ethanporcaro/eric-fulltext-meta huggingface dataset:
Concussion in High School Sports: Overall Estimate of Occurrence Is Not Available, but Key State Laws and Nationwide Guidelines Address Injury Management. Testimony before the Committee on Education and Labor, House of Representatives. GAO-10-569T
Author: Kohn, Linda T.
Date: 2010-05-20
Type: Reports - Evaluative
Subjects: Athletics,High Schools,Risk,Head Injuries,State Legislation,Prevention,Laws,National Standards,Sports Medicine,Athletes,Performance Based Assessment,Cognitive Processes,Data Collection,Literature Reviews,Public Agencies,Information Dissemination

Participation in school sports can benefit children but also carries a risk of injury, including concussion. Concussion is a brain injury that can affect memory, speech, and muscle coordination and can cause permanent disability or death. Concussion can be especially serious for children, who are more likely than adults both to sustain a concussion and to take longer to recover. These factors may affect return-to-play decisions, which determine when it is safe for an athlete to participate in sports again. GAO was asked to testify on concussion incurred in high school sports. This statement focuses on (1) what is known about the nationwide occurrence of concussion; (2) federal concussion prevention programs; (3) the components of key state laws related to the management of concussion; and (4) the recommendations of voluntary nationwide concussion management guidelines. To do this work, GAO conducted literature searches; reviewed injury databases, state laws, and documents from federal agencies and organizations that conduct work in high school athletics or sports medicine; and interviewed federal officials and experts who identified key state laws and nationwide guidelines and provided other information. GAO shared the information in this statement with the relevant federal agencies. (Contains 3 tables and 21 footnotes.)
"...But What Should I Study? And How Will that Help Me and My Company?" Looking at the Use of Educational Advising for Employer-Funded Tuition Programs. Learning Smart, Working Smart. Forum & News, Winter 2007
Author: Wax, Dorothy
Date: 2007-00-00
Type: Reports - Research
Subjects: Employer Employee Relationship,Fringe Benefits,Academic Advising,Coaching (Performance),Labor Turnover,Tuition Grants,Program Effectiveness,Cost Effectiveness

During the spring of 2006, CAEL (Council for Adult and Experiential Learning) conducted a national Career Advising Survey (CAS) to better understand the current state of employer-provided education and career advising or coaching benefits. The CAS research gleaned detailed information about the design, administration, use and effectiveness of employer-sponsored advising and coaching benefits programs. The two major goals of this survey were to identify the profile of employers offering advising and coaching benefits programs and to establish a baseline understanding of the current state of such programs. The survey generated responses from a total of 287 companies, with the largest industry groups represented being: Manufacturing (13%), Healthcare (13%), Financial Services (6%), and Government (6%). Companies responding to the survey were fairly evenly spread among the geographic regions of the U.S., with just over ten percent having an international workforce. The results of this survey give an overall picture of what type of companies are providing advising and the value that some find in it in terms of employee retention and performance. Among the challenges for CAEL is to show that the costs associated with an advising program can be considered an investment in the company's future through the better informed choices employees will make for their education and the resulting knowledge and productivity they will bring to the workplace. Advising can lessen employees' time in the classroom, thereby saving tuition dollars and increasing the return on investment for the participating company.
Strategies for Talent Management: Greater Philadelphia Companies in Action
Author: Council for Adult and Experiential Learning
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Human Capital,Context Effect,Middle Management,Career Development,Tuition Grants,Goal Orientation,Corporations,Educational Attainment,Labor Turnover

Human capital is one of the critical issues that impacts the Greater Philadelphia region's ability to grow and prosper. The CEO Council for Growth (CEO Council) is committed to ensuring a steady and talented supply of quality workers for this region. &quot;Strategies for Talent Management: Greater Philadelphia Companies in Action&quot; provides insights into some of the successful ways organizations are developing and managing their talent and how others can strengthen their efforts. It focuses on talent management strategies and one specific tactic--tuition assistance programs--and provides clear reasoning for how these practices support a business's bottom line as well as the continued improvement of Greater Philadelphia's educational attainment levels. (Contains 2 figures.)
Breaking Barriers to Educational Opportunities: A Comparative Analysis of Adolescent Intervention Programs
Author: Walsh, Rachael Mae
Date: 2010-05-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Equal Education,Intervention,Outcomes of Education,Educational Attainment,Program Effectiveness,Comparative Analysis,Access to Education,Inferences,Barriers,Adolescents,Antisocial Behavior,Student Behavior,Longitudinal Studies,Educational Policy,Socioeconomic Status,Quasiexperimental Design,Federal Programs,Federal Legislation,College Attendance,High School Students,Disadvantaged Youth

While access to education may be increasing, equity still eludes the U.S. education system, specifically for low socioeconomic status students. Using both educational and deviance theoretical frames, this study examines the effectiveness of adolescent intervention programs with respect to educational attainment and deviant behaviors. The Education Longitudinal Study 2002-2006 provides a nationally representative, longitudinal sample from which causal inferences can be drawn using propensity score matching. The three types of programs--individually targeted, spillover, and school-wide--all enhance educational outcomes while decreasing educational deviance. The variance in program effectiveness is discussed, as are implications and policy recommendations based on these findings. Appended are: (1) Description of ELS [Education Longitudinal Study] Variables; and (2) Propensity Model Regressions. (Contains 23 footnotes, 18 tables, and 7 figures.)
Development and Validation of the FYI - A Preliminary Report
Author: Baker, Harley E.
Date: 2010-05-24
Type: Reports - Evaluative
Subjects: Interest Inventories,Career Choice,High School Students,Career Exploration,Programs,Validity,Factor Analysis,Material Development,Personality Theories,Test Items,Comparative Analysis,Gender Differences,Racial Differences,Reliability,Construct Validity,Content Validity

Developed for the Armed Services Vocational Aptitude Battery (ASVAB) Career Exploration Program, the Find Your Interests (FYI) inventory was designed to help students learn about their career-related interests. The FYI is a 90-item interest inventory based on Holland's (1973, 1985, 1997) widely accepted theory and taxonomy of career choice. The inventory determines their resemblance to each of the six interest types. Nearly one-quarter of all high school students in the nation participate in the ASVAB Program (Baker, 2000), underscoring the need for study and documentation of the creation and validation of this instrument. Based on a large national sample of high school students, analyses were conducted to assess FYI content, criterion, and construct-related evidence of validity. Results showed that the FYI: (a) is composed of six factors with each factor representing one RIASEC domain; (b) has a hexagonal shape; and (c) has substantial relationships with the Strong Interest Inventory. Throughout the analyses, consistent content, criterion, and construct-related evidence for the validity of the FYI are presented. (Contains 14 tables and 2 figures.)
Mini-Digest of Education Statistics, 2009. NCES 2010-014
Author: Snyder, Thomas D.
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Postsecondary Education,School Statistics,Elementary School Students,Secondary School Students,Student Characteristics,Public Schools,Private Schools,Enrollment,Disabilities,College Students,Elementary School Teachers,Secondary School Teachers,College Faculty,Teacher Characteristics,Teacher Salaries,Outcomes of Education,Reading Achievement,Mathematics Achievement,Science Achievement,High School Graduates,Dropouts,Academic Degrees,Educational Attainment,Educational Finance,Expenditures,Income,Public Colleges,Private Colleges,Student Financial Aid,Student Costs,Federal Aid,Race,Sex,Age

This compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The &quot;Mini-Digest&quot; is designed as an easy reference for materials found in detail in the &quot;Digest of Education Statistics, 2009&quot;. These volumes include selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). They include information on the number of schools and colleges, teachers, enrollments, and graduates, in addition to educational outcomes, finances, and federal funds for education. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2009&quot;. Unless indicated as a projection or estimate, all data presented in this report are actual. (Contains 1 footnote, 1 figure, and 42 tables.) [For the &quot;Digest of Education Statistics, 2009&quot;, see ED509883.]
Expanding Access and Opportunity: The Washington State Achievers Program
Author: Ramsey, Jennifer
Date: 2010-03-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Scholarships,Financial Support,Income,Low Income,Low Income Groups,Disadvantaged Youth,Barriers,Educational Change,Student Financial Aid,Curriculum Development,Secondary School Curriculum,Program Effectiveness,Outcomes of Education,Citizen Participation,Required Courses,Colleges,Donors,Philanthropic Foundations,Private Financial Support,Academic Achievement,College Attendance,College Preparation,Student Characteristics,Mental Disorders,Mentors,Cohort Analysis,Longitudinal Studies

In 2001, the Bill &amp; Melinda Gates Foundation launched a 10-year, multi-million dollar initiative, the Washington State Achievers Program (WSA), to increase opportunities for low-income students to attend postsecondary institutions in Washington State. The Bill &amp; Melinda Gates Foundation granted funds to the College Success Foundation (CSF), formerly the Washington Education Foundation, to execute a multifaceted strategy to address both the academic and financial barriers to postsecondary education and increase the numbers of students entering postsecondary education. The program targeted 16 high schools in Washington that had large populations of low-income students. In addition to providing scholarships for students, the schools implemented school-level reforms by adjusting the curriculum to match the requirements for entrance to a four-year institution and creating smaller school communities. Each year, approximately 500 high school students (hereafter referred to as achievers) were expected to receive financial support, one-on-one mentoring, and other assistance. To date, more than 5,000 students have received scholarships from the WSA program; by the program's end in 2016, the Bill &amp; Melinda Gates Foundation will have contributed nearly $128.6 million in scholarship and school reform funding. It is clear from the earliest research that the achievers have positive outcomes compared with non-recipients. Their outcomes put them on par with students from the highest socio-economic quartile nationally. They had fewer financial concerns, were more likely to attend selective institutions, and were actively engaged in their local and national communities after graduation. (Contains 1 table, 5 figures, and 16 footnotes.) [This report was prepared for the Bill &amp; Melinda Gates Foundation.]
Teacher Education and Development Study in Mathematics (TEDS-M): Do Countries Paying Teachers Higher Relative Salaries Have Higher Student Mathematics Achievement?
Author: Carnoy, Martin
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Income,Mathematics Achievement,Mathematics Tests,Comparative Analysis,Elementary School Teachers,Secondary School Teachers,Correlation,Gender Differences,Educational Policy,International Education,Comparative Education,Case Studies,Predictor Variables,Teacher Qualifications,Professional Occupations,Mathematics Skills,Teaching Skills,Pedagogical Content Knowledge,Developed Nations,Developing Nations

In this publication, the authors compare the salaries of primary (Grades 1 to 6 in most countries) and secondary school (usually Grades 7 to 12) teachers with the salaries of people in mathematics-oriented professions, such as engineering, scientific fields, and accounting. Their analysis centers on a number of developed and developing countries. They also look at the relationship between what mathematics teachers are paid and the mathematics scores of Grades 8 and 10 students on mathematics tests associated with the Third International Mathematics and Science Study (TIMSS) and the Programme for International Student Assessment (PISA). The results of this analysis suggest that student performance is positively and statistically significantly related to relative teacher salaries in the case of male (but not female) teachers, even when controlling for GDP (gross domestic product) per capita and income distribution. The authors discuss these results and how they might inform continued research on the effect that paying higher relative salaries to teachers potentially has on student mathematics performance. The authors caution that the results are essentially suggestive, not causal. As they point out in the conclusions, there are several possible reasons for the correlation between teachers' relative pay and higher student performance, only one of which is that higher teacher pay draws individuals with higher mathematics skills into teaching, thereby resulting in better student performance. (Individual sections contain references. Contains 50 tables, 77 figures, and 31 footnotes.) [This report was prepared for the TEDS-M (Teacher Education and Development Study in Mathematics) project.]
Mathematics and Science Teacher Academy Evaluation. MSTA Final Report
Author: Hezel Associates
Date: 2009-07-31
Type: Numerical/Quantitative Data
Subjects: Decision Making,Data,Science Teachers,Professional Development,Science Instruction,Mathematics Teachers,Algebra,Inservice Teacher Education,Instructional Improvement,Program Evaluation,Program Implementation,Case Studies,Surveys,State Programs,Teacher Workshops,Program Effectiveness,Logical Thinking,Models,Partnerships in Education,Quasiexperimental Design,Teacher Centers,Check Lists,Observation,Interviews,Administrators,Communities of Practice

In a time of evolving Algebraic standards and expectations for Minnesota teachers and students, the establishment of quality professional development and technical assistance can help educators move more confidently toward greater mathematics understanding and, subsequently, successful teaching and learning. To this end, the Minnesota Department of Education has developed the Math and Science Teacher Academy (MSTA), a statewide infrastructure focused on the improvement of mathematics and science instruction. As external evaluators, Hezel Associates has supported Minnesota's initiative through formative and summative research since the program's inception during the summer of 2008. In this report of the MSTA evaluation's activities, findings, commendations and recommendations, the evaluators focus on presenting new information that has not been presented elsewhere. They combine this new information with key points that were described in previous reports to arrive at overall findings, commendations and recommendations for MSTA's first year of implementation and impact. Three appendices are included: (1) Case Study Instruments; (2) Year-End Algebra Post-Module Survey Results; and (3) PLC, Data-Driven Decision Making and Technical Assistance Survey Results. (Contains 75 tables, 4 figures, and 24 footnotes.) [This report was prepared for the Minnesota Department of Education.]
The Educators' Guide to the Day of Silence
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2010-00-00
Type: Guides - Classroom - Teacher
Subjects: Middle Schools,Sexual Orientation,Homosexuality,Sexual Identity,Consciousness Raising,Activism,Guides,High Schools,Colleges,Student Diversity,Student Participation,Social Attitudes,Gender Issues,Program Development

The Day of Silence is the largest single student-led action towards creating safer schools for all, regardless of sexual orientation, gender identity or gender expression. From the first-ever Day of Silence at the University of Virginia in 1996, to the organizing efforts in over 8,000 middle schools, high schools, colleges and universities across the country in 2008, its textured history reflects its diversity in both numbers and reach. This guide was designed to inform teachers about the Day of Silence (DOS), what actions students may take during the Day of Silence and how educators can support them. This guide takes teachers through GLSEN's (Gay, Lesbian and Straight Education Network) timeline for Day of Silence preparation and gives suggested actions for both students and educators. (Contains 11 resources.)
Shiism: What Students Need to Know. Footnotes. Volume 15, Number 2
Author: Calvert, John
Date: 2010-05-00
Type: Opinion Papers
Subjects: Muslims,Islam,Foreign Countries,High School Students,Middle School Students,Islamic Culture,Religious Cultural Groups,Leadership,Religious Factors,Religion,History

This essay is excerpted from the author's book &quot;Divisions within Islam,&quot; part of a 10-volume series for middle and high school students on the World of Islam. It provides information on the religious practices and beliefs of Shiism, and its differences with Sunni Islam. It mentions that Shiism is the second-largest denomination of Islam, after Sunni Islam. The most important group within the Shia is the &quot;Twelvers,&quot; so called for the 12 Imams, or leaders, they venerate. It notes that the largest concentrations of Shia Muslims are found in the Islamic Republic of Iran, where they make up 89 percent of the country's total population; Iraq, where they comprise 63 percent of the country's total; and Lebanon, where they are 41 percent of the total population. In addition, both communities believe in God (Allah) and his prophet Muhammad; each regards the Qur'an as the exact word of God; and each upholds the obligations to pray, fast, dispense charity, and perform the hajj at Mecca. In contrast to the Sunnis, the Shia believe that Muhammad did in fact name a successor: Ali ibn Abi Talib.
Teaching the Long War and Jihadism. Footnotes. Volume 14, Number 25
Author: Habeck, Mary
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Muslims,Foreign Countries,Foreign Policy,History Instruction,High School Students,Teaching Methods,Islam,Summer Programs,Inservice Teacher Education,Terrorism,Religion,Beliefs,Secondary School Teachers,War

This essay is based from the author's presentation at &quot;U.S. Foreign Policy and the Modern Middle East&quot;, a Summer Institute for Teachers sponsored by The American Institute for History Education and The Wachman Center of the Foreign Policy Research Institute, held June 25-27, 2009, in Philadelphia. This presentation addresses ways to understand the war on terror, or as the author calls it, the &quot;long war&quot;; as well as &quot;jihadism&quot;; and also how to teach these issues to high school students. It tackles the differences between Islamists and other Muslims, and covers discussions on beliefs, practices, and ways of thinking about religion.
Sunni Islam: What Students Need to Know. Footnotes. Volume 15, Number 1
Author: Calvert, John
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Islam,Student Attitudes,Islamic Culture,Religious Cultural Groups,Religious Factors,Middle School Students,High School Students,Political Issues,History,Leadership

It is the mark of a great world religion to accommodate different outlooks and sensibilities. Quite often, these differences are manifested in terms of formal divisions within the faith. In Islam, the major split is between Sunni and the various forms of Shiism, though other divisions also exist. This essay, excerpted from the book "Divisions within Islam," is part of a 10-volume series for middle and high school students on the World of Islam. It will describe and explain these divisions, focusing on Shiism but also taking into consideration other important interpretations of Islam. In contrast to Christianity, the divisions of Islam tend to have their origins in politics rather than dogma. Although theological questions do form part of these divisions, the issues over which they first crystallized were primarily concerned with the leadership of the Islamic community (umma).
Disciplinary Alternative Education Programs in Texas--A 2009 Update
Author: Cortez, Albert
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Nontraditional Education,Juvenile Justice,Crime,Weapons,Violence,Minority Groups,Disproportionate Representation,Discipline,Referral,Behavior Problems,Program Evaluation,Low Income,Special Education,Counseling Effectiveness,Academic Achievement

This report discusses the issues surrounding the disciplinary alternative education programs (DAEPs) in Texas, its updated findings, and the authors' recommendations on what the state should do to address DAEP problems. DAEPs were supposed to be for criminal offenses--drug-related activities, gun violations and assault--all violations that had been punishable by referral to the Texas Juvenile Justice (JJAEP) system. What has happened is that students as young as six years old have been removed from their kindergarten classes and sent to DAEPs for &quot;discipline&quot; problems. In evaluating the status of DAEPs in Texas, the authors found that while a few things had improved, many problematic patterns persisted and some issues became worse rather than better. IDRA's major conclusions are that, despite early evidence that DAEP sites required expanded local and state monitoring, improved academic support, more effective counseling to facilitate transitions back to the regular campus, and processes to address over-representation of sub-groups of minority, low-income and special education pupils, there have been insufficient improvements related to the operation and oversight of most DAEP operations. The most disturbing constant has been persistent increases in the number of students being referred. (Contains 26 resources.)