ethanporcaro/eric-fulltext-meta huggingface dataset:
The Classroom-Kitchen Table Connection: The Effects of Political Discussion on Youth Knowledge and Efficacy. CIRCLE Working Paper #72
Author: Vercellotti, Tim
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Citizenship Education,Citizen Participation,High School Students,Educational Media,Multimedia Instruction,Multimedia Materials,Politics,Knowledge Level,Parent Background,Self Efficacy,Parent Student Relationship,Interpersonal Communication,Honors Curriculum,Advanced Placement,Measures (Individuals),Mass Media Use,News Media

CIRCLE Working Paper #72 addresses whether efforts to systematically incorporate media into school curricula increases several elements of civic engagement, including students' media use, political knowledge or their sense of being able to understand and influence politics (internal political efficacy). In &quot;The Classroom-Kitchen Table Connection: The Effects of Political Discussion on Youth Knowledge and Efficacy,&quot; the authors find that the combination of reading news articles and discussing them at home and school related to increased information-seeking and political knowledge among students who were not in advanced placement and honors classes. Moreover, they find that students who were assigned to discuss articles at home with parents and who had parents who scored low on measures of political knowledge and efficacy, were the most likely to have increased scores on both dimensions by the end of the experiment. These results could provide guidance to practitioners looking for ways to involve parents in reinforcing what happens in the classroom by extending political discussions to the home as well. Appended are: (1) Student Questionnaire; (2) Parent Questionnaire; and (3) Weekly Discussion Guides. (Contains 11 tables and 7 footnotes.)
Joining Young, Voting Young: The Effects of Youth Voluntary Associations on Early Adult Voting. CIRCLE Working Paper #73
Author: Thomas, Reuben J.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Voting,Ideology,Young Adults,Adolescents,Honor Societies,Youth Clubs,Extracurricular Activities,Political Issues,Citizen Participation,Longitudinal Studies,Political Socialization,Theater Arts,Religious Factors,Political Influences,Politics,Athletics,Comparative Analysis,National Surveys

Adolescent voluntary associations are particularly well positioned in the life course to encourage voting as youth become full citizens. Extracurriculars socialize students into voting by habituating them to civic engagement and by connecting them to politically engaged cultures. We establish this argument by testing the effects of high school extracurriculars on voting and the formation of political ideology in young adulthood, using two nationally representative longitudinal datasets and propensity score matching. We find that participation in general promotes voting, though some activities (notably, some sports) decrease it. Specific activities that encourage voting often have no political content, and their effects are not explained by the voting rates of peers in these groups. One of the biggest and most robust effects is for the performing arts: participation in high school performing arts is related to a higher rate of voting in early adulthood. Furthermore, some activities affect political ideology and party membership in adulthood, illustrating socialization into distinct political cultures. The overall pattern is that religious attendance and a few sports steer students to the conservative end of the political spectrum and into the Republican party, while academic clubs, drama clubs, and honor society steer students towards the liberal end and/or into the Democratic party. Schools can create environments that encourage extracurricular involvement through funding and policy. But they can also discourage extracurriculars through neglect. These results demonstrate that which activities thrive and which shrink will have an impact on future voting behaviors of young adults. (Contains 7 tables.)
California's Early Learning & Development System: A Review of Funding Streams and Programs
Author: Miller, Kate
Date: 2010-06-00
Type: Reports - Evaluative
Subjects: Homeless People,Colleges,Educational Finance,Health Conditions

California's public early learning and development programs and related services are funded through a range of federal, state and local sources. The purpose and scope of these funding streams vary broadly: some sources are dedicated primarily to serving children, birth to age five, and their families, while others can also be utilized for assisting older children and adults. In addition to age, there are other eligibility requirements, including but not limited to income, special needs and mental health status, or homelessness. Some funding sources directly finance child care or preschool opportunities, others fund support services for children and families, quality improvement efforts and professional development initiatives for the workforce. It is common for state and local agencies, community-based organizations, institutions of higher education and other entities to braid (coordinate) and/or blend (integrate) a variety of funding sources in order to provide early learning and development programs and services. Given that California's early learning and development system is pieced together from a myriad of funding sources, it is essential that policymakers and other leaders charged with strengthening the state's system, such as the members of the newly established Early Learning Advisory Council (ELAC), carefully review all available resources as they begin the process of building a more efficient and coherent system. This guide is intended as a resource for ELAC and California policymakers, to help them navigate the state's numerous early learning and development programs and services, and range of available funding streams. Appendices include: (1) Primary Funding Streams for California's Early Learning and Development System/California's Primary Early Learning and Development Programs and Services; (2) Additional Federal Funding Sources; (3) Additional Programs and Services; and (4) Funding Levels for State-Administered Early Learning Development Programs (In Millions of Dollars). (Contains 4 tables, 2 charts and 89 footnotes.) [Funding for this publication was sponsored by the East Bay Community Foundation.]
Finishing the First Lap: The Cost of First Year Student Attrition in America's Four Year Colleges and Universities
Author: Schneider, Mark
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Student Attrition,State Federal Aid,Student Financial Aid,Educational Attainment,Educational Finance,Cost Effectiveness,Resource Allocation,Federal Government,State Government,Data Analysis

The Obama administration is calling for the United States to regain its status as the nation with the highest concentration of college-educated adults in the world. In response to this challenge, the president, governors, foundations, individual campuses, and many others are pursuing a "college completion agenda" that aims to get more students across the finish line. However, far too many are stumbling soon after they sprint off the mark. This report focuses on the high costs associated with the large number of students who do not return for a second year at the college where they first enroll. Using data from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS), it shows that during the five years between 2003 and 2008: (1) States appropriated almost $6.2 billion to colleges and universities to help pay for the education of students who did not return for a second year; and (2) States gave over $1.4 billion and the Federal government over $1.5 billion in grants to students who did not return for a second year. The nation will have a difficult time reaching the administration's policy goals unless we find ways to increase the number of students who return to complete their college degrees. In the meantime, we continue to spend far too much money on students who don't even finish the first lap, let alone fail to cross the finish line. A technical appendix is included. (Contains 54 tables and 2 figures.)
Higher Education Profiles and Trends, 2009
Author: Tennessee Higher Education Commission
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Colleges,Public Colleges,State Standards,Enrollment Trends,Academic Persistence,School Holding Power,Economic Factors,Educational Attainment,Educational Finance,Gender Differences,Age Differences,Racial Differences,Dropout Rate,Teacher Salaries,Community Colleges,College Freshmen,Academic Degrees,Graduation Rate,State Aid,Tuition,Fees,Family Income,Paying for College,Scholarships,Hispanic American Students,African American Students,White Students,College Preparation,Remedial Programs,High School Graduates,College Bound Students,Adult Learning,Grants,Income

Tennessee Code Annotated (T.C.A.) Section 49-7-2 (c) (7) requires the Tennessee Higher Education Commission to &quot;submit a biennial report to the governor and the general assembly, commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education.&quot; The purpose of this report, &quot;Tennessee Higher Education Profiles and Trends,&quot; is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on seven policy issues important to the state: (1) State Economy and Higher Education; (2) Student Preparation; (3) Student Participation; (4) Student Retention and Completion; (5) Finance; (6) Tuition and Financial Aid; and (7) Student Learning and Engagement. (Contains 23 figures, 1 chart, and 8 notes.) [For &quot;Tennessee Higher Education Profiles and Trends, 2008,&quot; see ED512304.]
Tennessee Higher Education County Profiles, 2009
Author: Tennessee Higher Education Commission
Date: 2009-03-26
Type: Numerical/Quantitative Data
Subjects: Higher Education,Private Colleges,Counties,Profiles,Student Financial Aid,State Universities,Eligibility,Educational Finance,Public Colleges,Economic Factors

This report presents a localized perspective on Tennessee higher education for the year 2009, including: (1) county demographic and economic data; (2) information on public and private colleges and universities located in the county; and (4) number of county residents participating in the state's primary need-based and merit-based financial aid programs at a public or private institution. The profile concludes by showing the number of students from each county who applied and were eligible for the need-based Tennessee Student Assistance Award (TSAA) but were not awarded due to insufficient program funds. [For the 2008 report, see ED512311.]
Civil Rights Project's Response to "Re-Analysis" of Charter School Study
Author: University of California, Los Angeles, Civil Rights Project / Proyecto Derechos Civiles
Date: 2010-04-29
Type: Reports - Descriptive
Subjects: Charter Schools,Civil Rights,School Segregation,School Choice,Social Sciences,Public Schools,Enrollment,School Districts

The Civil Rights Project (CRP) was founded, in part, to bring rigorous social science inquiry to bear on the most pressing civil rights issues. On-going trends involving public school segregation have been a primary focus of the CRP's research, and the expanding policy emphasis on school choice prompted analysis of the much smaller--but politically potent--charter sector. In 2003, and again this year, CRP's researchers have released reports examining charter school segregation. Both times they have been subject to attacks, often for doing or saying things they never claimed to undertake in the reports. On April 27, 2010, "Education Next" posted a re-analysis and commentary, by Gary Ritter and several colleagues, of CRP's February 2010 charter school report (available at http://www.civilrightsproject.ucla.edu/news/pressreleases/CRP-Choices-Without-Equity-  report.pdf). In this paper, the researchers respond to the team's claims, seeking to accurately explain what they did, why they did it, and the actual nature of their conclusions. (Contains 7 footnotes.)
2009 America's Civic Health Index: Civic Health in Hard Times
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Citizenship,Religious Organizations,Economic Climate,Opportunities,Citizen Participation,Volunteers,Age Differences,Age Groups,Social Capital

Since 2006, the National Conference on Citizenship (NCoC), in partnership with the Civic Indicators Working Group, has published annual reports called &quot;America's Civic Health Index.&quot; These reports have informed Americans about leading indicators of the nation's civic health and motivated citizens, leaders and policymakers to strengthen the foundations of civic engagement. &quot;America's Civic Health Index&quot; has become the leading gauge of how well Americans are connecting to each other and their communities, and measures rates of volunteering, voting, connections to civic and religious organizations, trust in other Americans and key institutions, and other civic behavior and attitudes. This year's survey adds a new dimension by investigating more personal forms of civic engagement that are especially salient at moments of economic contraction, such as giving people food or shelter in their own homes. The 2009 &quot;America's Civic Health Index&quot; found such forms of engagement especially common among America's least advantaged citizens. The Indicators of Civic Health is appended. (Contains 31 endnotes.) [This report was produced by the National Conference on Citizenship, whose key partners include: Civic Enterprises; CIRCLE, Tufts University; Saguaro Seminar, Harvard University; California Forward; Carsey Institute, University of New Hampshire; Center for Democracy and Citizenship, Augsburg College; Florida Joint Center for Citizenship; McCormick Freedom Museum; and Miami University, Hamilton.]
Assessing Developmental Assessment in Community Colleges: A Review of the Literature. CCRC Working Paper No. 19
Author: Hughes, Katherine L.
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Remedial Instruction,Literature Reviews,High Stakes Tests,Student Placement,Educational Testing,Educational Policy,Educational Assessment,Student Evaluation,Test Validity,Evaluation Methods,Evaluation Problems,Developmental Studies Programs,Remedial Programs,Cognitive Measurement,Evidence,Vendors

Placement exams are high-stakes assessments that determine many students' college trajectories. More than half of entering students at community colleges are placed into developmental education in at least one subject, based primarily on scores from these assessments, yet recent research fails to find evidence that placement into remediation improves student outcomes. While this has spurred debate about the content and delivery of remedial coursework, another possibility is that the assessment process itself may be broken. In this review of the literature on community college assessment policy, we argue that the debate about remediation policy is incomplete without a fuller understanding of the role of assessment. We then examine: (1) the extent of consensus regarding the role of developmental assessment and how it is best implemented; (2) the validity of the most common assessments currently in use; and (3) emerging directions in assessment policy and practice. We conclude with a discussion of gaps in the literature and potential implications for policy and research. (Contains 1 table and 10 footnotes.)[Format changes were made to conform to ERIC guidelines.]
Tennessee Higher Education Commission Statutory Data Report, 2009
Author: Tennessee Higher Education Commission
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Colleges,Community Colleges,Accreditation (Institutions),College Admission,Graduation Rate,Academic Degrees,College Faculty,Remedial Instruction,Developmental Studies Programs,African American Students,College Students,College Transfer Students,Certification,Scores,Job Placement,College Graduates,Financial Support,Satisfaction,Student Attitudes,Enrollment,Enrollment Rate

The &quot;Statutory Data Report&quot; is prepared pursuant to T.C.A. (Tennessee Code Annotated) Section 49-7-210. As specified, this report provides information as required for public four-year institutions, public two-year institutions and public technology centers. (Contains 18 tables.) [For the 2008 report, see ED512313.]
Improving Special Education Services in the Pittsburgh Public Schools, Winter 2009-10
Author: Council of the Great City Schools
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Urban Schools,Public Schools,Disabilities,Special Education,Audits (Verification),Accessibility (for Disabled),Academic Accommodations (Disabilities),Incidence,Delivery Systems,Intervention,Positive Reinforcement,Accountability,Educational Environment,Research Reports,Educational Assessment,Educational Indicators,Related Services (Special Education)

The Pittsburgh Public Schools (PPS) is the second-largest public school system in Pennsylvania. The state has only one other major big-city school system--Philadelphia's. The school district has made substantial gains in student achievement over the last several years, significantly increasing the numbers of students at the proficient level in reading and mathematics and decreasing the numbers scoring below basic on the Pennsylvania System of School Assessment (PSSA). Among its many other initiatives, the PPS is working to improve its services to the city's students with disabilities. The leadership of the Pittsburgh Public Schools requested that the Council of the Great City Schools review the school system's special education services as part of the district's efforts to strengthen education for &quot;all&quot; students. This report presents the Council's findings, along with recommendations to strengthen the district's general education interventions and special education services for its students with disabilities. Appendices include: (1) Comparison of Staffing Ratios: Urban School Districts; (2) Organizational Structure; (3) Individuals Interviewed; (4) Documents Reviewed; (5) Team Agenda; (6) Strategic Support Team; and (7) About the Council and the History of Strategic Support Teams. (Contains 15 exhibits and 26 footnotes.) [This report of the Strategic Support Team of the Council of the Great City Schools was submitted to the Pittsburgh Public Schools.]
An Investigation on the Language Anxiety and Fear of Negative Evaluation among Turkish EFL Learners
Author: Aydin, Selami
Date: 2008-00-00
Type: Journal Articles
Subjects: Second Language Learning,English (Second Language),Correlation,Measures (Individuals),Fear,Anxiety,Teaching Methods,Student Evaluation,Student Attitudes,Second Language Instruction,Communication (Thought Transfer),Questionnaires,Scores,College Students,Foreign Countries

Teachers' observations, students' experiences, and the review of related literature indicate that language anxiety is a significant factor adversely affecting the language learning process. Thus, this study aims to investigate the sources and levels of fear of negative evaluation as well as language anxiety among Turkish students as EFL learners, and to determine the correlation between the two. A foreign language anxiety scale and a scale for fear of negative evaluation were administered to a sample group of 112 foreign language learners. The collected data were used to provide a descriptive and correlational analysis. The results of the analysis indicated that EFL learners suffer from language anxiety and fear of negative evaluation. Furthermore, fear of negative evaluation itself was found to be a strong source of language anxiety. In light of the findings of the research, the following recommendations were noted: Firstly, in order to cope with anxiety, learning situations and context should be made less stressful. Effective communication is another way to relieve language anxiety. (Contains 3 tables.)
School Dropouts or Pushouts? Overcoming Barriers for the Right to Education. CREATE Pathways to Access. Research Monograph No. 40
Author: Reddy, Anugula N.
Date: 2010-07-00
Type: Opinion Papers
Subjects: Foreign Countries,Dropouts,Dropout Rate,Access to Education,Barriers,Enrollment,Family Income,Socioeconomic Status,Context Effect,Child Labor,Poverty,Parent Influence

Persistently high dropout rates are one of the biggest challenges to fulfilling the right to education in India. This paper attempts to assess the magnitude of the problem of dropout.  The paper critically reviews the evidence on some of the commonly cited reasons for dropout, including poverty, limited to access to credit, child labour, and children's and parents' lack of interest in education. The paper argues that the literature rarely looks at the role of procedures and rules in schools and the wider education system in terms of pushing children out of school. It is the contention of this paper that the reason a persistently high dropout rate should be located in the absence of a social norm in terms of children's right to education; and that this is reflected in the lack of systemic support available for children at risk of dropping out. The paper also documents an experiment initiated by MV Foundation in Shankarpalle Mandal, Ranga Reddy district, Andhra Pradesh, where procedures, rules and practices relating to various aspects of school were changed to ensure that every child stayed in school and completed elementary level. (Contains 18 footnotes, 10 tables, and 3 figures.)
Tennessee Higher Education Fact Book, 2008-2009
Author: Tennessee Higher Education Commission
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Universities,Governing Boards,State Colleges,Public Colleges,Governance,State Standards,Enrollment Trends,College Transfer Students,Academic Persistence,School Holding Power,Educational Attainment,Educational Finance,Gender Differences,Age Differences,Racial Differences,Standardized Tests,Scores,Community Colleges,College Freshmen,Academic Degrees,Graduation Rate,Majors (Students),Job Placement,Technology Education,State Aid,Tuition,Fees,Family Income,Paying for College,Scholarships,Hispanic American Students,African American Students,White Students

The Tennessee Higher Education Commission was created in 1967 by the Tennessee General Assembly to achieve coordination and foster unity with regard to higher education. The Commission coordinates two systems of higher education: the University of Tennessee institutions governed by the University of Tennessee Board of Trustees, and the state universities, community colleges, and technology centers governed by the Tennessee Board of Regents. There are currently nine public universities, 13 community colleges, and 27 technology centers in Tennessee that serve over 225,000 students collectively. The Commission is composed of nine lay members appointed by the Governor for six year terms representing congressional districts of the State, three Constitutional Officers who are ex-officio voting members (Comptroller of the Treasury, State Treasurer, and Secretary of State), two ex-officio student members who serve two year terms, and the Executive Director of the State Board of Education as an ex-officio non-voting member. This fact book contains the following sections: (1) Enrollment and Transfers; (2) Persistence and Attainment; (3) Fiscal; and (4) Glossary. [For the 2007-2008 report, see ED512308.]