ethanporcaro/eric-fulltext-meta huggingface dataset:
The Proceedings for the Colloquium on Diversity in Education Abroad: How to Change the Picture
Author: Herrin, Carl A., Ed.
Date: 2007-08-03
Type: Collected Works - Proceedings
Subjects: Educational Development,Black Colleges,Student Diversity,Study Abroad,Conference Papers,Cultural Differences,Educational Research,Educational Opportunities,Barriers,Access to Education,Minority Groups,Student Participation,Partnerships in Education,Womens Studies,Empowerment,Disproportionate Representation,Educational Change,Change Strategies,Cross Cultural Training,Phenomenology

The Academy for Educational Development (AED) Colloquium on Diversity in Education Abroad: How to Change the Picture was conceived of as a collaborative effort between the speakers, presenters, and participants. This publication presents the papers presented by the speakers. These are: (1) What We Know about Diversity in Education Abroad: State of the Research (David Comp); (2) What We Know about Diversity in Education Abroad: Obstacles and Opportunities (Nicole Norfles); (3) Access in Education: A Study on Minority Participation (Wolfgang Schlor); (4) Collaboration and Commitment: Making Partnerships Work for Increasing Study Abroad Participation at Historically Black Colleges and Universities (HBCUs) (Laurie Black); (5) Empowering Black Women to Get Off Campus, on the Plane and Overseas (Margery Ganz); (6) Internationalizing Underrepresented Students: Mixed Results (Devora Grynspan); (7) Framework for Changing the Picture of Americans Studying Abroad (Sandra MacDonald); (8) Succeeding with Undergraduates: Getting Beyond Money (Molly Tovar); (9) How Education Abroad Became a Reality for Me: Catching the Travel Bug Early (Keisha Elizabeth Robinson); (10) Overcoming Obstacles by Embracing Institutional Strengths (Kari Miller); and (11) How Education Abroad Became a Reality for Me: Finding Connections Overseas (Evian Patterson). Additional papers include: (1) A New Strategy for Increasing Diversity in Education Abroad (P. Bai Akridge); and (2) Diversity in Education Abroad: The Need for Institutional Commitment (LaTasha Malone). Opening remarks by Stephen Moseley and "Diversity in Education Abroad: Why It Matters to the Nation," an opening plenary by Eileen Wilson-Oyelaran, are also presented. [Individual papers contain references, tables, and footnotes.]
Crime, Violence, Discipline, and Safety in U.S. Public Schools. Findings from the School Survey on Crime and Safety: 2009-10. First Look. NCES 2011-320
Author: Neiman, Samantha
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Crime,Safety,School Surveys,Principals,Violence,Discipline,Error of Measurement,Questionnaires,Sampling,Antisocial Behavior,Elementary Schools,Middle Schools,High Schools,Response Rates (Questionnaires),Enrollment,Internet,Bullying,Computers,Social Networks,White Students,Parent Teacher Conferences,Special Education,Vandalism,Statistics

The National Center for Education Statistics collects data on crime and violence in U.S. public schools through the School Survey on Crime and Safety (SSOCS). This First Look report presents findings from the 2009-10 School Survey on Crime and Safety data collection. Developed and managed by the National Center for Education Statistics (NCES) within the Institute of Education Sciences and supported by the Office of Safe and Drug-Free Schools of the U.S. Department of Education, SSOCS asks public school principals about the frequency of incidents, such as physical attacks, robberies, and thefts, in their schools. Portions of this survey also focus on school programs, disciplinary actions, and the policies implemented to prevent and reduce crime in schools. Appended are: (1) Standard Error Tables A-1; (2) Methodology and Technical Notes; (3) Description of Variables; and (4) 2009-10 School Survey on Crime and Safety Questionnaire. (Contains 25 tables and 11 footnotes.)
Characteristics of Private Schools in the United States: Results from the 2009-10 Private School Universe Survey. First Look. NCES 2011-339
Author: Broughman, Stephen P.
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Statistical Significance,Sampling,Statistics,Surveys,Error of Measurement,Elementary Secondary Education,Ethnic Groups,Data Collection,Full Time Equivalency,School Size,Males,Teacher Student Ratio,Grade 12,High School Graduates,Graduation Rate,College Attendance,Urbanization,Comparative Analysis

In 1988, the National Center for Education Statistics (NCES) introduced a proposal to develop a private school data collection that would improve on the sporadic collection of private school data dating back to 1890 and improve on commercially available private school sampling frames. Since 1989, the U.S. Bureau of the Census has conducted the biennial Private School Universe Survey (PSS) for NCES. The PSS is designed to generate biennial data on the total number of private schools, students, and teachers, and to build a universe of private schools to serve as a sampling frame of private schools for NCES sample surveys. For more information about the methodology and design of the PSS, please see the Technical Notes in appendix B of this report. The target population for the PSS is all schools in the 50 states and the District of Columbia that are not supported primarily by public funds, provide classroom instruction for one or more of grades kindergarten through 12 (or comparable ungraded levels), and have one or more teachers. Organizations or institutions that provide support for home schooling, but do not provide classroom instruction, are not included. The 2009-10 PSS data were collected between September 2009 and May 2010. All data are for the 2009-10 school year except the high school graduate data, which are for the 2008-09 school year. Because the purpose of this report is to introduce new NCES survey data through the presentation of tables containing descriptive information, only selected findings are listed. These findings are purely descriptive in nature and are not meant to imply causality. These findings have been chosen to demonstrate the range of information available from the 2009-10 PSS rather than to discuss all of the observed differences, emphasize any particular issue, or make comparisons over time. The tables in this report contain totals and percentages generated from bivariate crosstabulation procedures. All of the results are weighted. Comparisons drawn in the bullets have been tested for statistical significance at the 0.05 level using Student's statistics to insure that the differences are larger than those that might be expected due to sampling variation. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Appendices include: (1) Glossary; (2) Technical Notes; and (3) Standard Error Tables. (Contains 31 tables and 1 footnote.)
"Optimizing Talent: Closing Educational and Social Mobility Gaps Worldwide"--A Salzburg Global Seminar. Policy Notes. Volume 19, Number 2, Spring 2011
Author: Yaffe, Deborah
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Economic Progress,Social Class,Global Education,Conferences (Gatherings),Labor Market,Social Stratification,Foreign Countries,Social Mobility,Achievement Gap,Social Influences,Disadvantaged,Gender Differences,Place of Residence,Racial Differences,Religion,Social Bias,Access to Education,Cultural Differences,Social Justice,Economic Development,Educational Opportunities,Advocacy,Teacher Effectiveness,Job Skills,Social Capital,School Role

Across the globe, education is essential to social mobility, bettering the lives of individuals and moving whole nations from poverty to affluence. Yet educational opportunity and the upward mobility it can bring are not equally available to everyone. In rich and poor nations alike, the disadvantaged--defined by gender and geography, race and religion, class and caste--fall behind, losing the chance to improve their lives and depriving society of the contributions they might have made. Even in countries where access to education is expanding rapidly, these gaps persist, as social stratification perpetuates itself across generations and schooling too often fails to make up for family disadvantage. Because every culture is different, the contours of the problem vary from place to place; what counts as failure in one country may look enviable somewhere else. Everywhere, however, eliminating educational and social-mobility gaps is a complicated endeavor that demands concerted effort from politicians and bureaucrats, teachers and university administrators, employers and policy advocates. Although economic growth is a prerequisite of gap-closing, growth alone cannot accomplish the task. It takes an effort of will to enact and implement the policies that can make a difference: training effective teachers, extending schooling to the youngest children, ensuring that all students complete their educations and coordinating university training with the demands of the labor market. With a host of compelling issues crowding the international agenda, advocates need to deploy new kinds of arguments as they strive to convince funders and policymakers of the urgency of this work. The complex intertwining of educational opportunity and social mobility was the focus of "Optimizing Talent: Closing Educational and Social Mobility Gaps Worldwide," a conference co-sponsored by the Educational Testing Service (ETS) and the Salzburg Global Seminar (SGS) and supported by the Lumina Foundation for Education. The conference, held October 3-7, 2010, in Salzburg, Austria, brought together 34 researchers, policy advocates and university administrators from around the world and set them to work defining the issues that will structure two future ETS/SGS conferences on global education issues. This issue of "ETS Policy Notes" provides an overview of the conference. (Contains 2 figures and 2 tables.)
Access/&quot;Acceso&quot;: Rising to the Challenge of Improving Higher Education Opportunities for Latinos
Author: Reed, Charles B.
Date: 2010-03-05
Type: Collected Works - Proceedings
Subjects: Higher Education,Lecture Method,Hispanic American Students,Access to Education,Educational Opportunities,Educational Improvement,Barriers,Graduation Rate,College Preparation,Change Strategies,Educational Change,School Holding Power,Academic Persistence,Culturally Relevant Education

The Tomas Rivera Lecture Series has a rich history of showcasing prominent lecturers, dating back to 1985. This year's lecture, the 26th in the series, features two influential and well-respected leaders in higher education, Chancellors Charles B. Reed and Jack Scott. Each brings a different perspective about the issues confronting higher education, while providing an overview of the possible solutions that could resolve the unique challenges the nation faces in this area. In their lectures, these two leaders addressed an array of subjects, from access and recruitment to retention and graduation of underrepresented students. They also discussed approaches for improving Latino higher education in general and focused on higher education issues that affect California specifically. This publication reproduces Charles B. Reed's and Jack Scott's lectures.
Practical Considerations in Computer-Based Testing
Author: Educational Testing Service
Date: 2011-01-00
Type: Guides - General
Subjects: Test Items,Testing Programs,Testing,Computer Assisted Testing,Guidelines,Computer Software Evaluation,Educational Practices,Models,Delivery Systems,Educational Testing

Choosing whether to test via computer is the most difficult and consequential decision the designers of a testing program can make. The decision is difficult because of the wide range of choices available. Designers can choose where and how often the test is made available, how the test items look and function, how those items are combined into test forms, and how those forms produce scores. The decision is consequential because it can impact every aspect of the testing process, from item development and test assembly, through test delivery and response collection, to the scoring and reporting of results. This paper is intended to assist in some small way those practitioners who are struggling with the decision of whether to test on computer and how they might best go about doing so. It is not intended to provide an introduction to the important methods and to the considerations that dictate use of those methods. To make truly informed decisions, one would need to be at least conversant--if not quite familiar--with most of the references listed in this paper. In short, this is not a roadmap intended to precisely direct practitioners on their journey to computerized delivery, but rather more a guidebook highlighting some of the landmarks they will likely visit along the way. (Contains 6 tables, 2 figures and 2 footnotes.)
Addressing Achievement Gaps: The Family--America's Smallest School. Policy Notes. Volume 19, Number 1, Winter 2011
Author: Yaffe, Deborah
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Early Childhood Education,Academic Achievement,Marriage,Children,At Risk Students,Minority Groups,Whites,Asian Americans,Educational Change,Family Programs,Home Visits,Pregnancy,Parent Education,Educational Quality,Parent Participation,Federal Government,Government Role,Fathers,Marital Status,Parenting Skills

When parents are married and employed, when they turn off the television and monitor homework, their children are more likely to succeed in school. Today, however, many families are struggling, and their struggles contribute to the stubborn achievement gap separating low-income and minority students from their more affluent White and Asian peers. Education reformers have focused on what happens inside classrooms, but the impact of family means that school reform alone cannot eliminate the achievement gap. An array of programs aimed at strengthening families--home visits to expectant mothers, marriage and fatherhood training, high-quality early childhood education, efforts to involve parents in schools--promises a way out of this dilemma, though not all such programs produce the results they promise. Meanwhile, scholars and advocates wrestle with the complicated question of whether families' struggles stem from the problematic behavior of individuals, or from larger social, political and economic forces beyond their control. The challenge of helping families prepare their children for school success was the subject of "The Family: America's Smallest School," the 14th in the Educational Testing Service's series of "Addressing Achievement Gaps" symposia, launched in 2003. The conference was held October 18, 2010, in Washington, D.C., and featured presentations by 15 academics, advocates and government officials. This issue of "Policy Notes" provides an overview of the conference, which included sessions on the following topics: (1) the "Fragile Families" study and its implications for education; (2) research and practice in early childhood education, fatherhood education and parental involvement in schools; (3) federal efforts at marriage promotion; and (4) federal efforts to involve families in schools. (Contains 3 footnotes.)
Addressing Achievement Gaps: Advancing Learning for Our Diverse Adult Population. Policy Notes. Volume 18, Number 2, Spring 2010
Author: Yaffe, Deborah
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Adult Education,Education Work Relationship,Differences,Credentials,Employment Qualifications,Job Skills,Human Capital,Economic Climate,Global Approach,Conferences (Gatherings),Postsecondary Education,Articulation (Education),Adult Basic Education

Decades ago, most U.S. companies hired locally, few jobs required a college education and even high school dropouts could find well-paying work. However, the world has changed. With automation and overseas outsourcing eliminating many low-skilled jobs--and, increasingly, many higher-skilled ones--more and more Americans need postsecondary education or training to earn a living wage. Many workers don't have such credentials, however, and reforming the K-12 education system will not fully solve this problem, because students will not enter the labor force for years. Today's workers need to upgrade their skills now. However, with research showing that millions of American adults lack basic literacy skills, let alone more advanced skills, helping adult learners will require new approaches to the funding, organization and delivery of postsecondary education and training. Bridging the divide between the skills today's workers possess and the skills the global economy requires was the subject of &quot;Advancing Learning for Our Diverse Adult Population,&quot; the 13th in the Educational Testing Service's (ETS's) series of &quot;Addressing Achievement Gaps&quot; symposia, launched in 2003. The conference, co-convened by the American Association of Community Colleges and the Council for Adult and Experiential Learning, was held March 3 in Washington, D.C., and featured presentations by 16 academics, policy advocates and government officials. This issue of &quot;Policy Notes&quot; provides an overview of the conference, which included sessions on the following topics: (1) Examining the demographics, education, skills and workforce readiness of adults; (2) Accounting for alternative types of adult education and training; (3) Promoting innovations in private sector and government policies; and (4) Recognizing multiple needs, levels and markets for adult education. (Contains 1 table and 3 figures.)
A Look inside the Fourth-Grade Reading Classroom. Policy Notes. Volume 18, Number 3, Fall 2010
Author: Coley, Richard J.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Language Arts,Grade 4,Teacher Background,Reading Instruction,Teaching Methods,Classroom Environment,Teacher Competencies,Teacher Certification,Faculty Development,Classroom Techniques,Educational Technology,Computer Uses in Education,Educational Policy,Educational Resources,Questionnaires,Teacher Characteristics

What happens behind classroom doors--the content, experiences, and interactions with teachers that students encounter--is the "sine qua non" of student classroom learning. But everyone's inventory of instructional practices across different subjects and grades is limited; and the same can be said about everyone's knowledge of what makes for good or effective instruction. The National Assessment of Educational Progress (NAEP) can help fill this gap. Although better known for assessing subject-area achievement, NAEP collects information from students, teachers, and schools that provides important context for reporting student performance, as well as a rich set of data on the nation's classrooms and the instruction that goes on inside of them. This issue of "Educational Testing Service (ETS) Policy Notes" provides data on the following aspects of the fourth-grade reading classroom: (1) Teacher background and education; (2) Teacher professional development and training; (3) How teachers organize their classrooms and instruction for reading or language arts; (4) Classroom pedagogy; (5) Availability and use of technology in reading instruction; and (6) Availability of resources and the effect of external influences or policies on teaching and learning in reading and language arts. (Contains 7 tables, 4 figures and 6 footnotes.)
Addressing Achievement Gaps: After the Bell Rings--Learning outside of the Classroom and Its Relationship to Student Academic Achievement. Policy Notes. Volume 18, Number 1, Winter 2010
Author: Yaffe, Deborah
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Summer Schools,Academic Achievement,Educational Change,Educational Television,Minority Groups,Achievement Gap,At Risk Students,Low Income Groups,Tutoring,Summer Programs,Budgets,Racial Differences,Supplementary Education,Community Schools,Socioeconomic Status,Urban Schools

Each day, children spend more hours outside of school than in it. Yet education reformers have principally targeted the classroom, paying relatively little attention to what goes on during out-of-school hours. Now, however, reformers are beginning to realize that closing the stubborn achievement gaps separating low-income minority students from their more affluent White peers requires new attention to the many varieties of out-of-school learning--tutoring, summer school, even educational television. Efforts to expand and coordinate such supplementary education programs face many of the same obstacles that bedevil classroom reforms: budgets are tight, alignment with other educational efforts is imperfect, and proving that new initiatives increase achievement can be problematic. Still, with a new presidential administration apparently committed to rethinking education policy, it may be an auspicious moment for carrying education reform beyond the classroom. The promise of supplementary education was the focus of "After the Bell Rings: Learning Outside of the Classroom and Its Relationship to Student Academic Achievement," the 12th in the Educational Testing Service's (ETS's) series of "Addressing Achievement Gaps" symposia, launched in 2003. The conference was co-sponsored by the Charles Stewart Mott Foundation and co-convened by A Broader, Bolder Approach to Education; the After-School Corporation; the Institute for Educational Leadership and its Coalition for Community Schools; the National Council of La Raza; and the National Urban League. Held October 5-6 in Washington, D.C., the conference featured two dozen researchers, advocates and educational administrators as presenters and discussants. This issue of "ETS Policy Notes" provides an overview of the conference.
Addressing Achievement Gaps: School Finance and the Achievement Gap--Funding Programs That Work. Policy Notes. Volume 16, Number 3, Fall 2008
Author: Yaffe, Deborah
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Achievement Gap,Conferences (Gatherings),Educational Testing,Educational Finance,Academic Achievement,Minority Group Children,Educational Change,Costs,Low Income,Administrators,Public Education,Intervention,Minority Group Students,School Districts

In education reform, money matters, but so does spending it wisely--on programs designed to meet the ambitious goal of helping low-income and minority children achieve at the same levels as their more affluent peers. The latest in the Educational Testing Service's (ETS's) series of symposia on Addressing Achievement Gaps brought researchers, advocates, and policymakers together to discuss what they know about spending money wisely and well. The symposium was held at ETS's world headquarters in Princeton, New Jersey, May 21-22, 2008. A dozen speakers from the worlds of politics, academia, and the law addressed an audience of legislative staff, litigators, and school administrators from across the country. Symposium sessions included: (1) Overview of the Achievement and Attainment Gaps; (2) The Resource Gaps; (3) From Equity to Adequacy--A Historical Perspective; (4) From Equity to Adequacy and Beyond: Promising Practices and Challenging Issues; (5) Effective Pre-K and Elementary Programs: What We Know; (6) Effective Secondary School Programs: What We Know; (7) Issues in the Measurement of Costs and Benefits of Effective Programs; (8) Examining What We Know About the Costs and Benefits of a Range of Interventions; (9) A Policy Perspective; (10) A Legislative Perspective; (11) A State Perspective; and (12) A Local Perspective. This issue of &quot;ETS Policy Notes&quot; offers an overview of the topics the symposium covered.