ethanporcaro/eric-fulltext-meta huggingface dataset:
Use and Overuse of a "Go To" Drug
Author: Simon, Diane A.
Date: 2010-11-20
Type: Reports - Research
Subjects: Drug Therapy,Drug Abuse,Stimulants,Clinical Diagnosis,Attention Deficit Disorders,Attention Deficit Hyperactivity Disorder

I chose to write my paper on the misuse and misdiagnosis of cognitive pharmaceutical therapies such as Adderall and Ritalin. Though I found several articles, and sources from research relating to the abuse of the drugs, based on the project constraints I was only able to scratch the surface. In addition to peer-reviewed sources, I found several College Universities that have help site for students who have one form of addiction or another, several excerpts were specifically related to Adderall and Ritilan. To this author there was nothing more informative then words directly from an abuser. Therefore, I showcased one particular insert from a college student that was seeking assistant to help her with her addiction. With further research, I was also able to draw on my current position at a family practice taking mental note of patient appointments as well as speak to the physicians that work there. Moreover, an interview was conducted with a psychologist in order to get a specific view of how those sectors of the medical professionals are able to deal with over scripting and abuse. The interview was an insightful look at how difficult it is for him to diagnose, prescribe or determine that these specific drugs are actually being misused. Of further value, is the incorporated statistical chart showing the categories of gender, age and race. The disparity becomes clear between all 3 categories. It was also interesting to see the number of off label uses that Adderall and Ritalin are prescribed for. Increased energy and weight loss are two of the most common usages and unfortunately are the most common abuses. In addition to the above, I also added a section on how to understand the need for these therapies when used responsibly, and a brief overview of what ADHD and ADD are. The paper was written with the intent to bring to light the misuse of pharmaceuticals that were originally created to assist us with cognitive developmental deficiencies. And a further hope that those who in a position to diagnose and treat using these drugs are made aware of the misuse and abuse taking place on college campuses, in the home and on the streets. (Lists 10 resources.)
The Impact Analysis of Psychological Reliability of Population Pilot Study for Selection of Particular Reliable Multi-Choice Item Test in Foreign Language Research Work
Author: Fazeli, Seyed Hossein
Date: 2010-10-00
Type: Journal Articles
Subjects: Undergraduate Students,Multiple Choice Tests,English (Second Language),Language Tests,Language Proficiency,Psychological Characteristics,Reliability,Pilot Projects,Foreign Countries

The purpose of research described in the current study is the psychological reliability, its importance, application, and more to investigate on the impact analysis of psychological reliability of population pilot study for selection of particular reliable multi-choice item test in foreign language research work. The population for subject recruitment was all under graduated students from second semester at large university in Iran (both male and female) that study English as a compulsory paper. In Iran, English is taught as a foreign language. (Contains 9 tables.)
Bridging the Gap between Accountability and Reading Comprehension
Author: Harvey-Woodall, Antionette
Date: 2010-11-10
Type: Reports - Research
Subjects: Reading Comprehension,Disadvantaged,Academic Achievement,High Stakes Tests,Accountability,Alignment (Education),Best Practices,Skill Development,Educational Practices,Reading Difficulties,Reading Instruction,Achievement Gap

How can public school teachers effectively address the epidemic of poor reading comprehension amongst the nation's youth? How can teachers address the respective needs of every student in the classroom and improve reading comprehension skills simultaneously? The aforementioned inquiries were used by the researchers to investigate best practices in the field of academia that will assist educators in closing the gap between accountability and student achievement. The researchers find that levels of accountability are determined by students' performance or lack thereof on high-stakes testing. Furthermore, there is a direct correlation between poor student performance and poor reading comprehension skills. Thus, educators must begin addressing the individualized needs of every student in order to bridge the gap between accountability and student achievement.
A Modern Approach to Application of Abbreviation and Acronym Strategy for Vocabulary Learning in Second/Foreign Language Learning Procedure
Author: Fazeli, Seyed Hossein
Date: 2010-10-00
Type: Journal Articles
Subjects: Second Language Learning,Memory,Vocabulary Development,Correlation,Vocabulary,Language Proficiency

Understanding some key notions of how vocabulary is acquired, can help the learners of the other languages to have better and easier learning, longer retention, and even help the teachers deliver more realistic and effective vocabulary teaching. The purpose of research described in the current study to investigate on particular approach as a theoretical format of abbreviation and acronym strategy which is an easy, simple, powerful, and applicable strategy for learners of the other languages. The facility of such approach lead to make some of psycho-background in the mentality of the learners to feel the vocabulary learning procedure as an easy procedure; and learn new vocabularies easier and better, and have longer retention. Such approach on abbreviation and acronym strategy can be suggested to be applied in both learning and testing of vocabulary in the condition which is possible to have high correlation to find out the correct results. Important is that such approach can spread the positive view on the learners' vocabulary knowledge, the vocabulary learning procedure and the evaluation of vocabulary knowledge of the learners. The suggestion of such approach is based on the high correlation among many abbreviations and acronyms which was studied. The application of such approach is discussed in the present study. A bibliography is included.
Highlights from PISA 2009: Performance of U.S. 15-Year-Old Students in Reading, Mathematics, and Science Literacy in an International Context. NCES 2011-004
Author: Fleischman, Howard L.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Foreign Countries,International Organizations,Scientific Literacy,Mathematics Achievement,National Competency Tests,Problem Solving,Outcomes of Education,Comparative Analysis,Science Achievement,Secondary Education,Student Evaluation,Reading Achievement,High School Students,Measures (Individuals),Institutional Characteristics,Student Characteristics,Educational Trends,Trend Analysis,Scores,Gender Differences

The Program for International Student Assessment (PISA) is an international assessment that measures the performance of 15-year-olds in reading literacy, mathematics literacy, and science literacy. Coordinated by the Organization for Economic Cooperation and Development (OECD), an intergovernmental organization of 34 member countries, PISA was first implemented in 2000 and is conducted every 3 years. PISA 2009 was the fourth cycle of the assessment. Each PISA data collection effort assesses one of the three subject areas in depth (considered the major subject area), although all three are assessed in each cycle (the other two subjects are considered minor subject areas for that assessment year). Assessing all three areas allows participating countries to have an ongoing source of achievement data in every subject area while rotating one area as the main focus over the years. In the fourth cycle of PISA, reading was the subject area assessed in depth, as it was in 2000 (figure 1). Sixty countries and 5 other education systems participated as partners in PISA 2009 (figure 2 and table 1). This report focuses on the performance of U.S. students in the major subject area of reading literacy as assessed in PISA 2009. Achievement results for the minor subject areas of mathematics and science literacy in 2009 are also presented. Appendices include: (1) Sample Reading Texts and Items From PISA 2009; (2) Technical Notes; (3) U.S. PISA 2009 Steering Committee; and (4) Comparing PISA and NAEP. (Contains 8 tables, 8 figures, 7 exhibits, and 11 footnotes.)
Trends in High School Dropout and Completion Rates in the United States: 1972-2008. Compendium Report. NCES 2011-012
Author: Chapman, Chris
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Graduation Rate,Dropout Rate,Dropouts,High School Graduates,Student Characteristics,Educational Trends,Trend Analysis,Tables (Data),Educational Attainment,High School Students,High School Equivalency Programs,Enrollment,Low Income Groups,Ethnic Groups,Family Income

This report builds upon a series of National Center for Education Statistics (NCES) reports on high school dropout and completion rates that began in 1988. It presents estimates of rates in 2008, provides data about trends in dropout and completion rates over the last three and a half decades (1972-2008), and examines the characteristics of high school dropouts and high school completers in 2008. Four rates are presented to provide a broad picture of high school dropouts and completers in the United States, with the event dropout rate, the status dropout rate, the status completion rate, and the averaged freshman graduation rate each contributing unique information. Data presented in this report are drawn from the annual October Current Population Survey (CPS), the annual Common Core of Data (CCD) collections, and the annual General Education Development Testing Service (GEDTS) statistical reports. Appendices include: (1) Technical Notes; (2) Glossary; and (3) Standard Error Tables. (Contains 28 tables, 6 figures, and 28 footnotes.)
WWC Quick Review of the Report &quot;The Role of Simplification and Information in College Decisions: Results from the H&amp;R Block FAFSA Experiment&quot; Revised
Author: What Works Clearinghouse (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Educational Research,Financial Aid Applicants,Student Financial Aid,Higher Education,Enrollment,Federal Aid,Access to Information,Helping Relationship,Comparative Analysis,High School Seniors,Adults

This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the report &quot;The Role of Simplification and Information in College Decisions: Results from the H&amp;R Block FAFSA Experiment&quot;. The study examined whether assistance in filling out the Free Application for Federal Student Aid (FAFSA) increases the likelihood of filing the FAFSA, college enrollment, and financial aid receipt. The analysis of independent adults described in this report meets WWC evidence standards. The analysis of dependent students, FAFSA versus control comparison, described in this report meets WWC evidence standards with reservations. [The following study is the focus of this &quot;Quick Review&quot;: Bettinger, E., Long, B., Oreopoulos, P., &amp; Sanbonmatsu, L. (2009). &quot;The role of simplification and information in college decisions: Results from the H&amp;R Block FAFSA experiment&quot; (NBER Working Paper No. 15361). This is an updated version of a quick review released in June 2010. To access this report, see ED510038.]
WWC Quick Review of the Report &quot;Head Start Impact Study: Final Report&quot; Revised
Author: What Works Clearinghouse (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: School Readiness,Preschool Education,Nutrition,Disadvantaged Youth,Federal Programs,Young Children,Early Childhood Education,Preschool Children,Low Income Groups,Early Intervention,Enrollment,Grade 1,Kindergarten

This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the Report &quot;Head Start Impact Study: Final Report&quot;. This study examined the effects of offering Head Start to 3- and 4-year-olds. Head Start is a federal program aimed at boosting the school readiness of low-income children by providing preschool education and health and nutrition services. The first follow-up analysis described in this report meets WWC evidence standards with reservations. The second, third, and fourth follow-up analyses described in this report meet WWC evidence standards. [The following study is reviewed in this quick review: Puma, M. et al. (2010). &quot;Head Start impact study: Final report.&quot; Washington, DC: Administration for Children and Families, U.S. Department of Health and Human Services. This review is a revision of a quick review released in July 2010. To access this report, see ED510851.]
WWC Quick Review of the Article &quot;Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning&quot; Revised
Author: What Works Clearinghouse (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Ethnicity,Interaction,Rewards,Mathematics Skills,White Students,African American Students,Grade 4,Grade 5,Urban Schools,Multiplication,Computation,Scores,Statistical Significance,Group Dynamics,Elementary Education

This paper presents an updated WWC (What Works Clearinghouse) Review of the Article &quot;Culture and the Interaction of Student Ethnicity with Reward Structure in Group Learning&quot;. The study examined the effects of different reward systems used in group learning situations on the math skills of African-American and White students. The research described in this article meets WWC evidence standards. [The following study is the focus of this &quot;Quick Review&quot;: Hurley, E. A., Allen, B. A., &amp; Boykin, A. W. (2009). &quot;Culture and the interaction of student ethnicity with reward structure in group learning.&quot; &quot;Cognition and Instruction,&quot; 27(2), 121-146 (EJ834176). This is a revised version of a quick review released in March 2010. To access this report, see ED508880.]
WWC Quick Review of the Report &quot;The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report&quot; Revised
Author: What Works Clearinghouse (ED)
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Educational Research,Longitudinal Studies,School Choice,Educational Vouchers,Private Schools,Public Schools,Mathematics Achievement,Reading Achievement,Elementary School Students,Middle School Students,Urban Schools,Comparative Analysis

This paper presents an updated WWC (What Works Clearinghouse) Quick Review of the Report &quot;The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report&quot;. The study examined whether students in Milwaukee who use a voucher to attend private school have greater mathematics and reading achievement than students who attend public schools. The research described in this report meets WWC evidence standards with reservations. [The following study is the focus of this &quot;Quick Review&quot;: Witte, J. F., Cowen, J. M., Fleming, D. J., Wolf, P. J., Condon, M. R., &amp; Lucas-McLean, J. (2010). &quot;The MPCP Longitudinal Educational Growth Study third year report&quot; (SCDP Milwaukee Evaluation Report #15). This is an updated version of a quick review released in September 2010. To access this review, see ED511699.]
Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Postsecondary Education. 2010-11
Author: Federal Student Aid (ED)
Date: 2010-01-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Work Study Programs,Educational Counseling,Eligibility,Financial Aid Applicants,Postsecondary Education,Records (Forms)

Student aid is money provided by the federal government or another entity, such as a school or a state government, to help students pay for college or trade school. The U.S. Department of Education's federal student aid programs deliver billions of dollars to students each year, representing a substantial federal commitment to provide financial assistance for postsecondary students. In 2010-11, the federal student aid programs will provide more than $100 billion in aid to 11 million people. This handbook provides useful information to help high school counselors, TRIO and GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) staff, and other mentors advise students about financial aid for postsecondary education. This book focuses on the federal student aid programs administered by the U.S. Department of Education. Appended are: (1) 2010-11 &quot;Free Application for Federal Student Aid (FAFSA) on the Web Worksheet&quot;; (2) Sources of Additional Information; (3) Directory of State Agencies; (4) Glossary; and (5) Handouts.
Safe at School: Addressing the School Environment and LGBT Safety through Policy and Legislation
Author: Biegel, Stuart
Date: 2010-10-00
Type: Reports - Evaluative
Subjects: Homosexuality,Sexual Identity,Sexual Orientation,Educational Environment,Safety,Violence,Bullying,Court Litigation,Suicide,Social Discrimination,Minority Group Students,Curriculum,Instruction,Athletics,Legislation,Public Policy

Lesbian, gay, bisexual, and transgender (LGBT) students face a unique set of safety concerns each day. Over 85% report being harassed because of their sexual or gender identity, and over 20% report being physically attacked. Far too often teachers and administrators do nothing in response. In part because of this, the suicide rate for LGBT students continues to be 3-4 times higher than that of their straight counterparts, and in some parts of the country LGBT runaways may comprise up to 40% of the entire teen homeless population. Advances in law and policy have helped lead to much more fulfilling and productive lives for many LGBT persons, but the problems facing LGBT youth in America's public schools are still substantial. Gay and gender-non-conforming students continue to be confronted with challenges that can become overwhelming. Court records and academic research reveal a highly troubling pattern of mistreatment, negative consequences, and a dramatic failure on the part of many educational institutions to adequately address LGBT-related issues and concerns. This brief describes those issues, presents concrete policy recommendations, and then offers model statutory code language to implement many of those recommendations. Among other things, this brief documents: (1) Recurring examples of traumatic peer mistreatment, often with faculty complicity; (2) The resulting harm to the academic achievement and aspirations of LGBT students; (3) Lives lost, both directly through assaults and indirectly through suicide; (4) LGBT runaway rates and teen homelessness rates that remain disproportionately high; and (5) The particular ongoing challenges faced by LGBT students of color. A list of references is included. (Contains 77 notes.) [This paper was produced in collaboration with the Williams Institute in the University of California, Los Angeles Law School.]
Tracking Students to 200 Percent of Normal Time: Effect on Institutional Graduation Rates. Issue Brief. NCES 2011-221
Author: Horn, Laura
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Black Colleges,Academic Persistence,Student Financial Aid,Higher Education,Enrollment,Hispanic American Students,Bachelors Degrees,Associate Degrees,Community Colleges,Time to Degree

The 1990 Student Right-to-Know Act requires institutions to annually disclose graduation rates. To assist institutions in meeting this responsibility, the Integrated Postsecondary Education Data System (IPEDS) has collected institutional graduation rate data since 1997. Institutions eligible for federal student aid (Title IV funding) are required to calculate and report completion or graduation rates for a cohort of students entering that institution and to disclose these rates to all students and prospective students. The cohort is defined as first-time, full-time, degree- or certificate-seeking students, and the completion rate is calculated as the total number of completers within &quot;150 percent of normal time&quot; divided by the number of students in the cohort. Using this definition, an eligible cohort member in a 4-year institution who finished a bachelor's degree at that same institution in 6 or fewer years and an eligible cohort member in a 2-year institution who completed an associate's degree at that same institution in 3 or fewer years would be counted as completers. Beginning in 2008, to comply with the Higher Education Opportunity Act of 2008, IPEDS added a new survey component, called Graduation Rate 200, which collects graduation rates at 200 percent of normal time. This time frame corresponds to completing a bachelor's degree in 8 years and an associate's degree in 4 years. The purpose of this Issue Brief is to report whether this additional time results in higher institutional graduation rates. The author also examines whether the longer time frame particularly changes reported rates for Historically Black Colleges and Universities (HBCUs) or institutions with high Hispanic enrollment (HHE), because previous research has reported lower than average graduation rates for these institutions in the 4-year public and private not-for-profit private sectors. Specifically, this Issue Brief addresses three questions: (1) Are graduation rates reported at 200 percent of normal time higher than those reported at 150 percent of normal time? (2) How does this difference compare with the increase in rates between 150 percent and 100 percent of normal time? (3) Does the longer time frame yield bigger gains in graduation rates for HBCUs and HHEs compared with all other institutions within a given sector?        (Contains 1 table, 1 figure and 7 endnotes.)