ethanporcaro/eric-fulltext-meta huggingface dataset:
Subgroup Achievement and Gap Trends: Vermont, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Vermont for 2010. Vermont's demographic profile is such that achievement trends could only be determined for white, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, low-income, male and female subgroups made progress at the proficient-and-above, and advanced levels in reading and math but showed some declines at the basic level. Progress in narrowing achievement gaps between low-income and non-low-income students and between boys and girls at grades 4 and 8 was mixed. Comparable data were available for 2006-2009 at grades 4 and 8, however, there were not enough years of data to discern trends at grade 11. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Virginia, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Virginia for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Virginia showed across-the-board gains--improvements in reading and math at the proficient-and-above and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. (Trends were not available at the basic achievement level.) Progress was also made in narrowing achievement gaps between all available subgroups in both subjects at grades 4, 8, and high school. Comparable data were available for 2006-2009. (Contains 7 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: Tennessee, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in Tennessee for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Tennessee showed across-the-board gains--improvements in reading and math at the proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. (Trends were not available at the basic achievement level.) Progress was also made in narrowing achievement gaps between all subgroups in both subjects at grades 4, 8, and high school. Comparable data were available for 2004-2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Strategic Planning for Prevention Professionals on Campus. A Prevention 101 Series Publication
Author: Langford, Linda
Date: 2008-11-00
Type: Reports - Evaluative
Subjects: Strategic Planning,Social Problems,Colleges,Prevention,Evaluation,Drug Abuse,Politics of Education,Alcohol Abuse,Violence,College Administration,Administrators,Higher Education,Program Design,Program Effectiveness,Intervention,Program Development,College Environment

The nation's institutions of higher education continue to face serious problems with respect to student alcohol and other drug abuse and violence (AODV). For campus administrators, deciding how to respond effectively means understanding and taking into account both the complexity of these social problems and the individuality of each campus community. There can be no simple answer: Complicated problems require a comprehensive and integrated response, and crafting such a response requires a systematic planning and evaluation process. To support campus leaders addressing AODV problems among their students, this publication describes a strategic planning process for designing, implementing, and refining AODV programs and policies. The planning process described herein is grounded in a prevention approach called "environmental management", which focuses on addressing various factors in the environment that contribute to AODV-related problems. This is not a detailed manual, but a basic introduction to the elements and purposes of sound intervention planning, consistent with the U.S. Department of Education's principles of effectiveness for prevention programs. (Contains 1 table, 1 figure and 9 resources.)
Complying with the Drug-Free Schools and Campuses Regulations: [EDGAR Part 86]. A Guide for University and College Administrators. Revised
Author: DeRicco, Beth
Date: 2006-07-00
Type: Guides - Non-Classroom
Subjects: Health Services,Check Lists,Campuses,School Security,Colleges,Prevention,Alcohol Education,Alcohol Abuse,Guides,Federal Legislation,Drinking,Drug Abuse,Student Personnel Workers,Dormitories,Certification,Compliance (Legal),Law Enforcement,School Policy,Administrators

This guide describes the requirements of the 1989 amendments to the &quot;Drug-Free Schools and Communities Act&quot; (DFSCA), as articulated in the &quot;Education Department General Administrative Regulations&quot; (EDGAR) Part 86,--the Drug-Free Schools and Campuses Regulations--and ways in which institutions of higher education (IHEs) have met these requirements. Part 86 pertains to &quot;Drug and Alcohol Abuse Prevention.&quot; This guide is designed to support personnel responsible for preventing the illegal use of alcohol and other drugs (AOD) on campus, especially staff designated as AOD prevention coordinators and those in student affairs, residential life, health services, and campus security. Senior administrators, including presidents, deans, and legal counsel, also may find this guide a valuable resource. The introductory chapter presents the certification requirements IHEs must meet under the regulations and notes the consequences of failure to comply; it also provides information on meeting legal requirements not covered under Part 86 regulations. The subsequent chapters address the two general requirements of the Part 86 regulations. Chapter 2 outlines the requirements of the written annual notification and describes several formats that IHEs have used to present information required under the regulations to their students. Chapter 3 discusses the preparation of biennial reviews and provides excerpts from reports of several IHEs. Appended are: (1) EDGAR Part 86 Contents and Subparts A--General, B, and D; (2) Part 86 Compliance Checklist; (3) Federal Trafficking Penalties; (4) University of Georgia: Policy on Alcohol and Other Drugs; (5) Strategic Objectives and Tactics Focused on Environmental Change; and (6) Supplemental Checklist. (Contains 40 notes and 6 resources.) [This is an updated version of ED435334.]
Sustainability: Building Program and Coalition Support. A Prevention 101 Series Publication
Author: Glider, Peggy
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Sustainability,Prevention,Programs,Alcohol Abuse,Drug Abuse,Strategic Planning,Evaluation,Evidence,Program Development,Cooperation,Financial Support,Needs Assessment,Public Relations

Given the prevalence of alcohol and other drug abuse and violence on campuses and in communities, programs and coalitions developed to prevent or intervene in these problems are faced with a challenging and long-term task. While the development of coalitions or campus-based prevention programs is a healthy start, these efforts must be sustained over time to have a truly lasting effect. Sustainability can seem a daunting task in the midst of implementing programs or mobilizing a coalition; however, by incorporating sustainability into all aspects of prevention efforts (assessment, planning, implementation, and evaluation), it becomes an achievable goal. This emphasis on sustainability will actually strengthen prevention efforts from the beginning. This publication is organized into two basic sections. The first emphasizes the need to include sustainability in assessment, planning, and evaluation. The final section focuses on mechanisms for developing and promoting sustainable programs and coalitions. Each aspect plays a role in overall sustainability. This paper presents suggestions for program and coalition sustainability that have been synthesized from publications, Web sites, and personal experiences shared by colleagues across the country. (Contains 3 resources.)
Field Experiences in Effective Prevention: The U.S. Department of Education's Alcohol and Other Drug Prevention Models on College Campuses Grants
Author: Ryan, Barbara E.
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Conferences (Gatherings),Higher Education,Campuses,Violence,Prevention,Demonstration Programs,Drug Abuse,Drug Use,Field Experience Programs,Grants,Drug Education,Best Practices,Drinking,Alcohol Abuse,College Students,Workshops,Program Implementation,Case Studies,Interviews

For more than two decades the U.S. Department of Education has supported campus- and community-based prevention programs through a number of programs and activities. For example, in 1987 the Department convened the first annual National Meeting for Alcohol and Other Drug Abuse and Violence Prevention in Higher Education as a forum to disseminate best practices and research to advance prevention. The Department's Grant Competition to Prevent High-Risk Drinking or Violent Behavior Among College Students has supported the development and evaluation of prevention programs at more than 200 colleges and universities. In response to ongoing concern about unacceptable levels of alcohol and other drug use on campuses, in 1998 Congress authorized the Department to identify and promote effective prevention through a model grants program. In 1999, the Office of Safe and Drug-Free Schools (OSDFS) launched an important component of the Department's efforts to advance best practices, the Alcohol and Other Drug Prevention Models on College Campuses Grants, restructured in 2008 as Models of Exemplary, Effective, and Promising Alcohol or Other Drug Abuse Prevention on College Campuses. A total of 44 institutions received awards under this program from 1999 through 2009. Each campus has publicized its work by presenting at conferences, sponsoring workshops, distributing brochures and other materials, and consulting directly with other campus-based staff developing and directing prevention programs. This publication provides case histories on the development and implementation of prevention efforts at 12 colleges and universities that received model program grants in 2005, 2006, and 2007. Staff from the Department's Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention, along with other experts in the prevention field, conducted site visits to these grantees to elicit information on the lessons learned at each campus as well as their recommendations in order to assist other campuses in developing and implementing effective alcohol and other drug abuse prevention programs. Interview Questions is appended. (Contains 19 resources and 52 notes.)
Your Federal Student Loans: Learn the Basics and Manage Your Debt
Author: Federal Student Aid (ED)
Date: 2010-12-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Paying for College,Federal Aid,Debt (Financial),Financial Aid Applicants,Loan Repayment,Student Loan Programs,Money Management,Credit (Finance)

When an individual is considering college--or some form of education after high school--financial aid almost always comes to mind. While an individual has the primary responsibility of paying for college, sometimes those funds just aren't enough and he needs to look at other resources. The U.S. Department of Education provides more than $150 billion in federal student aid (grants, work-study, and loans) each year to students seeking a postsecondary education (a degree after high school). In addition to federal student aid, financial aid is also available from colleges, companies, private scholarship funds, or the state in which a student lives. So there are resources to help students pay for college, but they have to utilize them. This booklet will help students understand the federal student loan process and help them make informed financial decisions. A glossary is included. (Contains 14 tables.)
Subgroup Achievement and Gap Trends: Wyoming, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Income,Achievement Gap,Scores,Grade 4,Grade 8,Grade 11,Profiles,Academic Achievement,Educational Trends,Trend Analysis,White Students,Hispanic American Students,Low Income,Gender Differences,Mathematics Achievement,Reading Achievement,Achievement Tests,Asian American Students,American Indians,African American Students

This paper profiles the student subgroup achievement and gap trends in Wyoming for 2010. Wyoming's demographic profile is such that achievement trends could only be determined for white, Latino, male and female, and low-income student subgroups. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, Latino, low-  income, male and female subgroups made progress at the basic-and-above, proficient-and-above, and advanced levels in math but showed some declines at the advanced level for these groups in reading. Progress was made in narrowing achievement gaps between most subgroups. Comparable data were available for 2006-2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Building an Infrastructure for AODV Prevention: Coalitions and Statewide Initiatives. A Prevention 101 Series Publication
Author: DeJong, William
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Prevention,Drug Abuse,College Presidents,Statewide Planning,Alcohol Abuse,Violence,College Students,Environmental Influences,Health Behavior,Safety,Decision Making,Community Cooperation,Campuses

The environmental management approach to alcohol and other drug abuse and violence (AODV) prevention is based on the principle that college students' conduct can be shaped through concerted efforts to reengineer the environment that shapes their behavior. Constructing a campus, community, and state-level environment that will protect students and help them make healthier and safer decisions is challenging work, which requires an organized and participatory process to develop, implement, and evaluate a sound strategic plan. This process includes three types of participatory efforts. On "campus", the college president or chancellor can begin by appointing a permanent task force that represents several important constituencies, including key administrative staff, faculty, and students, and possibly alumni and parents. To guide "community-level" efforts, the task force can collaborate with, or evolve into, a full coalition that includes both campus and civic leaders. Finally, work at the "state level" can be facilitated by a statewide association of academic, community, and state prevention leaders. This publication outlines how campus officials can organize and work collaboratively with campus and community coalitions and with statewide initiatives to accomplish their AODV prevention goals. (Contains 13 resources.)
Subgroup Achievement and Gap Trends: Wisconsin, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Low Income,Achievement Gap,Achievement Tests,Scores,Academic Achievement,Mathematics Achievement,Reading Achievement,Profiles,Achievement Gains,Trend Analysis,Educational Trends,American Indians,African American Students,White Students,Asian American Students,Hispanic American Students,Tables (Data),Grade 4,Grade 8,Grade 11

This paper profiles the student subgroup achievement and gap trends in Wisconsin for 2010. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), Wisconsin showed across-the-board gains--improvements in reading and math at the basic-and-above, proficient-and-above, and advanced levels for all racial/ethnic subgroups, low-income students, and boys and girls. Progress was made in narrowing achievement gaps between most subgroups in math but was mixed in reading. Comparable data were available for 2003-2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Methods for Assessing College Student Use of Alcohol and Other Drugs. A Prevention 101 Series Publication
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-12-00
Type: Guides - Non-Classroom
Subjects: Prevention,Student Surveys,College Students,School Safety,Alcohol Abuse,Drug Abuse,Comparative Analysis,Evaluation Methods,Higher Education,Violence

This guide offers a straightforward method for gathering and reporting student survey data on substance use-related problems. It will be of particular interest to program directors for AOD prevention programs on campus, or to members of a campus-based task force or campus and community coalition that is charged with assessing the need for new prevention programs and policies. Senior campus officials also will find this guide useful for gaining a basic understanding of methodology for on-campus surveys that focus on campus violence and other health and safety issues. (Contains 1 table and 6 sources.)
Subgroup Achievement and Gap Trends: West Virginia, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Tests,Scores,Profiles,Academic Achievement,Educational Trends,Trend Analysis,Achievement Gap,White Students,African American Students,Asian American Students,American Indians,Hispanic American Students

This paper profiles the student subgroup achievement and gap trends in West Virginia for 2010. West Virginia administered new assessments in 2009, so comparisons to earlier years could not be made for the sake of discerning trends in subgroup achievement and gaps. Data on student achievement from earlier years are presented. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: South Dakota, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in South Dakota for 2010. South Dakota's demographic profile is such that, with the exception of Native American students, there are fewer than 500 students in the racial/ethnic subgroups at the various grade levels, and therefore these groups are too small to count for this study. In grade 8 (the only grade in which subgroup trends were analyzed by achievement level), the white, Native American, low-income, male and female subgroups made progress at the proficient-and-above, and advanced levels in math. Progress in narrowing achievement gaps at grades 4, 8, and 11 was mixed. The state introduced  new reading testing in 2009, so trend data for reading that include 2009 are not available. Comparable data were available in math for 2006-2009. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]
Subgroup Achievement and Gap Trends: South Carolina, 2010
Author: Center on Education Policy
Date: 2010-12-00
Type: Numerical/Quantitative Data
Subjects: Achievement Gap,Achievement Gains,Reading Achievement,Mathematics Achievement,Achievement Tests,Gender Differences,Comparative Analysis,Educational Trends,Trend Analysis,Racial Differences,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Low Income,Females,Academic Achievement,Scores,Grade 8,Males,Disabilities,English (Second Language),Second Language Learning,Federal Legislation,Accountability,Educational Policy

This paper profiles the student subgroup achievement and gap trends in South Carolina for 2010. South Carolina introduced new tests in grades 3-8, so trend data that include 2009 are not available. Progress in narrowing achievement gaps at grade 10 was mixed. Comparable data were available for 2004-2009 at grade 10. (Contains 9 tables.) [For the main report, &quot;State Test Score Trends through 2008-09, Part 2: Slow and Uneven Progress in Narrowing Gaps&quot;, see ED513914.]