ethanporcaro/eric-fulltext-meta huggingface dataset:
The Determinants of Postsecondary Enrollment: Evidence from the AISD Class of 2007. Publication Number 07.85
Author: Garland, Marshall W.
Date: 2008-11-00
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment Trends,School Districts,Outcomes of Education,Hispanic American Students,College Preparation,Grade Point Average,College Applicants,High School Graduates,Academic Achievement,Academic Aspiration

This report summarizes analyses of post-secondary enrollment trends among Austin Independent School District's graduating high school Class of 2007.
High School Redesign: Student Advisory Evaluation, 2007-2008. Publication Number 07.72
Author: Looby, Karen
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: High School Students,School Districts,School Restructuring,Program Evaluation,Advocacy,Advisory Committees,Teacher Attitudes,Social Responsibility,Academic Advising,College Preparation,Career Exploration,Academic Achievement,Teacher Student Relationship,Student Attitudes,Faculty Development,School Personnel,Institutional Characteristics

This report summarizes program evaluation results from Austin Independent School District's 2007-2008 high school Student Advisory/Family Advocacy Program.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1856-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, analytical trigonometry, plane and spherical trigonometry, and mensuration. [This book was revised and adapted by Charles Davies.]
The Pandemic&apos;s Effects on Early Educators&apos; Employment and Well-Being: Findings from the District of Columbia Child Care Policy Research Partnership
Author: Hernandez-Lepe, Fernando
Date: 2022-05-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Employment Level,Wages,Barriers,Child Care Centers,Early Childhood Teachers,School Closing,Knowledge Level,Educational Technology,Training,Electronic Learning,Unemployment,Teachers,Teacher Aides,Teaching Conditions,Health,Safety,Teacher Employment Benefits,Hunger,Income,Social Services

This brief summarizes early educators' experiences during the COVID-19 pandemic, including changes in employment and wages, supports they received, and challenges they faced. The findings come from a survey of early educators working in licensed child care facilities in the District of Columbia in early 2021. The survey is part of the larger DC Child Care Policy Research Partnership study with DC's Office of the State Superintendent of Education. This brief is part of a series sharing other survey findings, including virtual training experiences during the pandemic, job satisfaction and workplace culture, and perspectives on DC's new quality rating and improvement system. Four key findings from the survey are discussed: (1) Many licensed child care facilities physically closed at the onset of the pandemic, yet one year later most had reopened; (2) Most respondents were back to work at the time of the survey, although closures had been widespread and the COVID-19 vaccine was not yet universally available; (3) Some early educators lost work hours and job earnings during the pandemic; and (4) Some early education programs did not pay certain employees during pandemic closures.
Elements of Geometry and Trigonometry
Author: Legendre, A. M.
Date: 1862-00-00
Type: Books
Subjects: Textbooks,Mathematics Instruction,Mathematical Concepts,Geometric Concepts,Geometry,Trigonometry,Measurement

This textbook presents principles, ratios and proportions, the circle and measurement of angles, regular polygons and measurement of the circle, planes and solid angles, polyhedrons, the three round bodies, analytical trigonometry, plane and spherical trigonometry, and mensuration. [This book was adapted by Charles Davies.]
The New Barnes Readers. First Year -- Second Half. Book One
Author: Dressel, Herman
Date: 1916-00-00
Type: Books
Subjects: Reading Materials,Word Lists,Textbooks,Reading,Elementary Education

This textbook is the first volume in a series of readers. Word lists are included.
Picking Up the Pieces: Strengthening Connections with Students Experiencing Homelessness and Children in Foster Care. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (May 19, 2021). Serial No. 117-15
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Homeless People,Foster Care,Early Childhood Education,Elementary Secondary Education,At Risk Students,Poverty,Social Bias,Racial Bias,COVID-19,Pandemics,Federal Legislation,Federal Aid,Intervention,Head Start,Disadvantaged Youth,Preschool Education,Public Schools,School Closing,Child Welfare,Hunger

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to discuss strengthening connections with students experiencing homelessness and children in foster care. Member statements were presented by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Gretchen Davis, Foster Parent; (2) Jennifer Erb-Downward, Senior Research Associate, Poverty Solutions at the University of Michigan; (3) James F. Lane, Virginia Superintendent of Public Instruction, Virginia Department of Education; and (4) Michelle Linder-Coates, Executive Director, School District of Philadelphia. Additional submissions include: (1) Questions submitted for the record by: Honorable Lucy McBath, a Representative in Congress from the State of Georgia; and (2) Response to question submitted for the record by: Mr. Lane.
For-Profit College Conversions: Examining Ways to Improve Accountability and Prevent Fraud. Hearing before the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (April 20, 2021). Serial No. 117-7
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Private Colleges,Prevention,Legislators,Accountability,Hearings,Deception,Public Officials,Federal Government,Student Financial Aid,Debt (Financial),College Graduates,Taxes,College Presidents,Compensation (Remuneration),Expenditures,Laws,Costs,Higher Education,Loan Repayment

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine ways to improve accountability and prevent fraud in for-profit college conversions. Member statements were provided by: (1) Honorable Robert C. Scott, Chairman, Committee on Education and Labor; and (2) Honorable Virginia Foxx, Ranking Member, Committee on Education and Labor. Witness statements were provided by: (1) Yan Cao, JD, Fellow, The Century Foundation; (2) Melissa Emrey-Arras, Director, Education, Workforce and Income Security Issues, U.S. Government Accountability Office; (3) Brian Galle, JD, LL.M., Professor of Law, Georgetown University Law Center; and (4) Andrew Gillen, Ph.D., Senior Policy Analyst, Texas Public Policy Foundation. Additional submissions include: (1) Ranking Member Foxx: Report, ''Cheap for Whom?'', AEI Public Policy Research, October 2011; Charts, ''Executive Compensation at Public and Private Colleges''; Table, ''Spending by Function''; Graphics, ''The College Completion Landscape''; Chart, ''Federal Student Loan Three-Year Default Rate''; and Article, ''Higher Education Has a Tax Problem and It's Hurting Local Communities'', &quot;Time,&quot; April 7, 2021; (2) Honorable Alma S. Adams, a Representative in Congress from the State of North Carolina: Letter submitted by NAICU dated April 16, 2021; (3) Questions were submitted for the record by: Chairman Scott; Ranking Member Foxx; Honorable Scott Fitzgerald, a Representative in Congress from the State of Wisconsin; Honorable Diana Harshbarger, a Representative in Congress from the State of Tennessee; and (4) Responses to questions submitted for the record by: Ms. Cao; Mr. Gillen; and Ms. Emrey-Arras.
Reauthorizing the National Apprenticeship Act: Strengthening and Growing Apprenticeships for the 21st Century. Hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (March 4, 2020). Serial No. 116-55
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Apprenticeships,Federal Legislation,Educational Legislation,On the Job Training,Higher Education,State Programs,National Programs,Labor Force Development

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Investment that was held to discuss reauthorizing the National Apprenticeship Act: Strengthening and Growing Apprenticeships for the 21st Century. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Daniel Bustillo, Executive Director, Healthcare Career Advancement Program; (2) Morna K. Foy, President, Wisconsin Technical College System; (3) Jace Noteboom, Talent Director: IBM Systems, Watson Health, Cognitive Enterprise Support, IBM; and (4) Tiffany P. Robinson, Esquire, Secretary, Maryland Department of Labor. Additional submissions include: (1) Honorable Brett Guthrie, a Representative in Congress from the State of Kentucky: Link to Consumer Technology Association--Why Tech Companies Should Offer Apprenticeships; (2) Honorable Pramila Jayapal, a Representative in Congress from the State of Washington: 2019 Annual Report--WSDOT Office of Equal Opportunity, Pre-Apprentice Support Services and On-the-Job Training Support Services Program; Article: Amber--Breaking Down Barriers to a Brighter Future; and WSLC: Washington Apprenticeship Growth and Expansion Study; (3) Honorable Robert Scott, a Representative in Congress from the State of Virginia: Statement from the Center for Law and Social Policy; (4) Questions submitted for the record by: Honorable Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; and Honorable Josh Harder, a Representative in Congress from the State of California; and (5) Responses submitted for the record by: Mr. Bustillo, Ms. Foy, Ms. Noteboom, and Ms. Robinson.
A Major Test: Examining the Impact of COVID-19 on the Future of Higher Education. Hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, Second Session (July 7, 2020). Serial No. 116-60
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: COVID-19,Pandemics,Higher Education,Federal Aid,Federal Legislation,Educational Finance,Eligibility,Economic Impact,Racial Bias,Ethnicity,Budgets,Hunger,Housing,School Closing,Online Courses,Loan Repayment,Student Loan Programs,Educational Technology,Barriers

This document records testimony from a hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education that was held to examine the impact of COVID-19 on the future of higher education. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Mr. Shaun Harper, President, American Educational Research Association, Los Angeles, California; (2) Ms. Sharon J. Pierce, President, Minneapolis College, Minneapolis, Minnesota; (3) Mr. Scott Pulsipher, President, Western Governors University, Salt Lake City, Utah; and (4) Mr. Timothy P. White, Chancellor, The California State University, Long Beach, California. Additional submissions include: (1) Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina: The Myth of State Disinvestment in Higher Education; (2) Honorable Ilhan Omar, a Representative in Congress from the State of Washington: Prepared statement; (3) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: Prepared statement from American Council on Education (ACE); Prepared statement from National Education Association (NEA); and Prepared statement; (4) Questions submitted for the record by: Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; Mr. Scott; Honorable Mark Takano, a Representative in Congress from the State of California; Honorable David Trone, a Representative in Congress from the State of Maryland; and Honorable Mark Walker, a Representative in Congress from the State of North Carolina; and (5) Responses submitted for the record by: Mr. Harper, Ms. Pierce, Mr. Pulsipher, and Mr. White.
School Life: Official Organ of the United States Bureau of Education, Department of the Interior. Volume XI. September, 1925-June, 1926
Author: Boykin, James C., Ed.
Date: 1926-00-00
Type: Historical Materials
Subjects: Educational Legislation,Federal Legislation,Education,Foreign Countries,Organizations (Groups),Intellectual Disciplines,Educational Theories,Citizenship,Books

This document contains the September 1925 through June 1926 issues of &quot;School Life,&quot; a monthly publication of the U.S. Department of the Interior Bureau of Education. The journal issues cover a variety of topics across education sectors, legislation before Congress, foreign schools and education systems, education association activities, education in disciplines, education theory, citizenship and public affairs, and new education books. An index is included.
FY 2022 Management Challenges Facing the U.S. Department of Education
Author: Office of Inspector General (ED)
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: Audits (Verification),Inspection,COVID-19,Pandemics,Federal Government,Federal Legislation,Strategic Planning,Performance,Grants,Educational Finance,Federal Aid,Student Financial Aid,Data Collection,Higher Education,Data Use,College Students,Accreditation (Institutions),Federal Programs,Deception,Government Role,Students with Disabilities,Natural Disasters,Educational Legislation,Elementary Secondary Education,Charter Schools,Crime,Colleges,Disclosure,School Security

The Government Performance and Results Modernization Act of 2010 defines major management challenges as programs or management functions that are vulnerable to waste, fraud, abuse, and mismanagement, and where a failure to perform well could seriously affect the ability of the U.S. Department of Education (Department) to achieve its mission or goals. In accordance with the Reports Consolidation Act of 2000, the Office of Inspector General (OIG) reports annually on the most serious management and performance challenges the Department faces. To identify management challenges, OIG examined past audit, inspection, and investigative work; reviewed corrective actions that the Department has not completed; assessed ongoing audit, inspection, and investigative work to identify significant vulnerabilities; and analyzed new programs and activities that could pose significant challenges. OIG's assessment also considered the accomplishments the Department reported as of September 30, 2021. For fiscal year (FY) 2022, OIG identified five management challenges the Department faces as it continues its efforts to promote student achievement and preparation for global competitiveness by fostering educational excellence and ensuring equal access: (1) implementing pandemic relief laws; (2) oversight and monitoring; (3) data quality and reporting; (4) improper payments; and and (5) information technology security. These five challenges were included in OIG's FY 2021 report. [For the FY 2021 report, see ED621361.]
U.S. Department of Education, Office of Inspector General FY 2022 Annual Plan
Author: Office of Inspector General (ED)
Date: 2021-11-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Public Agencies,Resources,Resource Allocation,Efficiency,Integrity,Program Evaluation,Program Effectiveness,Educational Quality,Risk Assessment,Institutional Mission,Pandemics,COVID-19,Student Financial Aid,Federal Aid,Kindergarten,Elementary Secondary Education,Correlation,Grants,Federal Legislation,Special Education,Program Administration,Educational Objectives

The U.S. Department of Education (Department) Office of Inspector General (OIG) annual plan identifies the audits, inspections, and other activities that the OIG intends to undertake to assist the Department in fulfilling its responsibilities to America's citizens and students. OIG's FY 2022 Annual Plan details the assignment areas and resources they plan to devote to evaluations of the efficiency, effectiveness, and integrity of Department programs and operations. It aligns the OIG's work and resources to achieve their mission, meet the goals of their Strategic Plan (see ED620770), and focuses attention across challenge areas to the Department. The activities presented in the FY 2022 Work Plan are conducted under the OIG's first Strategic Plan goal: Deliver high-quality, timely, and impactful products and services that promote efficiency, effectiveness, and integrity in the Department's operations and programs. These activities were developed in consideration of factors that include an assessment of risk to the Department's programs and operations, the OIG's mission and goals, stakeholder feedback, FY 2022 Management Challenges (see ED620843), and resource availability. OIG presents these activities in four priority areas: (1) specialized work specific to pandemic relief oversight and disaster recovery; (2) Federal student aid programs and operations; (3) K-12 grant programs and operations, and (4) Department management and operations. At the end of the work plan, a table is included that correlates the FY 2022 Work Plan projects to the FY 2022 Management Challenges. [For the FYs 2021-2022 Annual Plan, see ED621276.]
Question: What Are the Relationships among English Proficiency, Economic Status and TAKS Science Performance? E-Team Report: DPE Publication No. 06.28
Author: Schmitt, Lisa
Date: 2007-08-30
Type: Reports - Descriptive
Subjects: Language Proficiency,Achievement Tests,English Language Learners,English (Second Language),Economically Disadvantaged,Disadvantaged Youth,Socioeconomic Status,Correlation,Science Achievement,Grade 5,Standardized Tests

This report describes the relationships among English proficiency, economic status, and student performance on the 2007 Science Texas Assessment of Academic Knowledge and Skills for students in Austin Independent School District.
External Research Summary Report: 2007-2008. Publication Number 07.65
Author: Malerba, Cathy
Date: 2008-10-00
Type: Reports - Research
Subjects: School Districts,Research Proposals,Educational Research,Educational Trends,Program Evaluation,Research Committees

This summary report describes the overall percentage of external research proposals accepted by Austin Independent School District in school year 2007-2008; the types of groups and individuals who submitted proposals; and trends among topic areas, grade levels, and the staff and student groups most often involved in the research.
Lessons Learned: Charting the Path to Educational Equity. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (March 25, 2021). Serial No. 117-5
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Equal Education,Early Childhood Education,Elementary Secondary Education,COVID-19,Pandemics,School Closing,Disproportionate Representation,Educational Legislation,Federal Legislation,Distance Education,Students with Disabilities,Minority Group Students,Low Income Students,English Language Learners,Federal Aid

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine lessons learned when charting the path to educational equity. Member statements were provided by: (1) Honorable Gregorio Kilili Camacho Sablan, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Burgess Owens, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements and and prepared statements were provided by: (1) Selene A. Almazan, Esq., Legal Director, Council of Parent Attorneys and Advocates, Inc.; (2) Alberto M. Carvalho, Superintendent of Schools, Miami-Dade County Public Schools; (3) Jennifer Dale, Parent; and (4) Marc H. Morial, JD, President and CEO, National Urban League. Additional submissions by Honorable Robert C. Scott, ''Bobby'', a Representative in Congress from the State of Virginia, include: (1) Article: ''CDC report on Smithfield COVID-19 outbreak in Sioux Falls was redone with 'watered down' recommendations''; (2) Article: ''The CDC softened a report on meatpacking safety during the pandemic. Democrats say they want to know why''; (3) Article: ''Democrats demand answers from Labor Department on CDC recommendations for meatpacking plant''; (4) CDC guidelines on Operational Strategy for K-12 Schools through Phased Prevention; (5) NEA News: Six Ways ESSA Will Improve Assessments; (6) NWEA technical brief: Comparability analysis of remote and in-person MAP Growth testing in fall 2020; (7) Future Ed: A Smart Role for State Standardized Testing in 2021; (8) GAO WatchBlog: The Challenges of Going Back to School; (9) GAO WatchBlog: Racial Disparities in Education and the Role of Government; (10) Statement from the National Council on Disability; (11) Letter from the National Association of School Psychologists; and (12) Report from Common Sense and Hopelab--Coping with COVID-19: How young people use digital media to manage their mental health. Questions were submitted for the record by: (1) Honorable Federica Wilson, a Representative in Congress from the State of Florida; (2) Honorable Joseph Morelle, a Representative in Congress from the State of New York; and (3) Responses to questions submitted for the record by: Mr. Morial.