ethanporcaro/eric-fulltext-meta huggingface dataset:
Reentry Programs for Out-of-School Youth with Disabilities. Part I: The Need for a Broad Range of Options
Author: Wilkins, Julia
Date: 2011-07-00
Type: Reports - Descriptive
Subjects: High School Students,Dropouts,Disabilities,Reentry Students,Intervention,At Risk Students,Academic Persistence,Barriers,Dropout Programs,School Districts,Community Colleges,Technical Education,High Schools,Nontraditional Students,Adult Students,Nontraditional Education,Adult Education,Online Courses,High School Equivalency Programs,Associate Degrees,Postsecondary Education,Graduation,Work Experience,College Credits,Out of School Youth,School Community Relationship

High school students with disabilities who drop out are costly to society. Compared to those who graduate, they are more likely to be unemployed, dependent on public services, and involved in the criminal justice system. Consequently, helping students with disabilities graduate has become a prominent national concern. Students with disabilities drop out at higher rates than their nondisabled peers and experience more obstacles to reentry. Education providers throughout the country have responded to this situation by offering reentry programs to which students with disabilities can return to complete their high school education. These programs are specifically designed to address students' barriers to school completion and prepare them for college and career readiness. Hence, the National Dropout Prevention Center for Students with Disabilities has created three reports to help better understand the issue and to assist in planning new reentry programs or redesigning existing programs. This report, &quot;Part I: The Need for a Broad Range of Options,&quot; describes reentry options available to all former dropouts, both with and without disabilities. Three appendices are included: (1) Student Barriers and Program Solutions; (2) Funding Barriers and Solutions; and (3) Programs Identified in Report. [For Part II, see ED575675. For Part III, see ED575674.]
An Analysis of States&apos; FFY 2009 Annual Performance Report Data for Indicator 1 (Graduation)
Author: Office of Special Education Programs (ED/OSERS)
Date: 2011-07-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Evidence Based Practice,Geographic Regions,Technical Assistance,Training,Data Collection,Intervention,Educational Policy,Graduation Rate,State Programs,Computation,Change Strategies,Data Analysis,Program Development,Cooperative Planning,Evaluation,Educational Indicators,Agency Cooperation,Transitional Programs,Reentry Students,Middle School Students,High School Students,Positive Behavior Supports,Literacy Education,Response to Intervention,Mentors,Individualized Education Programs

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 1--Graduation--from the FFY 2009 Annual Performance Reports (APRs) and amended State Performance Plans (SPPs), which were submitted by states to the Office of Special Education Programs (OSEP) on February 1st of 2011. The text of the indicator is as follows: Percent of youth with IEPs graduating from high school with a regular diploma. This report summarizes NDPC-SD's findings for Indicator 1 across the 50 states, commonwealths, and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies.
An Analysis of States&apos; FFY 2009 Annual Performance Report Data for Indicator 2 (Dropout)
Author: Office of Special Education Programs (ED/OSERS)
Date: 2011-07-00
Type: Reports - Research
Subjects: Dropout Prevention,Disabilities,Dropouts,Special Education,Dropout Rate,Educational Improvement,Evidence Based Practice,Geographic Regions,Technical Assistance,Training,Professional Development,Data Collection,Intervention,Educational Policy,Graduation Rate,State Programs,Computation,Change Strategies,Data Analysis,Program Development,Cooperative Planning,Evaluation,Secondary School Students,Educational Indicators,Agency Cooperation,Transitional Programs,Reentry Students,Individualized Education Programs

The National Dropout Prevention Center for Students with Disabilities (NDPC-SD) was assigned the task of compiling, analyzing, and summarizing the data for Indicator 2--Dropout--from the FFY 2009 Annual Performance Reports (APRs) and the revised State Performance Plans (SPPs), which were submitted to the Office of Special Education Programs (OSEP) in February of 2011. The text of the indicator is as follows: Percent of youth with IEPs dropping out of high school. This report summarizes the NDPC-SD's findings for Indicator 2 across the 50 states, commonwealths and territories, and the Bureau of Indian Education (BIE), for a total of 60 agencies.
Statistical Abstract of the United States: 2012. 131st Edition
Author: US Census Bureau
Date: 2011-08-00
Type: Guides - General
Subjects: Census Figures,Periodicals,Data Collection,Reference Materials,Economic Factors,Social Structure

&quot;The Statistical Abstract of the United States,&quot; published from 1878 to 2012, is the authoritative and comprehensive summary of statistics on the social, political, and economic organization of the United States. It is designed to serve as a convenient volume for statistical reference, and as a guide to other statistical publications and sources both in print and on the Web. These sources of data include the U.S. Census Bureau, Bureau of Labor Statistics, Bureau of Economic Analysis, and many other Federal agencies and private organizations. The U.S. Census Bureau terminated the collection of data for the Statistical Compendia program effective October 1, 2011. The Statistical Compendia program is comprised of the Statistical Abstract of the United States and its supplemental products--the State and Metropolitan Area Data Book and the County and City Data Book. To access the most current data, please refer to the organizations cited in the source notes for each table of the Statistical Abstract. This document is comprised of 30 Sections, five appendices, and an Index. [Recent, earlier publications in this series include: (1) &quot;Statistical Abstract of the United States: 2010&quot;, and &quot;Statistical Abstract of the United States: 2011.&quot;]
The Race to the Top--Early Learning Challenge: Executive Summary
Author: US Department of Health and Human Services
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,Annual Reports,Educational Quality,Developmental Programs,Program Implementation,Special Needs Students,Educational Change,Accountability,State Programs,Faculty Development,Teacher Education,Educational Assessment,Progress Monitoring,Access to Education,Family Involvement,Child Development,Child Health,Alignment (Education),Educational Objectives,School Readiness,Definitions,Program Descriptions

The purpose of the Race to the Top-Early Learning Challenge (RTT-ELC) program is to improve the quality of early learning and development and close the achievement gap for children with high needs. The RTT-ELC grant competition focuses on improving early learning and development for young children by supporting States' efforts to increase the number and percentage of low-income and disadvantaged children in each age group of infants, toddlers, and preschoolers enrolled in high-quality early learning and development programs; and designing and implementing an integrated system of high-quality early learning and development programs and services. This report provides a background and overview of the program.
Fact Sheet: Juvenile Justice Education
Author: Read, N. W.
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Juvenile Justice,Correctional Education,Incidence,Student Participation,Educational Quality,Outcomes of Education,Institutionalized Persons,Screening Tests,Academic Achievement,Employment,Job Training,Special Education,High School Equivalency Programs,Postsecondary Education,Vocational Education,Elementary Education,Middle Schools,High Schools

Research has demonstrated the correlation between lack of educational attainment and involvement in the juvenile justice system and the importance of education in preventing recidivism. In acknowledgment of the importance of education in the juvenile justice system, more than 2,600 residential juvenile justice facilities report providing education services (Hockenberry, Sickmund, and Sladky, 2009). Around the country, the prevalence and type of education services, screening for grade level and academic needs, student participation in education services, perceived quality of education services, and student academic and vocational outcomes vary. This Fact Sheet examines these aspects of juvenile justice education drawing from three data sources: (1) The Office of Juvenile Justice and Delinquency Prevention's (OJJDP) Juvenile Residential Facility Census (2006); (2) The U.S. Department of Education's Title I, Part D, Consolidated State Performance Reports (school year 2006-07 through 2008-09); and (3) OJJDP's Survey of Youth in Residential Placement (2003).
Compacts of Free Association: Improvements Needed to Assess and Address Growing Migration. Report to Congressional Requesters. GAO-12-64
Author: US Government Accountability Office
Date: 2011-11-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Migration,Immigrants,Costs,Resource Allocation,Grants,Federal Government,Migrants,Interviews,Public Officials,Population Trends,Surveys,Census Figures,Racial Differences,Ethnicity,Geographic Regions,State Government,Federal Legislation

U.S. compacts with the freely associated states (FAS)--the Federated States of Micronesia (FSM), the Marshall Islands, and Palau--permit FAS citizens to migrate to the United States and its territories (U.S. areas) without regard to visa and labor certification requirements. Thousands of FAS citizens have migrated to U.S. areas (compact migrants)--particularly to the Commonwealth of the Northern Mariana Islands (CNMI), Guam, and Hawaii, which are defined as affected jurisdictions. In fiscal year 2004, Congress appropriated $30 million annually for 20 years to help defray affected jurisdictions' costs for migrant services (compact impact). Though not required, affected jurisdictions can report these costs to the Department of the Interior (Interior), which allocates the $30 million as impact grants in proportion to compact migrant enumerations required every 5 years. This report: (1) describes compact migration; (2) reviews enumeration approaches; (3) evaluates impact reporting; and (4) reviews Interior grants related to compact impact. GAO reviewed U.S. agency data, recent enumerations, impact reports, and grants and it also interviewed officials, employers, and migrants in the affected jurisdictions. GAO recommends that Interior assess the 2013 enumeration approach, disseminate adequate guidance on estimating compact impact, and encourage uses of grants that better address compact migrants' impact and needs. Interior generally agreed with the report but did not support the recommendation on grant uses.
2011 Normative Data
Author: Northwest Evaluation Association
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Measures (Individuals),Norms,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Language Usage,Science Achievement,Scientific Concepts,Student Needs,Science Process Skills

Having the right data is a key component of individualizing instruction for each child. The Northwest Evaluation Association (NWEA) has the ability to measure a student's achievement and academic growth, independent of grade, across time. From the insight provided with Measures of Academic Progress® (MAP®) and its reports, educators can compare class- or grade-level performance to students from a wide variety of schools across the country. Status norms provide a starting point for educators to review data, and help them gain an understanding of each child's current academic level, where they need focused instruction, and the extent of their progress. The 2011 NWEA RIT Scale Norms Study provides growth and status norms for all five RIT scales: Reading, Language Usage, Mathematics, General Science, and Science Concepts and Processes.
Mathematical Problem Solving Practices of High School Children: Factors Influencing Choices of Strategies
Author: Zhang, Pingping
Date: 2011-10-00
Type: Speeches/Meeting Papers
Subjects: High School Students,Secondary School Mathematics,Mathematics Instruction,Problem Solving,Heuristics,Interviews,Mathematical Logic,Performance,Influences

In this work we investigated the problem solving behaviors of 3 high school students as each solved four common non-routine problems with the goal to trace performance constancy across different subject areas and problem types. Additionally, we aimed to identify possible factors that influenced children's choices of heuristics in different problem contexts. The results suggested the individual's confidence and preference for the use of certain strategies. Inconsistency in the same individual's mathematics problem solving behaviors across different subject areas was revealed. [For the complete proceedings, see ED585874.]
Lagging behind Writing Pedagogical Developments: The Impact of Implementing Process-Based Approach on Learners&apos; Writing in a Vietnamese Secondary Education Context
Author: Ngo, Chau M.
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Vietnamese People,Foreign Countries,Writing Instruction,Pretests Posttests,Secondary School Students,Intervention,Learning Processes,Interviews,Writing Processes,Control Groups,Grade 10,Writing Skills,Questionnaires,Writing Tests,Student Attitudes,Experimental Groups,Quasiexperimental Design,Statistical Analysis,Qualitative Research

The field of English language education has seen developments in writing pedagogy, moving from product-based to process-based and then to genre-based approaches. In Vietnam, teaching secondary school students how to write in English is still lagging behind these growing developments. Product-based approach is commonly seen in English writing classes in Vietnamese secondary schools. Within that context of teaching and learning writing, this paper outlines the impact of our implementation of the process-based approach in English writing classes with Vietnamese secondary learners. The study following a two-group pre-test and post-test design aimed to test the effects of the process-based approach on learners' English writing and to investigate their perceptions of the learning process under this approach. Participants were 57 non-English major grade 10 students in an upper-secondary school in Vietnam's Mekong Delta. Participants were involved in a sixteen-week intervention program with eight forty-five-minute writing sessions every two weeks. Three instruments were used to collect data: the questionnaire on participants' perceptions toward the writing process, the English writing tests, and the interview on participants' perceptions. Results indicated a significant difference in learners' writing performance and their perceptions toward the writing process between the two groups after the study: Participants in the experimental condition outperformed those in the control condition.
&quot;De-Hegemonizing&quot; the &quot;Hegemonized&quot;: An Exploratory Study on the Dominion of American English in the Oldest University in Asia
Author: Bernardo, Alejandro S.
Date: 2011-00-00
Type: Journal Articles
Subjects: North American English,Language Variation,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Standard Spoken Usage,College Students,Student Attitudes,Teacher Attitudes,Language Attitudes,College Faculty,Language Teachers,Foreign Policy,Learning Motivation,Cultural Capital

Because it has been established that there is a local variety of English that has blossomed in the Philippines, there are crucial debates specifically on what pedagogical standard must be used in teaching English in Philippine schools. In spite of the growing number of researches on Philippine English (PE) and the publication of its own dictionary, it appears that a considerable number of educators, language learners, non-educators, and professionals still deem that the so-called &quot;Standard English&quot; variety which also goes by the names of &quot;ENL&quot; (English as a Native Language) (Kirkpatrick, 2007), and &quot;inner circle&quot; variety (Erling, 2005) is &quot;innately superior to ESL and EFL varieties and that it therefore represents a good model for English for people in ESL and EFL contexts to follow&quot; (Kirkpatrick, 2007, p. 28). This study therefore explores the prevailing perceptions of college students and language instructors in the oldest university in the Philippines and in Asia toward the two main varieties of English that thrive in the country--American English (AE) and Philippine English (PE) as well as their motives for learning and teaching the English language. This study shows that a majority of the student and teacher respondents have similar reasons why English is taught and studied in the Philippines and that between AE and PE, AE remains as &quot;the&quot; privileged English variety. This paper also examines more specific contentious issues on (1) the language learners' motives for learning English, (2) the luring reasons for Filipino language teachers and learners for privileging AE, and (3) the Filipino learners and teachers' prevailing unreceptive attitudes towards PE. This paper then explicates some of the contributing factors that influence the respondents' choice of variety and proposes &quot;de-hegemonizing&quot; agents that may result not only in the popularization of Philippine English but also in the gradual liberation of the Filipino language teachers and learners from the shackles of the colonizing power of AE.
The Impact of Reading Purposes on Text Processing Strategies
Author: Zhou, Ruiqi
Date: 2011-00-00
Type: Journal Articles
Subjects: Word Processing,Reading Strategies,Reading Comprehension,Reading Achievement,English (Second Language),English Language Learners,Asians,Protocol Analysis,Recall (Psychology),Reading Tests,Reading Attitudes,Reading Motivation,Questionnaires,College Students,Foreign Countries

Readers' reading purpose is of great significance to their use of text processing strategies, their achievement in recall and reading comprehension in L1 reading research. To test its role in EFL learning, the author conducted an experiment to 18 EFL Chinese learners of English. Think-aloud and written recall methods were adopted and the result indicates that readers with the reading purpose of getting information are likely to use more global text processing strategies, focusing their attention on tackling comprehension problems at discourse level rather than solving problems at sentential or word level. As a result, they are more likely to get higher score in both written recall and reading comprehension test. Despite the limitation of the study, the result is quite significant in reading practice.
On the Screen or Printed: A Case of EFL Learners&apos; Online and Offline Reading the Press
Author: Rahimi, Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,English Language Learners,Foreign Countries,College Students,Educational Technology,Electronic Learning,Technology Uses in Education,Reading Comprehension,Reading Skills,Pretests Posttests,Newspapers,Electronic Publishing,Comparative Analysis,Reading Achievement,Instructional Effectiveness,Statistical Analysis,Scores

A growing body of investigations on second language teaching and learning is now being devoted to the international use of network information and communication technology known as e-learning. Individualized self-paced e-learning offline and online are two of the common e-learning modalities used by language teachers and learners (Romiszowski (2004). Since one of the aspects of language learning is reading comprehension, this study aimed at finding out whether online or offline reading materials could make a significant difference in the comprehension of English or not. For this purpose, a number of 85 EFL students at Islamic Azad University, Abadeh and Shiraz Branch were selected. After they were proved to be homogeneous through a reading comprehension pre-test, they were divided into two groups; one of them was assigned the already printed materials selected from the online pages of different newspapers for their reading comprehension practice, whereas the second group was given the homepage of the same online-paper pages to surf the net and read online. After a period of three months, the same reading comprehension test used in the pre-test was administered to both groups as the pos-test. The results showed that with the same hypertexts, learners who read online were able to improve their reading comprehension more and outperformed the other group. This implies that since online reading gives the learners a better opportunity to use related links on the page, they are exposed to more reading materials and accordingly can enhance their comprehension better.