ethanporcaro/eric-fulltext-meta huggingface dataset:
Health and Risk Behaviors of Massachusetts Youth, 2007: The Report
Author: Massachusetts Department of Elementary and Secondary Education
Date: 2008-05-00
Type: Numerical/Quantitative Data
Subjects: Disease Control,Violence,Physical Activities,Elementary Secondary Education,Smoking,Academic Achievement,Public Health,Diseases,Drug Use,High Risk Students

This paper presents the results of two coordinated surveys of Massachusetts adolescents, the 2007 Massachusetts Youth Risk Behavior Survey (ESE) and the Massachusetts Youth Health Survey (DPH). These two surveys were supported by funding from the Centers for Disease Control and Prevention (CDC) and administered in a random selection of 124 public secondary schools by the University of Massachusetts Center for Survey Research in the spring of 2007. Combining results from both surveys, Health and Risk Behaviors of Massachusetts Youth, 2007: The Report presents key indicators of the behavioral and health risks reported by middle school and high school youth. The report provides important information about behaviors and conditions that may compromise the health, safety, and wellbeing of young people across the Commonwealth. These behaviors include tobacco, alcohol, and other drug use; behaviors leading to injuries, such as drinking and driving, fighting, and suicide attempts; dietary behaviors and physical inactivity, and sexual behaviors that may lead to sexually transmitted disease or pregnancy. The report also discusses the prevalence of health-related conditions such as overweight, chronic disease, oral health problems, and mental health concerns among the youth. Results presented in this report show continued improvements in many important areas including tobacco use, alcohol and drug use, violent behavior, and suicidality. These improvements attest to the success of efforts by schools, community programs, healthcare workers, and families to foster the healthy development of young people in Massachusetts. Even so, despite clear successes, there are still behaviors in which improvements have not been seen, most notably nutrition and physical activity, and areas that warrant continued concern and attention. Stronger efforts to address these problems and to promote the health of all young people remain a priority. (Contains 2 footnotes and 41 figures.) [Funding for this report was supported in part by an appointment to the Applied Epidemiology Fellowship Program administered by the Council of State and Territorial Epidemiologists (CSTE) and funded by CDC's Cooperative Agreement, U60/CCU007277.]
Spring 2007 MCAS High School Science and Technology/Engineering Tests: Summary of State Results
Author: Massachusetts Department of Education
Date: 2007-10-00
Type: Numerical/Quantitative Data
Subjects: Grades (Scholastic),Physics,Chemistry,Biology,Grade 9,Grade 10,High School Students,Achievement Tests,Technology Education,Engineering Education,Academic Achievement,Test Results,State Standards,Student Participation

In spring 2007, four Massachusetts Comprehensive Assessment System (MCAS) Science and Technology/Engineering (STE) operational tests were introduced at the high school level (grades 9 and 10): Biology, Chemistry, Introductory Physics, and Technology/Engineering. Over 100,000 Massachusetts public high school students in grades 9 and 10 participated in the MCAS STE tests. State-level results for these four tests are provided in this report. In total, 101,809 high school students in grades 9 and 10 statewide participated in the MCAS high school STE tests: 38,741 (38%) students were in grade 9 and 63,068 (62%) were in grade 10. The aggregate passing rate for the tests was 81% for the grade 9 students and 69% for the grade 10 students. The overall percent of students scoring &quot;Proficient&quot; and higher for all the MCAS STE tests was 53% for the grade 9 students and 35% for the grade 10 students. The percent of grade 9 students scoring &quot;Proficient&quot; and higher on the 2007 STE tests ranged from 21 percent in Chemistry to 58 percent in Biology. Among grade 10 students, the range is from 25 percent in Technology/Engineering to 46 percent in Introductory Physics. The percent of students in grades 9 and 10 who received a &quot;Failing&quot; performance level in the 2007 STE tests ranged from 22 percent in Introductory Physics to 39 percent in Chemistry. (Contains 26 tables.)
Online Learning as a Strategic Asset: A Survey of Presidents and Chancellors
Author: National Association of State Universities and Land-Grant Colleges
Date: 2007-11-00
Type: Numerical/Quantitative Data
Subjects: Electronic Learning,Land Grant Universities,State Universities,Online Courses,College Presidents,Administrator Attitudes,Mail Surveys,Role Perception,Technology Uses in Education,Technology Planning,Strategic Planning

This report summarizes the results of a survey of all 215 National Association of State Universities and Land Grant Colleges (NASULGC) presidents and chancellors in spring 2007 designed to better understand the knowledge base and experience of these institutional leaders relative to the strategic use of online learning. This report represents one of the first large-scale pollings of university and system CEO's on issues of online learning. The survey results have helped to guide the Commission in its subsequent efforts to assist and challenge college and university leaders to increasingly view online learning as a strategic tool to achieve broad institutional goals.
Africa-U.S. Higher Education Collaboration Initiative: Empowering African Higher Education for Africa's Transformation. A Discussion Paper for the Africa Region Post-Summit Workshop. Working Paper
Author: National Association of State Universities and Land-Grant Colleges
Date: 2008-05-01
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Partnerships in Education,Institutional Cooperation,Science and Society,Technological Advancement,Change Strategies,Educational Change,Technology Education,Barriers,International Educational Exchange,Technical Assistance,Educational Improvement,Improvement Programs

This paper examines how higher education can contribute to Africa's transformation, reviews the challenges and priorities for higher education institution building, and introduces a proposed partnership program among African and U.S. higher education institutions to strengthen African higher education. In July of 2007 the National Association of State Universities and Land-Grant Colleges (NASULGC) and the Partnership to Cut Hunger and Poverty in Africa, and the Forum for Agricultural Research in Africa (FARA) in partnership with Higher Education for Development (HED), and the American Distance Education Consortium (ADEC) came together to form an initiative to strengthen African higher education capacity in science end technology for development in partnership with U.S. institutions of higher education. At this stage, the Initiative has identified several broad goals and capacity building priorities based on initial research and stakeholder consultations with leaders in Africa and the United States. The primary goals of the Africa-U.S. Higher Education Collaboration Initiative are to enhance and empower higher education institutions in Africa and the U.S. to contribute more effectively to African development and transformation and to increase the competency of U.S. higher education institutions in global affairs related to Africa. (Contains 2 tables and 11 footnotes.)
Leadership Advisory Council 2006 Report. Extension Committee on Organization and Policy
Author: National Association of State Universities and Land-Grant Colleges
Date: 2006-06-00
Type: Reports - Descriptive
Subjects: Extension Education,Leadership,Advisory Committees,Meetings,Conferences (Gatherings),Policy Formation,Educational Policy,Organizational Change

The fourth meeting of the Leadership Advisory Council (LAC) was chaired by Glen D. Whipple, Extension Committee on Organization and Policy (ECOP) Chair elect and was held May 22-24, 2006, in Denver, Colorado. The meeting was facilitated by Rhonda Shipp, University of Wyoming Cooperative Extension Service. Using the Mobius strip facilitation method, the agenda was divided into three parts of &quot;What&quot;, &quot;So What&quot;, and &quot;Now What?&quot; The 2006 LAC focus was the future and how the Cooperative Extension System (CES) can thrive in the 21st Century world. Prior to arriving, all Council members read &quot;The World is Flat&quot; by Thomas L. Friedman, and were encouraged to discuss it with the groups they represent through their seat at the LAC. The agenda was built around the ideas expressed in the book.
Extension Committee on Organization and Policy Leadership Advisory Council, May 21-23
Author: National Association of State Universities and Land-Grant Colleges
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Land Grant Universities,Interviews,Organizational Change,Leadership,Organizational Development,Advisory Committees,Extension Education,Change Strategies,State Universities,Meetings,Needs Assessment

Inquiry, exploration and valuing were elements of the appreciative inquiry process used in this year's Extension Committee on Organization and Policy (ECOP) Leadership Advisory Council to discern the strengths of Extension and its personnel and to help envision a vital future that builds on those strengths. Before the meeting, participants interviewed colleagues, using a predetermined set of questions designed to illuminate why respondents had initially sought extension as a profession and what elements now charged their passions and their work. It also helped identify those strengths which constituents were thought to value in Extension. The session included training on how to use the appreciative inquiry process to discern strengths, envision outcomes and develop strategic plans to achieve those outcomes. Participants and presenters shared more than a dozen examples of how industries and state and land-grant universities had used appreciative inquiry as well as their own experiences interviewing their peers. Elbert C. Dickey chaired the Council and Alan E. Baquet and Keith F. Niemann, University of Nebraska-Lincoln, facilitated the appreciative inquiry process. A synopsis of some of the major points brought forth from the process is presented.
2009 Strategic Opportunities for Cooperative Extension. Executive Summary
Author: National Association of State Universities and Land-Grant Colleges
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Extension Education,Administrator Attitudes,Educational Opportunities,Strategic Planning,Needs Assessment,Cooperative Programs,Organizational Objectives,State Universities,Land Grant Universities

Cooperative Extension Directors and Administrators across the country were asked to review the 2007 Strategic Opportunities report and to offer additional suggestions for opportunities and priorities. These suggested additions and the 2007 report were used to create a survey administered in the summer of 2008. This report presents the compiled results of the final survey of the Cooperative Extension Section (CES) Directors and Administrators. It presents the CES's view of strategic opportunities for Cooperative Extension in 2009 and beyond. The respondents to the survey ranked the Strategic Opportunities in the order presented in this report. Following each of the seven opportunities are listed one or more strategic priorities as indicated by the respondents. The rank order of the Strategic Opportunities and the individual priorities differ somewhat from the previous report.
Strategic Opportunities for Cooperative Extension
Author: National Association of State Universities and Land-Grant Colleges
Date: 2007-10-00
Type: Reports - Research
Subjects: Extension Education,Administrator Attitudes,Needs Assessment,Educational Opportunities,Strategic Planning,Food,Energy,Agricultural Production,Labor Force Development,Decision Making,Health Promotion,Sustainable Development,Global Approach,Economic Development

In this new century, opportunities exist to help advance America's greatness in the midst of many challenges. Energy, water, food, environment, health, economic productivity, global competitiveness, and the quality of the living environments are all paramount to the future. Extension is, as a part of higher education, prepared to create new knowledge and to participate as co-learners with others. Extension is positioned and prepared to engage in education to meet the challenges--opportunities--of this new century. This document portrays the opportunities the Cooperative Extension System envisions as priorities in serving the country and its citizens. A survey of Cooperative Extension Directors/Administrators was undertaken to determine the level of agreement among the members as well as to identify opportunities and the specific priorities for each. Sixty-two (62) institutions with Cooperative Extension programs responded to the survey. The summary of the results is shown in this document: (1) each of the seven opportunities is designated by the percent of respondents that rated the opportunity very important; (2) the priorities are designated with the percentage of respondents that selected the priority among their top three for that opportunity; and (3) the priorities are reordered so that the highest priorities are listed first. Using a breakpoint at 40% provides a list of the top priorities under each opportunity. Three or four priorities are thus highlighted for each opportunity.
Strategic Opportunities for Cooperative Extension. Executive Summary
Author: National Association of State Universities and Land-Grant Colleges
Date: 2007-10-00
Type: Reports - Descriptive
Subjects: Extension Education,Cooperative Programs,Strategic Planning,Educational Opportunities,Partnerships in Education,Labor Force Development,Energy,Food,Agricultural Production,Sustainable Development,Health Promotion,Decision Making Skills,Higher Education,Environmental Education

In this new century, opportunities exist to help advance America's greatness in the midst of many challenges. Energy, water, food, environment, health, economic productivity, global competitiveness, and the quality of the living environments are all paramount to the future. Extension is, as a part of higher education, prepared to create new knowledge and to participate as co-learners with others. This Executive Summary portrays the opportunities the Cooperative Extension System envisions in order of importance as defined by sixty-two institutions with Cooperative Extension programs. [For the full report, see ED508421.]
School Segregation under Color-Blind Jurisprudence: The Case of North Carolina. Working Papers Series. SAN08-02
Author: Clotfelter, Charles T.
Date: 2008-01-28
Type: Reports - Research
Subjects: Elementary Secondary Education,Racial Segregation,School Segregation,Racial Composition,Court Litigation,Case Studies,State Surveys,Enrollment Trends,Transfer Policy,Student Placement,Comparative Analysis,Educational Change,Politics of Education,Educational Quality,Disadvantaged,Resource Allocation,Educational Assessment,Educational Indicators,Statistical Analysis,Trend Analysis

Using detailed administrative data for the public K-12 schools of North Carolina, we measure racial segregation in the public schools of North Carolina. With data for the 2005/06 school year, we update previously published calculations that measure segregation in terms of unevenness in racial enrollment patterns both between schools and within schools. We find that classroom segregation generally increased between 2000/01 and 2005/06, continuing, albeit at a slightly slower rate, the trend of increases we observed over the preceding six years. Segregation increased sharply in Charlotte-Mecklenburg, which introduced a new choice plan in 2002. Over the same period, racial and economic disparities in teacher quality widened in that district. Finally, we compare our basic measure to two alternative measures of segregation. The following tables are appended: (1) Enrollment, Racial Composition, 2005/06, Growth Rate, and Segregation by District 2000/01 and 2005/06; and (2) Segregation in Comparable Districts, 2005/06. (Contains 32 footnotes and 11 tables.)
School Policies and the Black-White Test Score Gap. Working Paper Series. SAN08-03
Author: Ladd, Helen F.
Date: 2008-03-24
Type: Reports - Research
Subjects: Racial Differences,Scores,Accountability,White Students,School Policy,Educational Policy,Achievement Gap,African American Students,Teacher Qualifications,Classroom Techniques,Low Achievement,School Choice,Educational Quality,Social Influences,Social Bias,Class Size,Educational Change,At Risk Students,Student Placement,Socioeconomic Influences,Racial Segregation,Disproportionate Representation,School Districts,Teacher Salaries,Alternative Teacher Certification,Faculty Development,Teacher Student Ratio,Federal Legislation,Educational Vouchers,Charter Schools

This paper examines school-related policies and strategies that have been proposed or justified, at least in part, on the basis of their potential for reducing black-white test score gaps. These include strategies, one of which is greater integration, to reduce differences in the quality of teachers faced by black and white students; school and classroom policies designed to improve the achievement of low-performing students; and the strategies of school accountability and parental choice designed to change incentives throughout the education system. While none of these strategies is likely to be sufficiently powerful to offset the powerful non-school social forces that contribute to the racial achievement gap, the failure of education policy makers to be vigilant about the aspects of the problems over which they do have control could well lead to even greater gaps in the future or to lost opportunities to reduce them. (Contains 19 footnotes and 3 tables.)
The Fiscal Consequences of Adult Educational Attainment
Author: Khatiwada, Ishwar
Date: 2007-12-14
Type: Reports - Research
Subjects: Taxes,Ownership,Educational Attainment,Adult Basic Education,Labor Market,Housing,Adult Literacy,Costs,Tax Effort,Fiscal Capacity,Economic Impact,Employment Statistics,Income,Real Estate,Information Sources,Incidence,Institutionalized Persons,Education Work Relationship

This research monograph prepared for the National Commission on Adult Literacy is primarily designed to describe and analyze the net annual fiscal contributions (tax payments minus cash and in-kind transfers and institutionalization costs) of U.S. adults (ages 16-64) by their educational attainment in recent years. The report begins with an overview of differences in employment rates, annual earnings, lifetime earnings, home ownership rates, and the values of homes owned by U.S adults (16-64) in five different educational subgroups. The large differences in annual earnings, home ownership rates, and average home values across educational subgroups of adults underlie the large and growing differences in their annual tax payments. This overview of labor market/earnings/housing differences across educational groups is followed by a discussion of the tax, transfers, and institutionalization concepts, measures, data sources, and estimating techniques underlying all of the fiscal estimates appearing in this research monograph. The report then provides estimates of the annual tax payments, annual cash and in-kind transfers (e.g., food stamps, Medicaid expenditures, rental housing subsidies), and institutionalization costs of U.S. adults by their educational attainment in recent years. The net annual fiscal contributions (taxes--transfers--institutionalization costs) of adults are presented and analyzed for all 16-64 year old adults and for men and women in five educational attainment categories. Findings for the 13 largest states are presented Appendix E of this report. The final section of the report provides a brief summary of key findings and discusses their potential implications for the design, operations, and evaluation of the nation's adult basic education system. Appendices include: (1) Estimating the Federal and State Income Tax Payments of Husbands and Wives in Married Couple Families; (2) Estimating State Sales Tax Payments for Individuals; (3) Methodologies for Estimating Mean/Median Property Tax Payments and Housing Values of Households in the 2005 ACS Survey; (4) Two-Year Average Sample Sizes for the 13 States Included in Our Fiscal Impact Analysis; and (5) Estimates of Annual Net Fiscal Contributions of Adults (16-64) by Education Attainment in 13 States. (Contains 48 footnotes, 27 tables, and 17 charts.) [This paper was prepared for the National Commission on Adult Literacy.]
Online Teacher Training: The Early Childhood Technology Integrated Instructional System--Phase 3
Author: Daytner, Gary
Date: 2009-10-16
Type: Reports - Descriptive
Subjects: Online Courses,Workshops,Educational Technology,Technology Integration,Instructional Systems,Technology Uses in Education,Teacher Education Programs,Web Based Instruction,Accessibility (for Disabled),Special Education Teachers,Special Needs Students,Early Childhood Education,Formative Evaluation

Legislation, research, and practice support access to technology by young children with disabilities. Yet barriers to technology use--lack of training, inadequate funding, failure to acknowledge technology as a relevant issue, or disbelief that technology can positively impact young children with disabilities--often prevail among many disciplines important to early childhood teams (Barnett, 2001; Healy, 1998; Hutinger, Hall, Johanson, Robinson, Stoneburner, & Wisslead, 1994; Pressman, 1999). The purpose of this study is to present the findings from the Early Childhood Technology Integrated Instructional System (EC-TIIS)--Phase 3 project. EC-TIIS utilizes nine online workshops (Adaptations, Computer Environment, Curriculum Integration, Emergent Literacy, Expressive Arts, Family Participation, Math, Science, and Social Studies, Software Evaluation, Technology Assessment) to assist teachers' use of technology with children with special needs. It was also designed as a training tool for teacher candidates. The online workshops were made available to in-service and pre-service teachers,  and evaluated with the use of mixed methods. (Contains 1 footnote.)
Qualitative Methods Can Enrich Quantitative Research on Occupational Stress: An Example from One Occupational Group
Author: Schonfeld, Irvin Sam
Date: 2010-00-00
Type: Journal Articles
Subjects: Qualitative Research,Quality of Working Life,Statistical Analysis,Research Methodology,Evaluation Research,Stress Variables,Occupational Surveys,Predictor Variables,Measurement Objectives,Measurement Techniques,Educational Environment,Case Studies,Item Analysis,Item Response Theory

The chapter examines the ways in which qualitative and quantitative methods support each other in research on occupational stress. Qualitative methods include eliciting from workers unconstrained descriptions of work experiences, careful first-hand observations of the workplace, and participant-observers describing &quot;from the inside&quot; a particular work experience. The chapter shows how qualitative research plays a role in (a) stimulating theory development, (b) generating hypotheses, (c) identifying heretofore researcher-neglected job stressors and coping responses, (d) explaining difficult-to-interpret quantitative findings, and (e) providing rich descriptions of stressful transactions. Extensive examples from research on job stress in teachers are used. The limitations of qualitative research, particularly in the area of verification, are also described. (Contains 6 notes and 2 tables.) [&quot;New Developments in Theoretical and Conceptual Approaches to Job Stress&quot; is published by Emerald Group Publishing Limited. This chapter is an expansion of the paper, &quot;Qualitative and Quantitative Methods in Occupational Stress Research&quot; Professors Schonfeld and Farrell published in Rossi, A. M., Quick, J. C., &amp; Perrewe, P. L. (Eds.). (2009). &quot;Stress &amp; quality of working life: The positive and the negative.&quot; Greenwich, CT: Information Age Publishing.]