ethanporcaro/eric-fulltext-meta huggingface dataset:
Basic Facts about Low-Income Children: Children 6 through 11 Years, 2015. Fact Sheet
Author: Jiang, Yang
Date: 2017-01-00
Type: Reports - Research
Subjects: Low Income Students,Children,Elementary School Students,Profiles,Demography,Socioeconomic Status,Employment Level,Parent Background,Trend Analysis,Population Distribution,Poverty,Age Differences,Racial Differences,Ethnicity,Health Insurance,Family Characteristics,Place of Residence,Comparative Analysis,Statistical Data

Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent--approximately one in five--lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Similarly, among children ages 6 through 11 years in middle childhood, 44 percent live in low-income families and 21 percent live in poor families. Being a child in a low-income or poor family does not happen by chance. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and employment characteristics of children in middle childhood and their parents. It highlights the important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts. The following questions are addressed: (1) How many children in middle childhood (age 6 through 11 years) in the United States live in low-income families?; (2) Has the percentage of children in middle childhood living in low-income and poor families changed over time?; (3) How do children in middle childhood compare to the rest of the population?; (4) Does the percentage of children in low-income families vary by age group?; (5) Does the percentage of children in middle childhood in low-income families vary by race/ethnicity?; (6) Does the percentage of children in middle childhood in low-income families vary by parents' nativity?; (7) What are the family characteristics of low-income and poor children in middle childhood?; (8) Does the percentage of children in middle childhood in low-income families vary by where they live?; and (9) Are children in middle childhood in low-income families covered by health insurance?
Lost Instruction: The Disparate Impact of the School Discipline Gap in California
Author: Losen, Daniel J.
Date: 2017-10-24
Type: Reports - Research
Subjects: Discipline,Suspension,School Districts,Racial Differences,Ethnicity,Student Behavior,Time,Disproportionate Representation,Behavior Problems,Time Factors (Learning),African American Students,Hispanic American Students,White Students

This report is the first to analyze California's school discipline data as measured by days of missed instruction due to suspension. The state reports the number of suspensions for each district, disaggregated by racial/ethnic groups, but it does not provide any information on how much instructional time was lost. The authors used information from two large California school districts and several states to estimate conservatively that each suspension causes approximately two days of missed instruction. To demonstrate the cost of suspensions in concrete and immediate terms, this report describes the impact suspension has on instruction and analyzes data from every district. The report shows that there is a racially disparate impact, as measured by the amount of lost instruction, and that a great deal of that disparate impact results from suspending students frequently for the most minor violations of the code of conduct--the nonviolent, non-drug-related behaviors that fall under the catchall code of disruptive or defiant behavior. Among the key findings are: (1) Despite a recent decline in the use of suspension in California schools, many students are still losing a great deal of instruction time due to school discipline. We estimate that more than 840,000 days of instruction were lost during the 2014-15 school year alone; (2) Adjusted for enrollment, it was found that students lost approximately 13 days of instruction for every 100 enrolled; (3) The frequency of suspension and the impact on lost instruction was greatest in the alternative and specialized schools run by the county offices of education. In these schools, Black students lost 92 days of instruction per 100 enrolled, compared to 18 for White students; (4) All students attending high school districts lost, on average, more than 18 days per 100 students, but Black students in these districts lost an average of 62 days per 100 enrolled; and (5) In districts with the largest Latino/White gaps in terms of lost instruction, Latinos lost 45 more days than Whites, and the disruption/defiance category contributed to 71% of that difference.
Basic Facts about Low-Income Children: Children under 18 Years, 2015. Fact Sheet
Author: Jiang, Yang
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Low Income Students,Elementary Secondary Education,Poverty,Demography,Socioeconomic Background,Geographic Distribution,Parent Background,Family Income,Disadvantaged,Population Trends,Age Differences,Racial Differences,Ethnicity,Family Characteristics,Health Insurance,Statistical Data

Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent--approximately one in five--lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of children and their parents. It highlights the important factors that appear to distinguish low-income and poor children from their less disadvantaged counterparts.
Basic Facts about Low-Income Children: Children under 3 Years, 2015. Fact Sheet
Author: Jiang, Yang
Date: 2017-01-00
Type: Reports - Research
Subjects: Low Income Students,Family Income,Poverty,Demography,Socioeconomic Background,Geographic Distribution,Parent Background,Toddlers,Infants,Population Distribution,Population Trends,Age Differences,Ethnicity,Racial Differences,Health Insurance,Statistical Data,Preschool Education

Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent--approximately one in five--lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. The very youngest children--infants and toddlers under age 3 years--appear to be particularly vulnerable, with 45 percent living in low-income families, including 23 percent living in poor families. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of children and their parents. It highlights important factors that appear to distinguish low-income and poor children from their less disadvantaged counterparts.
Basic Facts about Low-Income Children: Children 12 through 17 Years, 2015. Fact Sheet
Author: Jiang, Yang
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Low Income Students,Poverty,Geographic Distribution,Socioeconomic Background,Demography,Parent Background,Disadvantaged,Adolescents,Population Trends,Population Distribution,Family Income,Age Differences,Ethnicity,Racial Differences,Family Characteristics,Health Insurance,Secondary School Students,Comparative Analysis

Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent--approximately one in five--lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Young children under age 6 years appear to be particularly vulnerable, with 45 percent living in low-income and 23 percent living in poor families. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of young children and their parents. It highlights important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts.
Basic Facts about Low-Income Children: Children under 6 Years, 2015. Fact Sheet
Author: Jiang, Yang
Date: 2017-01-00
Type: Reports - Research
Subjects: Low Income Students,Family Income,Poverty,Demography,Socioeconomic Background,Geographic Distribution,Population Trends,Population Distribution,Comparative Analysis,Age Differences,Ethnicity,Racial Differences,Parent Background,Health Insurance,Family Characteristics,Early Childhood Education

Among all children under 18 years in the U.S., 43 percent live in low-income families and 21 percent--approximately one in five--lives in a poor family. This means that children are overrepresented among our nation's poor; they represent 23 percent of the population but comprise 33 percent of all people in poverty. Many more children live in families with incomes just above the poverty threshold. Young children under age 6 years appear to be particularly vulnerable, with 45 percent living in low-income and 23 percent living in poor families. Parental education and employment, race/ethnicity, and other factors are associated with children's experience of economic insecurity. This fact sheet describes the demographic, socioeconomic, and geographic characteristics of young children and their parents. It highlights important factors that appear to distinguish low-income and poor children in this age group from their less disadvantaged counterparts.
Using Medicaid to Help Young Children and Parents Access Mental Health Services: Results of a 50-State Survey. Updated
Author: Smith, Sheila
Date: 2017-03-00
Type: Reports - Research
Subjects: Social Services,Financial Support,Young Children,Mental Health,Health Services,State Surveys,Infants,Toddlers,Screening Tests,Behavior Problems,Emotional Problems,Mothers,Depression (Psychology),Pediatrics,Family Practice (Medicine),School Health Services,Early Childhood Education,Child Care,Parent Child Relationship,Intervention,Parent Education,Caseworker Approach,State Policy

As states work to strengthen supports for young children's mental health, often with the goal of reducing the incidence of costly conditions at later ages, they face the question of how to finance new or expanded services. This brief examines states' use of Medicaid as a key source of funding for early childhood mental health (ECMH) services. It presents the results of a 50-state survey that gathered information from state administrators about Medicaid coverage of the following services for children from birth to age 6: (1) Child screening for social-emotional problems; (2) Maternal depression screening in pediatric; and family medicine settings; (3) Mental health services in a pediatric or family medicine setting; (4) Mental health services in child care and early education settings; (5) Mental health services in the home setting; (6) Dyadic (parent-child) treatment; (7) Parenting programs to address child mental health needs; and (8) Case management/care coordination. In addition to asking about whether states cover each type of service, the survey also collected information about policies related to coverage. The results of the survey can help stakeholders from a variety of sectors, including advocates, Medicaid administrators, and leaders in early childhood and philanthropy, examine options for improving Medicaid coverage of ECMH services and the quality of covered services.
Fostering Health: The Affordable Care Act, Medicaid, and Youth Transitioning from Foster Care. Policy Brief
Author: Wilson-Simmons, Renée
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Social Services,Access to Health Care,Foster Care,Youth,Child Welfare,Adolescents,State Policy,Barriers,At Risk Persons,Health Needs,Pregnancy,Early Parenthood,Eligibility,State Legislation,Legislators,Health Insurance

The Affordable Care Act includes language that requires states to provide Medicaid coverage to youth who were in foster care in their state before aging out of the child welfare system. However, most states have interpreted the law differently for youth who move to their state after aging out, determining that automatic Medicaid coverage is an option, not a requirement. Varying state policies have created barriers to health care access for this already vulnerable population, as has the lack of a coordinated process to inform these young people of their continued access to health care via Medicaid and to ensure that they are enrolled. This policy brief describes the health needs of those who have transitioned from foster care, the hurdles they must clear to obtain access to care, and changes in policy and practice that would make investments in the welfare of these young people and the future of our nation a reality. A list of references and notes is included.
House Bill 5 Evaluation. Revised
Author: Mellor, Lynn
Date: 2015-12-00
Type: Tests/Questionnaires
Subjects: State Legislation,Graduation,High School Students,Graduation Requirements,Governance,State Boards of Education,Admission Criteria,Public Schools,Program Effectiveness,Program Evaluation,Program Implementation,Curriculum,Testing,College Readiness,Graduation Rate,College Admission,College Graduates,Certification,Employment Level,Wages,Salaries,School Districts,Accountability,Two Year Colleges

In June 2013, former Texas Governor Rick Perry signed into law House Bill (HB) 5, 83rd Texas Legislature, Regular Session, which established a new high school graduation program--the Foundation High School Program--for students entering Grade 9 in 2014-15 and reduced the number of state assessments required for graduation. The legislation gave the Texas State Board of Education (SBOE) decision-making authority in a number of areas related to the new high school program. The SBOE adopted rules for the Foundation High School Program on January 31, 2014. Prior to the passage of HB 5, Texas students could choose among three graduation programs: the Minimum High School Program (MHSP), the Recommended High School Program (RHSP), and the Distinguished Achievement Program (DAP), with special provisions required for students to complete the MHSP. On both the RHSP and DAP, students are required to complete four credits each in English, mathematics (including Algebra II), science, and social studies--satisfying the admission requirements for most Texas public universities and colleges. Beginning with the 2014-15 school year, new high school graduation requirements have been implemented in Texas public school districts for all students entering Grade 9. As part of the legislation, HB 5 Section 83(a), the TEA, in collaboration with the Texas Higher Education Coordinating Board (THECB) and the Texas Workforce Commission (TWC), is required to conduct an evaluation that estimates the effects of graduation requirement changes on several key outcomes, with reports due December 1, 2015, and December 1, 2017. The evaluation of HB 5 focuses on meeting the following two objectives: (1) Evaluate the implementation of HB 5 on curriculum and testing requirements for high school graduation; and (2) Estimate the effect of the changes HB 5 made to curriculum and testing requirements on high school graduation rates, college readiness, college admissions, college completion, obtainment of workforce certificates, employment rates, and earnings. This first evaluation report will provide data on: (1) baseline outcome measures for students graduating under the MHSP, RHSP, and DAP; (2) how districts are implementing the changes to curriculum and graduation requirements during the first year of the Foundation High School Program; and (3) a preliminary assessment of the college readiness of students who will be the first cohort required to graduate under the Foundation High School Program.
Complexity in Promoting a Teaching to Develop Creativity of Gifted Students: Contributions from Morin and Jung
Author: Piske, Fernanda Hellen Ribeiro
Date: 2017-05-00
Type: Journal Articles
Subjects: Teaching Methods,Gifted,Creative Development,Creativity,Educational Theories,Teacher Role,Children

This research aims to contribute to the reflection of the teaching staff about the complexity in attending gifted students. For Jung and Morin complex things are characterized by uncertainty and not as clarity and response. Although not specifically mention gifted students in their works, Jung and Morin highlight the complexity in various contexts. Jung's analytical psychology and Morin's complexity theory are important to understand how complex it can be to teach gifted students. For Morin and Jung, the teaching staff has a key role in making their students become independent and investigative individuals. So the desire to investigate about the area of interest of the gifted child will depend on how this child is encouraged by their teachers. Advancement during the teaching-learning process does not depend exclusively on the method, but also on making the child aware that he/she can develop individually within a collective education. In the case of the gifted child, the intervention of the teaching staff is fundamental to develop their high abilities through the development of their creativity in the interaction with their peers.
2016-2017 Florida Adult High School Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Adult Education,High School Equivalency Programs,Annual Reports,Admission Criteria,Enrollment Management,Tuition,Student Evaluation,Accountability,Graduation Requirements,State Standards,Testing Accommodations,Credits,Transfer Policy,Guidelines,Teacher Certification

The Adult High School (AHS) program enables an adult no longer enrolled in public high school to complete the required courses and state assessments to earn a standard high school diploma. Course requirements are in accordance with standards established by the state. A program of instruction for both traditional and co-enrolled AHS students shall be based on the State of Florida adult education frameworks and the Florida Standards. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency and performance-based adult education, distance learning, and computer-assisted instruction. This guide provides information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements. [For the 2015-2016 version of this paper, see ED579159.]
Graduation Rates for Selected Cohorts, 2008-13; Outcome Measures for Cohort Year 2008; Student Financial Aid, Academic Year 2015-16; and Admissions in Postsecondary Institutions, Fall 2016: First Look (Provisional Data). NCES 2017-150rev
Author: Ginder, Scott A.
Date: 2017-12-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Cohort Analysis,Outcomes of Education,Student Financial Aid,College Admission,Postsecondary Education,Tables (Data),Undergraduate Students,Institutional Characteristics,Student Characteristics,Academic Degrees,Time to Degree,Student Certification,Family Income,Enrollment,Attendance,Outcome Measures

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions. This &quot;First Look&quot; presents findings from the provisional data of the IPEDS winter 2016-17 data collection, which included five survey components: &quot;Graduation Rates,&quot; &quot;200 Percent Graduation Rates,&quot; &quot;Student Financial Aid,&quot; &quot;Admissions,&quot; and &quot;Outcome Measures.&quot; Data for these components were collected through the IPEDS web-based data collection system. Though fielded during the same collection period, each survey component collected data on different groups of individuals (e.g., cohorts starting at a specific time). A brief summary of the winter 2016-17 survey components is included in this report, and data collection procedures are summarized in appendix A. This &quot;First Look&quot; provides users with access to fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2017-18). The purpose of this report is to introduce new data through tables containing descriptive information such as totals, averages, and percentages. The findings presented here demonstrate the range of information available through IPEDS; they include only a sample of the information collected. A glossary of IPEDS terms is provided. [For the previous version of this report, see ED576673.]