Nation&quot;, which the Lumina intends to update annually, is the first to report progress toward the Big Goal as well as the gap between current performance and the need. This report also refines the methodology used to calculate higher education attainment, particularly at the state and county levels. The report includes individual profiles for all 50 states. Each profile shows the current level of attainment, the rate of improvement in attainment over the past eight years, and the level of increase needed to reach &quot;Goal 2025,&quot; 60 percent attainment by that year. This report also assesses our deepening understanding of the factors driving the need to increase attainment, as well as some of the implications of the Big Goal for colleges and universities, higher education systems, and state and federal policy.
Ready or Not...: Perspectives on Literacy and Essential Skills in this Economic Downturn--A Canadian Baseline Study
Author: Murray, Janet
Date: 2009-03-00
Type: Reports - Research
Subjects: Foreign Countries,Adult Literacy,Adult Students,Interviews,Economic Climate,Basic Skills,Context Effect,Adult Learning,Economic Impact

In March 2009, Movement for Canadian Literacy (MCL) commissioned &quot;Resources for Results&quot;, a private research and evaluation firm, to conduct a baseline study to explore the effects of the recent economic downturn on literacy and essential skills programs across Canada. The &quot;Resources for Results&quot; research team interviewed 35 people from across Canada who work in some capacity in the literacy and essential skills field. The purpose of the interviews was to explore the implications of the rapidly changing economic, social and political context for the field of literacy and essential skills. While there are significant differences in the Canadian economic situation regionally, the interviews revealed some common perceptions and observations about the state of literacy across the country. As can be expected, the general reaction to the survey was that it is still &quot;too soon to tell&quot; what the full effects of the downturn will be. Appended are: (1) List of Respondents; (2) More on Methodology and Interview Questions; (3) Summary of Respondents Perceptions to Key Factors; (4) Composite Learning Index; and (5) Provincial and Territorial Overviews. (Contains 3 footnotes.)
Middle School Youth Risk Behavior Study, 2003
Author: Whalen, Laura G.
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Injuries,At Risk Students,Surveys,Sexuality,Motor Vehicles,Early Adolescents,Middle School Students,Cancer,Suicide,Homicide,At Risk Persons,Violence,Smoking,Drinking,Drug Abuse,Pregnancy,Sexually Transmitted Diseases,Eating Habits,Physical Activity Level,Life Style,Age Differences,Health Behavior

In the United States, nearly two-thirds of all deaths among young people 10-14 years of age result from only five causes: motor-vehicle crashes (22.1%), other unintentional injuries (16.7%), cancer (12.9%), suicide (6.8%), and homicide (4.7%). Leading causes of illness and death in all age groups in the United States are related to the following: behaviors that contribute to unintentional injuries and violence; tobacco use; alcohol and other drug use; sexual behaviors that contribute to unintended pregnancy and STDs, including human immunodeficiency virus (HIV) infection; unhealthy dietary behaviors; and physical inactivity--plus overweight. These behaviors are frequently interrelated and are often established during youth and extend into adulthood. To monitor priority health-risk behaviors among adolescents and young adults in each of these six categories, the Centers for Disease Control and Prevention (CDC) developed the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, and local school-based surveys of high school students in grades 9-12. In addition, some states and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2003, eight states and eight cities conducted a middle school YRBS. This report summarizes results from the seven state and six local middle school surveys with weighted data in 2003. Six weighted state surveys and six weighted local surveys were conducted during spring 2003. One weighted state survey was conducted during fall 2003. Data from the one state and one local school-based survey with unweighted data are not included in this report. (Contains 248 tables.)
Youth Risk Behavior Survey 2003: Commonwealth of the Northern Mariana Islands, Republic of the Marshall Islands, Republic of Palau
Author: Balling, Allison
Date: 2005-00-00
Type: Numerical/Quantitative Data
Subjects: Death,Heart Disorders,Acquired Immunodeficiency Syndrome (AIDS),Diseases,Cancer,Sexually Transmitted Diseases,Health Behavior,At Risk Students,High School Students,Middle School Students,Adolescents,Communicable Diseases,Questionnaires,Injuries,Violence,Smoking,Drug Abuse,Drinking,Sexuality,Pregnancy,Nutrition,Eating Habits,Physical Activity Level,Body Weight,Obesity,Weapons,Motor Vehicles,Restraints (Vehicle Safety),Safety Equipment,Dating (Social),Psychological Patterns,Suicide,School Safety,Life Style

To monitor priority health-risk behaviors among youth and young adults, the Centers for Disease Control and Prevention developed the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, territory, and local school-based surveys of high school students in grades 9-12. In addition, some states, territories, and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2003, five Pacific Island territories conducted a YRBS among students in grades 9-12 and three territories conducted a YRBS among students in grades 6-8. Adults and adolescents living in the Pacific Island territories encounter both the communicable diseases found in developing countries and the chronic diseases associated with developed countries. Overall, the leading causes of death for the region are coronary heart disease, cancer, suicide, and accidents. Health issues among adults include tobacco and substance abuse, tuberculosis, and sexually transmitted diseases. In addition, the World Health Organization reports a high prevalence of obesity (up to 70% in some areas) among adults. Consequently, diabetes is an increasingly prevalent public health problem in the Pacific Island region. Among adolescents, substantial morbidity, mortality, and social problems result from suicide, substance abuse, violence, pregnancy, and sexually transmitted diseases. This report summarizes data from three territories (Commonwealth of the Northern Mariana Islands, Republic of the Marshall Islands, and Republic of Palau) with weighted high school data and from two territories (Commonwealth of the Northern Mariana Islands and Republic of Palau) with weighted middle school data. Two additional territories (American Samoa and Guam) conducted a YRBS among high school students but did not obtain weighted data, and one territory (Guam) conducted a YRBS among middle school students but did not obtain weighted data. All the surveys were conducted during spring 2003. Data from territories with unweighted data are not included in this report. (Contains 136 tables.)
2005 Middle School Youth Risk Behavior Survey
Author: Shanklin, Shari L.
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Acquired Immunodeficiency Syndrome (AIDS),Disease Control,Injuries,Health Behavior,Drug Use,At Risk Students,Pregnancy,School Surveys,Young Adults,Sexuality,Smoking,Death,Violence,Drinking,Eating Habits,Physical Activity Level,Sexually Transmitted Diseases,Adolescents,Adults,Prevention,High School Students,Middle School Students,Questionnaires,Statistical Data

In the United States, nearly two-thirds of all deaths among young people aged 10-14 years result from only five causes: motor-vehicle crashes (23.4%), other unintentional injuries (15.7%), cancer (12.5%), suicide (7.2%), and homicide (5.2%). Across all age groups in the United States, the leading causes of illness and death are related to the following behaviors: (1) Risk behaviors that contribute to unintentional injuries and violence; (2) Tobacco use; (3) Alcohol and other drug use; (4) Sexual behaviors that contribute to unintended pregnancy and STDs, including human immunodeficiency virus (HIV) infection; (5) Unhealthy dietary behaviors; and (6) Physical inactivity (and overweight). These behaviors are frequently interrelated and are often established during youth and persist into adulthood. To monitor priority health-risk behaviors among adolescents and young adults in each of these six categories, the Centers for Disease Control and Prevention (CDC) established the Youth Risk Behavior Surveillance System (YRBSS). The YRBSS includes national, state, and local school-based surveys of high school students in grades 9-12. In addition, some states and cities conduct a school-based Youth Risk Behavior Survey (YRBS) among middle school students. In 2005, 10 states and 11 cities conducted a middle school YRBS. This report summarizes results from five state and eight local middle school surveys with weighted data in 2005. With the exception of one local survey (San Francisco) conducted during fall 2004, all weighted surveys were conducted during spring 2005. Data from the five state and two local school-based surveys with unweighted data are not included in this report. 2005 Middle School Youth Risk Behavior Survey Questionnaire is appended. (Contains 261 tables.)
Youth Risk Behavior Surveillance--Selected Steps Communities, United States, 2007 and Youth Risk Behavior Surveillance--Pacific Island United States Territories, 2007. Morbidity and Mortality Weekly Report. Surveillance Summaries. Volume 57, Number SS-12
Author: Shaw, Frederic E., Ed.
Date: 2008-11-21
Type: Collected Works - General
Subjects: Death,Heart Disorders,Acquired Immunodeficiency Syndrome (AIDS),Sexually Transmitted Diseases,Health Behavior,At Risk Students,High School Students,Adolescents,Communicable Diseases,Questionnaires,Injuries,Violence,Smoking,Drug Abuse,Drinking,Sexuality,Pregnancy,Nutrition,Eating Habits,Physical Activity Level,Body Weight,Obesity,Weapons,Motor Vehicles,Restraints (Vehicle Safety),Safety Equipment,Dating (Social),Psychological Patterns,Suicide,School Safety,Life Style,Television Viewing,Physical Education,Athletics,American Indians,Tribes,Hispanic Americans,Whites,African Americans,Hawaiians,Alaska Natives,Pacific Islanders,Body Composition,Hospitals,Diseases,Gender Differences,Age Differences,Video Games,Rural Areas,Urban Areas

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) Series is prepared by the Centers for Disease Control and Prevention (CDC). Data in the weekly &quot;MMWR&quot; are provisional, based on weekly reports to CDC by state health departments. This issue of &quot;MMWR&quot; contains the following studies: (1) Youth Risk Behavior Surveillance--Selected Steps Communities, United States, 2007 (Shari Shanklin, Nancy D. Brener, Laura Kann, Shannon Griffin-Blake, Ann Ussery-Hall, Alyssa Easton, Erica Barrett, Joseph Hawkins, William A. Harris, and Tim McManus); and (2) Youth Risk Behavior Surveillance--Pacific Island United States Territories, 2007 (Jaclynn Lippe, Nancy Brener, Laura Kann, Steve Kinchen, William A. Harris, Tim McManus, and Nancy Speicher). &quot;Youth Risk Behavior Surveillance--Selected Steps Communities, United States, 2007&quot; summarizes results from surveys of students in 26 Steps communities that conducted surveys in 2007. Results from the 26 Steps communities indicated that a substantial proportion of adolescents  engaged in health-risk behaviors that increased their likelihood of becoming obese. &quot;Youth Risk Behavior Surveillance--Pacific Island United States Territories, 2007&quot; summarizes results from surveys of students in grades 9-12 conducted in five territories (American Samoa, Commonwealth of the Northern Mariana Islands, Guam, Republic of the Marshall Islands, and Republic of Palau) during January-June 2007. Across the five Pacific Island territories, the leading causes of mortality among all ages include unintentional injuries, including motor-vehicle crashes; cancer; cardiovascular diseases; stroke; and diabetes. Results from the Youth Risk Behavior Survey (YRBS) indicated that high school students in the Pacific Island territories engaged in behaviors that increased their risk for mortality or morbidity from these causes. Individual studies contain footnotes, references, and tables.
Reading Framework for the 2011 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Reading Comprehension,Reading Achievement,Exhibits,Grade 4,Vocabulary Development,Models,Responses,Grade 8,Grade 12,Academic Achievement,Evaluation,Federal Legislation,Cognitive Processes,Multiple Choice Tests,English (Second Language),Elementary Secondary Education,Disabilities

As the ongoing national indicator of what American students know and can do, the National Assessment of Educational Progress (NAEP) in Reading regularly collects achievement information on representative samples of students in grades 4, 8, and 12. Through &quot;The Nation's Report Card,&quot; the NAEP Reading Assessment reports how well students perform in reading various texts and responding to those texts by answering multiple-choice and constructed-response questions. The information NAEP provides about student achievement helps the public, educators, and policymakers understand strengths and weaknesses in student performance and make informed decisions about education. The 2011 NAEP Reading Assessment will measure national, regional, state, and sub-group achievement in reading but is not designed to report individual student or school performance. The assessment will measure students' reading comprehension and their ability to apply vocabulary knowledge to assist them in comprehending what they read. The reading assessment will use the same framework used in 2009. This document, the &quot;Reading Framework for the 2011 National Assessment of Educational Progress&quot;, presents the conceptual base for, and discusses the content of, the assessment. It is intended for a broad audience. This report contains three chapters: (1) Overview; (2) Content and Design of NAEP in Reading; and (3) Reporting Results. Appendices include: (1) Glossary of Terms; (2) NAEP Reading Achievement Level Definitions; and (3) Special Studies: NAEP Reading Framework. A bibliography is included. (Contains 6 footnotes and 12 exhibits.)[To view the 2009 report, see ED502953.]
Mathematics Framework for the 2011 National Assessment of Educational Progress
Author: National Assessment Governing Board
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Mathematics Achievement,Academic Achievement,Audiences,National Competency Tests,Mathematics Skills,Grade 4,Grade 12,Grade 8,Elementary Secondary Education,Test Items,Student Evaluation,Data Analysis,Educational Assessment,Test Content,Evaluation Methods,Educational Trends,Trend Analysis,Curriculum Design,Mathematics Curriculum,Test Construction

Since 1973, the National Assessment of Educational Progress (NAEP) has gathered information about student achievement in mathematics. Results of these periodic assessments, produced in print and web-based formats, provide valuable information to a wide variety of audiences. The NAEP Assessment in mathematics has two components that differ in purpose. One assessment measures long-term trends in achievement among 9-, 13-, and 17-year-old students by using the same basic design each time. The main NAEP Assessment is based on a framework (such as this one) that can be updated periodically. The &quot;2011 Mathematics Framework&quot; only reflects changes in grade 12 from 2005; mathematics content objectives for grades 4 and 8 have not changed. Therefore, main NAEP trend lines from the early 1990s can continue at fourth and eighth grades for the 2011 assessment. In broad terms, this framework attempts to answer the question: What mathematics skills should be assessed on NAEP at grades 4, 8, and 12? Of critical importance is the fact that this document does not attempt to answer the question: What (or how) mathematics should be taught? The framework was developed with the understanding that some concepts, skills, and activities in school mathematics are not suitable to be assessed on NAEP, although they may well be important components of a school curriculum. This framework describes a design for the main NAEP assessments at the national, state, and district levels, but it is not the framework for the long-term trend NAEP Assessment. This report contains five chapters: (1) Overview; (2) Framework for the Assessment; (3) Mathematical Complexity of Items; (4) Item Formats; and (5) Design of Test and Items. NAEP Mathematics Achievement Level Descriptions is appended. A bibliography is included. (Contains 12 exhibits.) [The following people were the primary authors of the introductions to the content areas: Roger Howe; Richard Scheaffer, and Mary Lindquist.]
Achievement Effects of Four Early Elementary School Math Curricula: Findings for First and Second Graders. NCEE 2011-4001
Author: Agodini, Roberto
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Mathematics Achievement,Elementary School Mathematics,Grade 1,Grade 2,Elementary School Students,Instructional Effectiveness,Disadvantaged Schools,Curriculum Implementation,Inservice Teacher Education,Elementary School Teachers,Mathematics Instruction

National achievement data show that elementary school students in the United States, particularly those from low socioeconomic backgrounds, have weak math skills (National Center for Education Statistics 2009). In fact, data show that, even before they enter elementary school, children from disadvantaged backgrounds are behind their more advantaged peers in basic competencies such as number-line ordering and magnitude comparison (Rathburn and West 2004). Furthermore, after a year of kindergarten, disadvantaged students still have less extensive knowledge of mathematics than their more affluent peers (Denton and West 2002). This study examines whether some early elementary school math curricula are more effective than others at improving student math achievement in disadvantaged schools. A small number of curricula, which are based on different approaches for developing student math skills, dominate elementary math instruction--7 curricula make up 91 percent of those used by K-2 educators, according to a 2008 survey (Resnick et al. 2010). Little rigorous evidence exists to support one approach over another, however, which means that research does not provide educators with much useful information when choosing a math curriculum to use. The key findings in this report include the following: (1) Teachers used their assigned curriculum, and the instructional approaches of the four curriculum groups differed as expected; (2) Math instruction varied in other notable ways across the curriculum groups; (3) In terms of student math achievement, the curriculum used by the study schools mattered; and (4) The curriculum used in different contexts also mattered, and some of these findings are consistent with findings based on all students whereas others are not. Appendices include: (1) Data Collection and Response Rates; (2) Teacher-Reported Frequency of Implementing Other Curriculum-Specific Activities; (3) Glossary of Curriculum-Specific Terms; and (4) Constructing the Analyses Samples and Estimating Curriculum Effects. (Contains 82 tables, 7 figures and 97 footnotes.) [For the executive summary, see ED512553.]