ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Institutions and Price of Attendance in 2011-12, Degrees and Other Awards Conferred: 2010-11, and 12-Month Enrollment--2010-11. First Look (Preliminary Data). NCES 2012-289
Author: Knapp, Laura G.
Date: 2012-07-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Data Collection,Institutional Characteristics,Educational Attainment,Enrollment,Student Costs,Statistical Data,Higher Education

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 (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS fall 2011 data collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year; Completions, covering the period July 1, 2010, through June 30, 2011; and 12-Month Enrollment, covering the period July 1, 2010, through June 30, 2011. Data for all three components were collected through the IPEDS web-based data collection system. This &quot;First Look&quot; using IPEDS preliminary data provides users with an opportunity to obtain access to IPEDS data soon after the close of data collection. Preliminary data have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. 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 (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2011 collection are displayed in this &quot;First Look&quot;; however, all data from the fall 2011 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of Terms. (Contains 4 tables and 8 footnotes.)
A Companion to the Film, &quot;Putting Mathematics Education in Its Place&quot;. Working Paper No. 41
Author: Corbett, Michael
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Economic Development,Rural Schools,Mathematics Education,Foreign Countries,Rural Education,Films,Environmental Influences,Rural Areas,Context Effect,Knowledge Level

A challenge for contemporary rural educators (especially teachers) is how to imagine rural education in a way that is not entirely focused on defining the rural as a problems space or as something simultaneously left behind by history and outmigration. Problems of community economic development come into the picture when we attempt to imagine rural schools that support and contribute to their communities rather than mostly serving as way-stations for outward bound youth. These are the kinds of questions raised by the ACCLAIM project, organized by the University of Tennessee Knoxville, Ohio University, West Virginia University, the University of Louisville, and the University of Kentucky. ACCLAIM is doing ground-breaking work in the United States simply by asking a number of key questions about the relationship between math education and rurality that concern what difference place might make in math education. Because this is a relatively new area and one which has not been researched in the Canadian context the author decided to take up an invitation from Craig Howley of ACCLAIM by raising a series of questions with math educators in rural Nova Scotia addressing five key questions (the final three of which are central to the ACCLAIM mission): (1) What difference does place make in mathematics and what difference does it make in mathematics education?; (2) Mathematics has been presented as a decontextualized, metalanguage that sits outside politics, culture and place. It is also constructed as a representation of pure intelligence because it is not linguistically anchored. Finally, because it is lifted out of context, math is often used as a sorting and selection mechanism both in school and for occupational and academic placements outside school. What has been the impact on this way of seeing and using mathematics on contextualized teaching; (3) What kinds of mathematical knowledge sustains place?; (4) What sorts of mathematical knowledge accommodates place well?; and (5) What kinds of mathematical preparation suits a rural world of greater scarcity? In the film &quot;Putting Mathematics in its place: In conversation with David Reid and Christine Knipping,&quot; developed for ACCLAIM, they take up the questions above. The author takes up a baker's dozen of issues that seem to him to arise from the conversation. (Contains 1 footnote.)
Employment for People with Disabilities: Little Is Known about the Effectiveness of Fragmented and Overlapping Programs. Report to Congressional Committees. GAO-12-677
Author: Bertoni, Daniel
Date: 2012-06-00
Type: Reports - Evaluative
Subjects: Federal Programs,Disabilities,Labor,Program Effectiveness,Employment Level,Government Role,Equal Opportunities (Jobs),Surveys,Interviews,Barriers,Eligibility,Outcomes of Education,Performance Based Assessment,Public Agencies,Rehabilitation,Assistive Technology,Employment Services,Vocational Rehabilitation,American Indians,Migrants,Costs,Grants,State Aid,Incentives,Recruitment

Many federal programs--within the Departments of Education, Labor, and Veterans Affairs; the Social Security Administration; and other agencies--help people with disabilities overcome barriers to employment. Section 21 of Pub. L. No. 111-139 requires GAO to identify and report annually on programs, agencies, offices, and initiatives that have duplicative goals or activities. GAO examined the extent to which programs that support employment for people with disabilities (1) provide similar services to similar populations and (2) measure effectiveness. GAO identified programs by searching the Catalog of Federal Domestic Assistance and consulting agency officials. GAO surveyed and interviewed agency officials to determine program objectives and activities. Nine agencies reviewed the draft report and five provided comments. Labor was concerned that GAO characterized its programs as fragmented and potentially duplicative. While multiple programs may be appropriate, GAO maintains that additional review and coordination may reduce inefficiencies and improve effectiveness among overlapping programs. GAO is not recommending executive action at this time. In a recent report, GAO suggested the Office of Management and Budget (OMB) consider establishing governmentwide goals for employment of people with disabilities, and working with agencies that administer overlapping programs to determine whether consolidation might result in more effective and efficient delivery of services. GAO continues to believe these actions are needed and will follow up with OMB to determine their status. Appended are: (1) Objectives, Scope, and Methodology; (2) Selected Survey Data from Programs That Have Ended Since Fiscal Year 2010; (3) Reported Program Obligations and Number of People with Disabilities Served; (4) Reported Program Objectives and Eligibility Requirements; (5) Services Reported to Be Provided in Fiscal Year 2010, by Population and Program; (6) Employment-Related Outcome Measures Programs Reported Tracking for People with Disabilities in Fiscal Year 2010; (7) Programs That Identified Performance Reviews Completed Since 2006, by Type of Study; (8) Agency Comments from the Department of Agriculture; (9) Agency Comments from the Department of Education; (10) Agency Comments from the Department of Labor; and (11) GAO Contact and Staff Acknowledgments. (Contains 8 tables, 7 figures, 42 footnotes.)
Pieces of the Puzzle: Factors in Improving Achievement of Urban School Districts. Education Outlook. No. 4
Author: Casserly, Michael
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,National Competency Tests,Achievement Gains,High Achievement,Educational Improvement,Influences,Educational Practices,Alignment (Education),State Standards,Academic Standards,Instructional Leadership,Accountability,Educational Change

In one of the first large-scale analyses of urban trends on the National Assessment of Educational Progress (NAEP), the Council of the Great City Schools and the American Institutes for Research identified urban school systems that demonstrated high achievement or significant achievement gains on the NAEP, and examined possible factors behind these gains. The overarching goal was to identify variables that might be contributing to improvement in urban education nationwide, and to explore what is needed to accelerate these gains. The results demonstrated that improvement was less related to how well state and local standards aligned with NAEP frameworks, and more so to the instructional and organizational practices in the participating districts. These findings suggest broad implications for urban education reform, as well as the importance of strong instructional programming, leadership, and support for implementation of the new Common Core State Standards. (Contains 7 notes.) [For similar report, &quot;Pieces of the Puzzle: Factors in the Improvement of Urban School Districts on the National Assessment of Educational Progress,&quot; see ED528220.]
Evaluating Principals: Recommendations at a Glance
Author: New Leaders for New Schools
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Principals,Administrator Evaluation,Academic Achievement,Teacher Effectiveness,Instructional Leadership,Administrator Effectiveness,Accountability,Standards

Principal and teacher quality account for nearly 60% of a school's total impact on student achievement, and principals alone for a full 25% (Marzano et al., 2005). The principal's impact is so significant because of the leadership actions principals take to create the school-wide conditions that support student learning--especially those actions that directly influence teacher effectiveness, including hiring, professional development, evaluation, and retention or dismissal. Therefore systems to evaluate principals should focus primarily on their success in increasing student achievement and teacher effectiveness outcomes, and they should also assess principals' demonstration of key leadership actions. Local school systems should then use these evaluations to drive not only key accountability decisions, but also to support professional learning and growth. By changing principal evaluation systems in this way, we can promote a powerful vision of principal effectiveness and improve outcomes for students. This paper offers four ideas for improving principal evaluation systems. A list of recommendations for policymakers is also included. [For the full report, "Evaluating Principals: Balancing Accountability with Professional Growth," see ED532073. For "Evaluating Principals: Balancing Accountability with Professional Growth. Executive Summary," see ED532070.]
Learners on the Move: Responsive Teachers Fill in the Gap for Highly Mobile Students
Author: Costley, Kevin C.
Date: 2012-07-12
Type: Opinion Papers
Subjects: Student Mobility,Geographic Location,Reliability,Outcomes of Education,Resilience (Psychology),Psychological Patterns,Emotional Response,Social Networks,Student Characteristics,Homeless People,Migrants,Family Problems,Marital Instability,Low Income Groups,Economic Climate,Academic Achievement,Context Effect,Teaching Conditions,Faculty Development,Student Needs,Teacher Attitudes,Teacher Student Relationship

The best education no doubt comes from a student staying in one school system from elementary to high school.  Some students are fortunate to have a consistent education; some are not as fortunate.  Continuity in instruction, learner outcomes, emotional stability, and social relationships prevail when students live in one location as long as possible.  Due to many reasons, children are uprooted and move frequently from town to town and state to state. There are various reasons for this occurrence.  Many of these students are victims of impoverished homes, unstable and erratic family environments, resulting in parents who constantly move their children from one location to another.  The students lack belongingness to friends, teachers, and classmates. They form no roots to any society accept for a transient society. Highly mobile students enter American classrooms daily across the nation.  The teacher is often unprepared for integrating these children at a moment's notice into the classroom.  Once these students are included and feeling some degree of success, they often forced to suddenly move again.  These transitions are against their will.  This article speaks to the need for teachers to embrace the highly mobile child as not emotional baggage and an inconvenience, yet as a challenge to help the child emotionally, socially, and academically.
Petition for an Additional Vision Developmental Milestone
Author: Del Frari, Paul
Date: 2012-00-00
Type: Opinion Papers
Subjects: Reading,Vision,Visual Perception,Child Development,Developmental Stages,Prior Learning,Interviews,Reading Difficulties

This petition is about two of the traditional three R's - reading, writing, and arithmetic; it concerns learning letter formation and learning to read, both of which require continuous interplay between the different perceptual attunements of central and paracentral areas of the retina. This interplay, managing the field of view between zooming-in for precise discrimination of detail and zooming-out to acknowledge properties of its context, is the substance for an additional vision developmental milestone. Inclusion of this milestone in vision assessment will contribute to improved teaching strategies by better defining the separation of visual perception from visual perception with the additional matter of prior learning attachments to it. (Contains 5 figures.)
Cultivating the Spirit through Resilience: Vision of Effective Schools and Mission of Caring Teachers
Author: Gafoor, K. Abdul
Date: 2011-07-00
Type: Reports - Evaluative
Subjects: Resilience (Psychology),Caring,Educational Practices,Religious Factors,Spiritual Development,Teacher Characteristics,Teacher Role,Role of Education,School Effectiveness,School Culture,Values Education,State Church Separation,Educational Philosophy,Educational Principles,Curriculum Design,Educational Policy,Comparative Analysis,Definitions,Intelligence

Arguing that education, as being practiced today is generally fearful of spirituality, and that real education ought to cultivate inner lives in an integrated way; this paper put forwards a way for integrating spirituality to everyday life of schools in secular societies. It explores the meaning of spirituality, spiritual intelligence, and spiritual development pertinent to the educational practice and compares them with factors that were identified from resiliency research. It identifies factors that nurture both spirituality and resilience. This opens a way for teachers and other educational practitioners for integrating experiences that will lead to strengthen inner life of children, with an obvious secular goal of making children succeed despite their adversities. The qualities and values advocated by literature on spiritual and value education go with those of students demonstrating resilience. It is suggested that schools in secular societies can strive to foster academic resilience and thereby develop spirit of younger generation, without having to be under the scanner of threat to the ethos secular polity. (Contains 2 tables.)
Literacy Needs Assessment Technical Report for Cuyahoga County
Author: Mikelbank, Kristen
Date: 2004-12-00
Type: Numerical/Quantitative Data
Subjects: Neighborhoods,Municipalities,Needs Assessment,Educational Attainment,Numeracy,Achievement Tests,Suburbs,Counties,Grade 9,Grade 4,Urban Education,At Risk Students,Comparative Analysis,Educational Assessment,Adults,Children,Youth,Reading Difficulties,Statistical Analysis,Policy Formation,Educational Policy,Education Work Relationship,Dropouts,Reading Tests,Reading Instruction,Adult Reading Programs,Literacy Education,English Language Learners,Writing Tests,Mathematics Tests,Citizenship,Adult Literacy,Language Skills,Predictive Measurement,Census Figures,Mathematical Models,Literacy,Research Problems,Educational Needs,Research Methodology

Having low literacy skills could impact everything from reading a newspaper and balancing a checkbook to wise consumer decisions and job advancement. This study estimates adult literacy measures for Cuyahoga County, Ohio and its municipalities. It is also important to have a sense of how many children are at risk for developing literacy problems as adults, and these estimates are also generated. Finally, many efforts are already underway in communities across the county to try to help those who do struggle with literacy issues. The last portion of the research analyzes the distribution of literacy service providers. Appended are: (1) Difficulty Values of Selected Tasks Along the Prose, Document, and Quantitative Literacy Scales; (2) Reference Map for Cleveland Neighborhoods, Inner-Ring Suburbs, and Outer-Ring Suburbs; (3) Mean Literacy Proficiencies by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (4) Percent at Level 1 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (5) Percent at Level 1 or Level 2 Literacy by Cleveland Neighborhood and Suburban Municipality, 1990 vs. 2000; (6) Census Variables Used to Update Reder's Mathematical Literacy Models; (7) Other Regional Literacy Measurements and Comparisons between Cleveland and Other Ohio Cities (Based on results from Jack Miller's Study); (8) Distribution of Births to Mothers Who Did Not Have a High School Degree, 1998-2002; (9) Percentage of 4th Graders and 9th Graders who Passed the Proficiency Tests; (10) Educational Attainment for the Civilian Youth Population Aged 16-19 by Suburban Municipality and Cleveland Neighborhood, 2000; and (11) Estimated Number of Adults and Children with Possible Literacy Problems. (Contains 17 tables, 23 figures and 45 footnotes.) [This paper was prepared for The Greater Cleveland Literacy Collaborative.]
Labor Market Returns to Sub-Baccalaureate Credentials: How Much Does a Community College Degree or Certificate Pay? CCRC Working Paper No. 45
Author: Dadgar, Mina
Date: 2012-06-00
Type: Reports - Research
Subjects: Credentials,Wages,Human Capital,Community Colleges,Females,Social Sciences,Labor Market,Credits,Associate Degrees,Outcomes of Education,Education Work Relationship,Certification,Student Characteristics,Majors (Students),Gender Differences,Employment Level,Working Hours,Employment Qualifications

This study provides one of the first estimates of the returns to different types of community college credentials--short-term certificates, long-term certificates, and associate degrees--across different fields of study. We exploit a rich dataset that includes matched, longitudinal college transcripts and Unemployment Insurance records for students who entered a Washington State community college in 2001-2002, and we use an individual fixed effects identification strategy to control for both observed and unobserved student characteristics that are time invariant. We find that earning an associate degree leads to positive increases in wages in almost every field (compared with earning some credits but not obtaining a credential), but that the magnitude of these effects varies greatly by field. For example, while earning an associate degree in the humanities and social sciences increases earnings by 5 percent for women, earning an associate degree in nursing increases women's earnings by 37 percent. Further, our analysis by field of study reveals that the returns to associate degrees are higher than the returns to long-term and short-term certificates within almost every field, but that a larger proportion of long-term certificates tend to be offered in high-return fields. Our findings also suggest that, unlike associate degrees and long-term certificates, short-term certificates have little or no effect on wages in most fields of study when compared with earning some credits and leaving college without a credential. Finally, the impact of credential receipt on the probability of employment and on hours worked per week is at least as significant in magnitude as the impact on wages. This suggests that part of the returns to earnings estimated in previous literature results from the greater employability of students who earn a credential rather than from increases in human capital as measured by wages. (Contains 9 tables, 2 figures and 22 footnotes.)
The Academic Consequences of Employment for Students Enrolled in Community College. CCRC Working Paper No. 46
Author: Dadgar, Mina
Date: 2012-06-00
Type: Reports - Research
Subjects: Holidays,College Students,Community Colleges,Student Employment,Academic Achievement,Data Analysis,Comparative Analysis,Influences,Working Hours,Grades (Scholastic),Student Characteristics,Socioeconomic Status

College students are increasingly combining studying with paid employment, and community college students tend to work even longer hours compared with students at four-year colleges. Yet, there is little evidence on the academic consequences of community college students' term-time employment. Using a rare administrative dataset from Washington State that combines students' quarterly transcript records with earning records from the state Unemployment Insurance system, this study relies on two causal strategies: first, an individual fixed effects strategy that takes advantage of the quarterly nature of the data to control for unobserved and time-invariant differences among students, and second, an instrumental variable--difference-in-differences framework that takes advantage of the fact that there is an exogenous supply of retail jobs during the winter holidays. The study compares academic outcomes in the fall and winter quarters for students who were more likely to work in retail and those less likely to work in retail based on pre-enrollment association with retail jobs. The findings reject the possibility of large negative effects for small increases in employment for community college students. (Contains 6 tables, 3 figures and 5 footnotes.)