ethanporcaro/eric-fulltext-meta huggingface dataset:
Literacy, Employment and Youth with Learning Disabilities: Aligning Workforce Development Policies and Programs
Author: Mooney, Marianne
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Learning Disabilities,Juvenile Justice,Literacy,Labor Force Development,Vocational Education,Program Development,Demonstration Programs,Models,Professional Development,Educational Policy

The purpose of this paper is threefold: (1) to provide information to policymakers and government personnel who support and develop workforce development programming, policies and practices for youth, including those with learning disabilities (LD); (2) to provide a national view of the literacy and employment status of youth with LD who have low literacy skills; and (3) to provide information on how workforce development programs can meet their literacy, employment and self-determination needs, providing professional development and leveraging technology to do so more effectively and efficiently. To accomplish this purpose, the paper is organized to address six objectives: (1) Describe the critical need for sophisticated literacy skills in the 21st-century workforce; (2) Define learning disabilities and discuss the implications of the need for higher literacy skills for youth with LD; (3) Discuss the challenges in the current workforce development systems and personnel and professional development needs to address the achievement of youth with LD; (4) Provide information on how these workforce development programs and personnel can meet the literacy, employment and self-determination needs of youth with LD; (5) Offer examples of program models; and (6) Discuss implications for policymakers and government personnel who support and develop workforce development programming, policies and practices for youth.
Adult English Language Learners with Limited Literacy
Author: Bigelow, Martha
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Adult Basic Education,Second Language Learning,Adult Learning,Adult Students,Literacy,Cultural Influences,Educational Opportunities,Professional Development,English (Second Language),Limited English Speaking,Educational Research,Language Research,Brain,Cognitive Processes,Student Needs,Adult Educators,Functional Literacy,Immigrants

Adult English language learners who lack print literacy or experience with formal education encounter a unique set of challenges in their lives and their efforts to learn English. Educators and policymakers are similarly challenged by how best to help these adults acquire English literacy. This paper reviews a variety of research, including that on language acquisition, literacy development in adults and children, cognition and brain functioning, adult education, and professional development. Though research on this specific group of adult learners is sparse, available findings suggest that they need programs and classes separate from those for other beginning-level English language learners, with particular attention paid to cultural influences and their experiences (or lack thereof) with formal education. Those who teach these adults can benefit from professional development opportunities that focus closely on the specific backgrounds, strengths and needs of these learners. (Contains 1 note.)
Making Sense of Decoding and Spelling: An Adult Reading Course of Study--Teachers' and Administrators' Guide
Author: MacArthur, Charles A.
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Adult Basic Education,Adult Reading Programs,Adult Learning,Adult Students,Decoding (Reading),Spelling,Evidence,Pattern Recognition,Lesson Plans,Teaching Guides

"Making Sense of Decoding and Spelling: An Adult Reading Course of Study" is an evidence-based course of study designed to teach adult learners to decode and spell words more accurately and fluently. It is designed to be used as one component of a comprehensive adult reading course. The target population for the course is adult basic education (ABE) learners at the low-intermediate level (fourth to seventh grade equivalence level). It contains 30 scripted lesson plans. The course of study begins with a review of basic alphabetic decoding skills and then teaches the most common and useful patterns of English words, and their applications in decoding, spelling, and fluent reading. The course was evaluated in an experimental study. This Teachers' and Administrators' Guide is designed to assist ABE instructors in using the "Making Sense" course of study, and provides information for ABE administrators to use in supporting instruction with "Making Sense". The Lesson Plans document includes the 30 scripted lessons with related charts and overhead transparencies. The Learner Activity Book is designed for use by individual learners in conjunction with the lessons; each learner should have a copy. It is important to have all materials to use the course effectively. All materials are designed to be downloaded from the Internet, printed and copied for use.
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2007
Author: Tennessee State Board of Education
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Administrator Education,Higher Education,Elementary Secondary Education,Teacher Persistence,Preschool Education,Kindergarten,Teacher Supply and Demand,Educational Attainment,Graduation Requirements,Master Plans,State Boards of Education,Strategic Planning,Education Work Relationship,Access to Education,Educational Objectives,Teacher Education,Accountability,Statewide Planning,Partnerships in Education,High Schools

This 2007 Annual Joint Report of the State Board of Education and the Tennessee Higher Education Commission identifies four joint priorities and nine associated goals addressing areas of need in both student learning and educator development for the advancement of education in Tennessee. The joint priorities and initiatives focus on points of connection between pre-kindergarten through grade 12 (P-12) and higher education that are essential to a unified system of education in the state. The four joint priorities include the following: (1) Student Learning: Pre-kindergarten through Higher Education (P-16); (2) Student Access and Transition; (3) Supply and Retention of Teachers; and (4) Teacher Development. To achieve these joint priorities, the Board and Commission have created nine supporting goals. Specifically, the goals for each priority are: Goals in Support of Priority 1: Student Learning: Pre-K through Higher Education (P-16)--(1) Strengthen connections between P-12 and higher education; (2) Prepare students to move successfully through each level of academic and workplace preparation; (3) Increase Tennessee educational attainment levels; Goals in Support of Priority 2: Student Access and Transition--(4) Increase access and participation at all levels of education; (5) Establish seamless transitions through all sectors and levels of education; Goals in Support of Priority 3: Supply and Retention of Teachers--(6) Increase the supply of teachers being prepared for needed areas; (7) Increase teacher retention; Goals in Support of Priority 4: Teacher Development--(8) Enhance teacher development related to instructional effectiveness; and (9) Increase the application of technology in support of teacher and administrator preparation and development. For each of the nine goals, the Board and Commission have worked cooperatively to identify indicators, performance targets, and baseline data that track the performance of P-16 education in Tennessee. Therefore, this document is not only a report, but also a master plan for action over the next 10 years. The report reaffirms the commitment by the Board and the Commission to develop an integrated, accountable, and competitive system of education in Tennessee. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admission to Tennessee Public Higher Education Institutions; (3) Board of Education Performance Model; and (4) The 2005-10 Master Plan for Tennessee Higher Education: Creating Partnerships for a Better Tennessee.
Annual Joint Report on Pre-Kindergarten through Higher Education in Tennessee, 2008
Author: Tennessee State Board of Education
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Administrator Education,Higher Education,Elementary Secondary Education,Preschool Education,Teacher Persistence,Educational Attainment,Graduation Requirements,Kindergarten,Master Plans,Strategic Planning,State Boards of Education,Teacher Supply and Demand,Access to Education,Teacher Education,Education Work Relationship,Accountability,Statewide Planning,Partnerships in Education,High Schools

This 2008 Annual Joint Report of the State Board of Education and the Tennessee Higher Education Commission identifies four joint priorities and nine associated goals addressing areas of need in both student learning and educator development for the advancement of education in Tennessee. The joint priorities and initiatives focus on points of connection between pre-kindergarten through grade 12 (P-12) and higher education that are essential to a unified system of education in the state. The four joint priorities include the following: (1) Student Learning: Pre-kindergarten through Higher Education (P-16); (2) Student Access and Transition; (3) Supply and Retention of Teachers; and (4) Teacher Development. To achieve these joint priorities, the Board and Commission have created nine supporting goals. Specifically, the goals for each priority are: Goals in Support of Priority 1: Student Learning: Pre-K through Higher Education (P-16)--(1) Strengthen connections between P-12 and higher education; (2) Prepare students to move successfully through each level of academic and workplace preparation; (3) Increase Tennessee educational attainment levels; Goals in Support of Priority 2: Student Access and Transition--(4) Increase access and participation at all levels of education; (5) Establish seamless transitions through all sectors and levels of education; Goals in Support of Priority 3: Supply and Retention of Teachers--(6) Increase the supply of teachers being prepared for needed areas; (7) Increase teacher retention; Goals in Support of Priority 4: Teacher Development--(8) Enhance teacher development related to instructional effectiveness; and (9) Increase the application of technology in support of teacher and administrator preparation and development. For each of the nine goals, the Board and Commission have worked cooperatively to identify indicators, performance targets, and baseline data that track the performance of P-16 education in Tennessee. Therefore, this document is not only a report, but also a master plan for action over the next 10 years. The report reaffirms the commitment by the Board and the Commission to develop an integrated, accountable, and competitive system of education in Tennessee. Appended are: (1) Tennessee High School Graduation Requirements; (2) Minimum High School Course Requirements for Regular Undergraduate Admission to Tennessee Public Higher Education Institutions; (3) Board of Education Performance Model; and (4) The 2005-10 Master Plan for Tennessee Higher Education: Creating Partnerships for a Better Tennessee.
2009 GED Testing Program Statistical Report
Author: American Council on Education, GED Testing Service
Date: 2010-07-00
Type: Numerical/Quantitative Data
Subjects: Credentials,Test Content,Testing Programs,Testing,High School Equivalency Programs,Tables (Data),Adults,Scores,High School Seniors,Test Results,Educational Trends,Trend Analysis,Comparative Analysis,Financial Support,Academic Achievement

The &quot;2009 GED[R] Testing Program Statistical Report&quot; is the 52nd annual report in the program's 68-year history of providing a second opportunity for adults without a high school credential to earn their jurisdiction's GED credential. The report provides candidate demographic and GED Test performance statistics as well as historical information on the GED testing program. GED Testing Service[R], with the cooperation of jurisdictions that administer the GED Test, is the sole source of worldwide data on the GED testing program and GED Test candidates and receives no federal funds. In 2009, more than 788,000 adults worldwide took some portion of the five GED Test content areas measuring skills of writing, reading, social studies, science, and mathematics. Approximately 684,000 people completed the GED Test. Nearly 473,000 of these completers (69.2 percent) met the passing standard by earning scores equal to or higher than those earned by the top 60 percent of graduating high school seniors. This report is presented in such a way as to facilitate comparisons across jurisdictions on pass rates, candidate demographics, and trends across time, yet the reader is cautioned while making such comparisons. Ultimately, each jurisdiction manages its own GED testing program, is dependent upon the funding it receives, and establishes many testing-program and related policies. Thus, it is important to recognize that variability among jurisdictions may correlate with testing program outcomes such as pass rates. For example, jurisdictions that prescreen candidates by requiring them to pass the Official GED Practice Tests (OPT) generally have higher GED Test pass rates. This report draws attention to situations in which the outcomes may reflect jurisdictional variability. This report contains the following sections: (I) Who Lacks a High School Credential and Who Took the GED Test?; (II) Who Passed the GED Test?; (III) Trends in the GED Testing Program; and (IV) GED Testing Program Information. Twenty five appendices are included. (Contains 3 tables, 13 figures and 27 footnotes.) [Anne Guison-Dowdy, Margaret Becker Patterson, Wei Song, and Jizhi Zhang contributed to the data analyses, authorship, and production of this report.]
Tennessee Higher Education Commission Profiles and Trends, 2007
Author: Tennessee Higher Education Commission
Date: 2007-02-00
Type: Numerical/Quantitative Data
Subjects: Income,Enrollment Rate,Comparative Analysis,Funding Formulas,Regional Characteristics,African American Students,Higher Education,Community Colleges,College Students,Student Characteristics,Minority Groups,Adult Students,Student Participation,Educational Attainment,Profiles,Academic Persistence,School Holding Power,Educational Trends,Economics,College Preparation,Graduation Rate,Educational Finance,Paying for College,Outcomes of Education,Student Financial Aid,Reports,Educational Policy,Educational Indicators,College Entrance Examinations

This paper reports the trends in Tennessee higher education. Information on the following items are presented: (1) Educational Attainment and Economic Comparisons; (2) Student Preparation; (3) Student Participation; (4) Affordability; (5) Completion; and (6) Finance. [For &quot;Tennessee Higher Education Commission Profiles and Trends, 2006&quot;, see ED512303.]
Tennessee Higher Education Commission Profiles and Trends, 2006
Author: Tennessee Higher Education Commission
Date: 2006-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Comparative Analysis,Tuition,Educational Finance,College Faculty,Salaries,Student Financial Aid,Educational Trends,Trend Analysis,Profiles,Economic Factors,Graduation Rate,Funding Formulas

This paper reports the trends in Tennessee higher education. Information on the following items are presented: (1) Educational attainment comparisons; (2) Economic and demographic comparisons; (3) Measuring Up; (4) Preparation; (5) Participation; (6) Affordability; (7) Completion; (8) Benefits; (9) Funding history and comparisons; (10) Tuition and Financial Aid; and (11) Faculty salaries.
Tennessee Higher Education Profiles and Trends, 2008
Author: Tennessee Higher Education Commission
Date: 2008-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Community Colleges,College Students,Student Characteristics,Minority Groups,Adult Students,Student Participation,Educational Attainment,Profiles,Academic Persistence,School Holding Power,Educational Trends,Educational Environment,Economics,College Preparation,Graduation Rate,Educational Finance,Paying for College,Learner Engagement,Outcomes of Education,Student Financial Aid,Reports,State Legislation,Educational Policy

Tennessee Code Annotated (T.C.A.) Section 49-7-202 (c) (7) requires the Tennessee Higher Education Commission to &quot;submit a biennial report to the governor and the general assembly, commenting upon major developments, trends, new policies, budgets and financial considerations which in the judgment of the commission will be useful to the governor and to the general assembly in planning for the sound and adequate development of the state's program of public higher education.&quot; The purpose of this report, &quot;Tennessee Higher Education Profiles and Trends,&quot; is to provide state policymakers with a brief overview of Tennessee higher education within a regional and national context. This report presents data and analyses on seven policy issues important to the state: (1) State Economy and Higher Education; (2) Student Preparation; (3) Student Participation; (4) Student Retention and Completion; (5) Finance; (6) Tuition and Financial Aid; and (7) Student Learning and Engagement. (Contains 19 figures, 1 chart and 8 notes.) [For &quot;Tennessee Higher Education Commission Profiles and Trends, 2007&quot;, see ED512302.]
Statistical Abstract of Tennessee Higher Education, 2002-2003
Author: Tennessee Higher Education Commission
Date: 2003-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Master Plans,Private Colleges,Intellectual Disciplines,Accreditation (Institutions),Racial Differences,Gender Differences,Comparative Analysis,Graduate Study,Undergraduate Study,Community Colleges,Public Colleges,Vocational Education,College Students,Transfer Students,Student Characteristics,Minority Groups,Enrollment Rate,Educational Attainment,Academic Persistence,School Holding Power,Economics,Educational Finance,Paying for College,Graduation Rate,Outcomes of Education,Reports,State Legislation,Educational Policy,Educational Indicators,School Statistics,Regional Characteristics,State Agencies

The Tennessee Higher Education Commission (THEC) was created in 1967 by the Tennessee General Assembly (TCA 49-7-202) for the purpose of coordinating and supporting the efforts of post-secondary institutions in the State of Tennessee. One of its statuatory requirements is to create a master plan for the development of public higher education in Tennessee. This report provides detailed statistical information on the conditions of the higher education in Tennessee. This report contains the following sections: (1) About Us; (2) Academic Programs; (3) Enrollment and Transfers; (4) Persistence and Attainment; (5) Fiscal; (6) Tennessee Technology Centers; (7) Tennessee Independent Colleges and Universities; and (8) Terms and Definitions.
Statistical Abstract of Tennessee Higher Education, 2003-2004
Author: Tennessee Higher Education Commission
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Master Plans,Private Colleges,Intellectual Disciplines,Accreditation (Institutions),Racial Differences,Gender Differences,Comparative Analysis,Graduate Study,Undergraduate Study,Community Colleges,Public Colleges,Vocational Education,College Students,Transfer Students,Student Characteristics,Minority Groups,Enrollment Rate,Educational Attainment,Academic Persistence,School Holding Power,Economics,Educational Finance,Paying for College,Graduation Rate,Outcomes of Education,Reports,State Legislation,Educational Policy,Educational Indicators,School Statistics,Regional Characteristics,State Agencies

The Tennessee Higher Education Commission (THEC) was created in 1967 by the Tennessee General Assembly (TCA 49-7-202) for the purpose of coordinating and supporting the efforts of post-secondary institutions in the State of Tennessee. One of its statuatory requirements is to create a master plan for the development of public higher education in Tennessee. This report provides detailed statistical information on the conditions of the higher education in Tennessee. This report contains the following sections: (1) About Us; (2) Academic Programs; (3) Enrollment and Transfers; (4) Persistence and Attainment; (5) Fiscal; (6) Tennessee Technology Centers; (7) Tennessee Independent Colleges and Universities; (8) Addendum; and (9) Terms and Definitions. [For &quot;Statistical Abstract of Tennessee Higher Education, 2002-2003&quot;, see ED512305.]
Tennessee Higher Education Fact Book, 2007-2008
Author: Tennessee Higher Education Commission
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Transfer Students,Academic Persistence,Educational Attainment,Educational Finance,Public Colleges,Scores,College Entrance Examinations,Part Time Students,Full Time Students,Gender Differences,Age Differences,Racial Differences,Undergraduate Students,On Campus Students,Commuting Students,College Transfer Students,Community Colleges,Academic Degrees,Technology Education,Graduation Rate,Job Placement,Outcomes of Education,State Aid,Tuition,Fees,Family Income,Paying for College,Funding Formulas,Income,Student Financial Aid,Scholarships,Teacher Salaries

The Division of Policy, Planning, and Research has assembled the Tennessee Higher Education Fact Book which is a compilation of statistical information pertaining to higher education in Tennessee. This Fact Book contains tables and charts with data relevant to enrollment and transfers, persistence and attainment, and fiscal information about Tennessee universities. The Fact Book is a resource for various stakeholders in higher education such as administrators, researchers, and legislators. A Glossary is included.