ethanporcaro/eric-fulltext-meta huggingface dataset:
Bullying Involvement, Teacher-Student Relationships, and Psychosocial Outcomes
Author: Huang, Francis L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Bullying,Teacher Student Relationship,Mental Health,Psychological Patterns,Middle School Students,Middle School Teachers,Depression (Psychology),Attention Control,Emotional Problems,Behavior Problems,At Risk Persons,Victims,Racial Differences,Gender Differences

Students involved in bullying experience mental health issues and negative psychosocial outcomes. Few studies have investigated how teacher-student relationships (TSRs) may buffer the negative outcomes experienced by students involved in bullying. To investigate the moderating role of TSRs with bullying involvement status and psychosocial outcomes, we used data from 691 middle school students, 85 teachers, and 6 schools in one urban district. We used both student- and teacher-reported outcomes and regression models included baseline measures (i.e., depression, concentration problems, emotional regulation problems, behavioral engagement) taken 8 months earlier. Regardless of bullying involvement, student-reported TSR had a beneficial association for all outcomes controlling for baseline measures and student demographic variables. However, bully/victims with low TSRs experienced a heightened risk for depressive symptoms suggesting increased attention to this subgroup of students. [This article was published in &quot;School Psychology Quarterly&quot; (EJ1181720).]
State of Student Aid and Higher Education in Texas, 2019
Author: Fletcher, Carla
Date: 2019-01-00
Type: Reference Materials - General
Subjects: Student Financial Aid,Higher Education,Student Loan Programs,Federal Aid,Grants,Paying for College,Costs,Loan Repayment,Educational Policy,Demography,College Readiness,College Students,Student Characteristics,College Preparation,State Aid,Financial Needs,Educational Attainment,Wellness,Need Analysis (Student Financial Aid),Evidence Based Practice,Intervention,Loan Default,Debt (Financial),Public Colleges,Two Year Colleges

The State of Student Aid and Higher Education in Texas (SOSA) annual report from Trellis Research provides information helpful in informing policy and programs for higher education student financial aid. The report serves as a reference for colleges, universities, and policymakers, and provides a comparison of Texas state and federal student aid programs. The SOSA highlights data on a variety of student finance topics, including higher education, demographic projections, college costs, student loan repayment outcomes, and higher education policy. The publication focuses on Texas, but often contains comparisons to the nation or other large states. Each section concentrates on a different issue or set of issues. As a reference document, it is designed such that each page stands on its own. Each page contains a title summarizing the page or highlighting a particular part of the page, a visual element, a brief writeup, and information on the sources used. It was designed so that a page could be printed and taken to a meeting to ensure that everyone in the room is literally on the same page. [For the 2018 report, see ED592458.]
Mobile Digest of Education Statistics, 2014. NCES 2016-011
Author: Snyder, Thomas D.
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Statistical Data,Elementary Secondary Education,Preschool Education,Higher Education,Graduate Study,Public Schools,Private Schools,Enrollment Trends,Kindergarten,Racial Differences,Ethnic Groups,Students with Disabilities,Attendance Patterns,Enrollment Rate,Undergraduate Study,Elementary School Teachers,Secondary School Teachers,Teacher Salaries,Teacher Characteristics,College Faculty,Gender Differences,Public Colleges,Private Colleges,Reading Achievement,Mathematics Achievement,Science Achievement,Course Selection (Students),Graduates,Dropouts,Academic Degrees,Educational Attainment,Educational Finance,Expenditures,Income,Nonprofit Organizations,Costs,Student Financial Aid,Federal Aid

This is the second edition of the &quot;Mobile Digest of Education Statistics.&quot; This compact compilation of statistical information covers prekindergarten through graduate school to describe the current American education scene. The &quot;Mobile Digest&quot; is designed as an easy mobile reference for materials found in detail in the &quot;Digest of Education Statistics, 2014.&quot; The &quot;Digest&quot; includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The &quot;Digest&quot; includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2014&quot; (http://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are actual. Information on statistical procedures, definitions, and survey sources appears in the introduction, and appendixes A and B of the &quot;Digest of Education Statistics, 2014.&quot; [For the first edition, &quot;Mobile Digest of Education Statistics, 2013. NCES 2014-086,&quot; see ED548743.]
Small Business Administration: Key Entrepreneurship Programs and Activities Do Not Specifically Target Historically Black Colleges and Universities, but Collaboration Exists with Some Schools. GAO-19-328R
Author: Ortiz, Anna Maria
Date: 2019-03-07
Type: Reports - Research
Subjects: Black Colleges,Small Businesses,Entrepreneurship,Public Agencies,Business Administration,Agency Cooperation,Federal Programs,Business Administration Education

Historically Black Colleges and Universities (HBCU) play an important and unique role in the higher education system. For example, more than one-third of African-Americans who received a doctorate in science, technology, engineering, or mathematics in 2016 obtained their undergraduate degrees from an HBCU, and many also received their doctorates from an HBCU. As of December 2018, there were 101 HBCUs. The White House Initiative on HBCUs was established in 1980 as a government-wide effort to strengthen the capacity of HBCUs, including their ability to participate in federal programs. The Small Business Administration's (SBA) mission is to help Americans start, build, and grow businesses, among other things. SBA also works with public- and private-sector partners, including colleges and universities, to strengthen or expand businesses development and foster entrepreneurship. For example, public or private institutions of higher education can host Small Business Development Centers (SBDC), which provide technical assistance to existing small businesses and aspiring entrepreneurs. SBA also fosters working relationships with institutions of higher education through memorandums and outreach activities (such as training and counseling). However, little is known about the extent of SBA's activities and partnership programs with HBCUs. This report examines (1) federal priorities and SBA goals related to working with HBCUs; and (2) SBA's key programs and outreach activities for fostering entrepreneurship, particularly with HBCUs, and what is known about HBCU participation in these programs and activities. [Major contributors to this report include Lisa Moore, Chir-Jen Huang, Rachel Beers, Benjamin Licht, Sulayman Njie, Barbara Roesmann, Jessica Sandler, Jena Sinkfield, and Andrew Stavisky.]
Evaluation of the DC Opportunity Scholarship Program: Impacts Three Years after Students Applied. Study Highlights. NCEE 2019-4006
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Scholarships,Program Effectiveness,Outcomes of Education,Educational Vouchers,Reading Achievement,Mathematics Achievement,Private Schools,Low Income Students,Student Satisfaction,Parent Attitudes,School Safety

The District of Columbia (DC) Opportunity Scholarship Program (OSP) is the only federally funded private school voucher program in the United States. Created in 2004, the OSP aims to provide low-income families with access to higher quality schools than those otherwise available to them. Congress' 2011 reauthorization of the OSP required an independent evaluation of its effectiveness. The study included almost 1,800 student applicants who entered lotteries from 2012 to 2014 and compared the achievement and other outcomes of those who were and were not offered scholarships. The use of random lotteries to award scholarships means that both groups of students were very similar when they applied and later differences reflect only the effects of the OSP. This report presents final findings, three years after students applied. [For the full report, see ED594875. For the technical appendices, see ED594881.]
Evaluation of the DC Opportunity Scholarship Program: Impacts Three Years after Students Applied. NCEE 2019-4006
Author: Webber, Ann
Date: 2019-05-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Scholarships,Educational Vouchers,Low Income Students,Private Schools,Tuition,Educational Legislation,Federal Legislation,Elementary Secondary Education,Program Content,Student Characteristics,Outcomes of Education,Reading Achievement,Mathematics Achievement,Attendance Patterns,Parent Attitudes,Student Satisfaction,School Safety,Parent Participation,Financial Aid Applicants,Experimental Groups,Control Groups,Achievement Gains

The District of Columbia (DC) Opportunity Scholarship Program (OSP) is the only federally funded program that provides vouchers to low-income families to send their children to private schools. Congress created the OSP in 2004 and reauthorized it in 2011 under the Scholarships for Opportunity and Results (SOAR) Act. As part of the 2011 SOAR Act, Congress required an independent evaluation of the OSP. This is the sixth and final report from that evaluation, describing how the OSP affected students and their parents three years after they applied to the program. Specifically, the report examines impacts on student achievement, student and parent satisfaction with schools, student and parent perceptions of school safety, and parent involvement with education. The evaluation included: (1) An initial study sample of 1,771 eligible applicants, of which 56 percent were offered scholarships; (2) Use of a nationally normed achievement assessment, as required in the SOAR Act; (3) Standard approach to estimating impacts of being offered and of using a scholarship; and (4) Impacts estimated for the whole sample and for specific student groups. [For the technical appendices, see ED594881. For the study highlights, see ED594874.]
Evaluation of the DC Opportunity Scholarship Program: Impacts Three Years after Students Applied. Technical Appendix. NCEE 2019-4006
Author: Webber, Ann
Date: 2019-05-00
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,Scholarships,Program Content,Institutional Characteristics,Outcomes of Education,Outcome Measures,Student Characteristics,Cohort Analysis,Experimental Groups,Control Groups,Reading Achievement,Mathematics Achievement,Student Mobility,Attendance Patterns,Scores,Financial Aid Applicants,Reading Tests,Mathematics Tests

This document presents the technical appendices that accompanies the full report, &quot;Evaluation of the DC Opportunity Scholarship Program: Impacts Three Years after Students Applied.&quot; The four appendices include: (1) Program Features, Lottery Structure, Study Sample, and School Characteristics; (2) Technical Approach; (3) Impact Findings by Outcome and Student Subgroups; and (4) Supporting Analyses. [For the full report, see ED594875. For the study highlights, see ED594874.]
Abuse of Children with Intellectual Disabilities
Author: Davis, Leigh Ann
Date: 2011-03-00
Type: Guides - Non-Classroom
Subjects: Child Abuse,Intellectual Disability,At Risk Persons,Children,Prevention,Child Neglect,Federal Legislation,Victims of Crime

Children with disabilities of any kind are not identified in crime statistic systems in the U.S., making it difficult to determine their risk for abuse (Sullivan, 2003). A number of weak and small-scale studies found that children with all types of disabilities are abused more often than children without disabilities. According to researchers, disability can act to increase vulnerability to abuse (often indirectly as a function of society's response to disability rather than the disability in itself being the cause of abuse). For example, adults may decide against making any formal reports of abuse because of the child's disability status, making the abuse of those with disabilities easier for the abuser (Sullivan, 2003). Parents fear if they report abuse occurring in the group home, they may be forced to take their child out of the home with few options for other safe living arrangements. Children with and without disabilities share similar indicators of abuse. Along with physical signs (bruises, broken bones, head injuries, or other outward marks) two primary indicators are reports from the child that abuse has occurred and changes in the child's behavior. Children with disabilities face greater risk of abuse going unnoticed if their behavior change can be attributed to their disability instead of the abuse. This publication provides guidance for parents and care givers to help them spot abuse in children with intellectual disabilities, existing legislation that is available, and how to prevent and report abuse of children with intellectual disabilities.
Introduction to Intellectual Disabilities
Author: The Arc
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Intellectual Disability,Developmental Disabilities,Adjustment (to Environment),Intelligence,Developmental Delays,Daily Living Skills

Intellectual disability is a disability that occurs before age 18. People with this disability experience significant limitations in two main areas: 1) intellectual functioning and 2) adaptive behavior. These limitations are expressed in the person's conceptual, social and practical everyday living skills. A number of people with intellectual disability are mildly affected, making the disability difficult to recognize without visual cues. Intellectual disability is diagnosed through the use of standardized tests of intelligence and adaptive behavior. Individuals with intellectual disabilities who are provided appropriate personalized supports over a sustained period generally have improved life outcomes (AAIDD, 2011). In fact, many adults with intellectual disabilities can live independent, productive lives in the community with support from family, friends and agencies like The Arc. This informative guide provides information to parents, and community members on the following topics surrounding intellectual disabilities: (1) The number of people who have intellectual disabilities; (2) Definition of intelligence; (3) Adaptive behavior; (4) How having an intellectual disability can affect someone's life; (5) A definition of developmental disability, and comparison to intellectual disability; and (6) Ways community can support people in the community who have intellectual and developmental disability.
Evaluating the Efficacy of a Learning Trajectory for Early Shape Composition
Author: Clements, Douglas H.
Date: 2019-00-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Mathematics Achievement,Mathematics Instruction,Geometric Concepts,Sequential Learning,Developmentally Appropriate Practices,Student Characteristics,Outcomes of Education,Public Schools,Puzzles,Manipulative Materials,Intervention,Learning Processes,Educational Strategies,Preschool Children

Although basing instruction on learning trajectories (LTs) is often recommended, there is little direct evidence regarding the premise of an LT approach--that instruction should be presented (only) one LT level beyond a child's present level. We evaluated this hypothesis in the domain of early shape composition. One group of preschoolers, who were at least two levels below the target instructional LT level, received instruction based on an empirically-validated LT. The counterfactual, skip-levels, group received an equal amount of instruction focused only on the target level. At posttest, children in the LT condition exhibited significantly greater learning than children in the skip-levels condition, mainly on near-transfer items; no child-level variables were significant moderators. Implications for theory and practice are discussed. [This article will be published in the &quot;American Educational Research Journal.&quot;]
An Effective 5 E Lesson Plan in Teaching Prose: A Model
Author: Jogan, Sushma N.
Date: 2019-00-00
Type: Journal Articles
Subjects: Lesson Plans,Teaching Models,Teaching Methods,Writing (Composition),Prose,Writing Instruction,Second Language Instruction,English (Second Language),Constructivism (Learning),Active Learning,Inquiry,Preservice Teacher Education

&quot;Lesson that come easy are not lessons at all. They are gracious acts of luck. Yet lessons learned the hard way are lessons never forgotten&quot;--Don William. The present paper illustrates how to plan effectively for teaching prose in English. The design and strategy of the lesson can be planned prior to the teaching class. Teaching prose is something different from other subjects since development of language learning is focused here. So a teacher should emphasis in enriching vocabulary of the class. In order to gather students' attention in the class a teacher can develop 5E lesson plan. It is a lesson plan based on theory of constructivism. In other words it can also be called as &quot;activity based lesson&quot;. Several studies and research on teaching language reveals that there is a lack of focus on methods, strategies and problems in adhering students' needs. In this paper the researcher as a trainer understood the problems of trainee teachers in preparing a lesson plan in teaching prose. It is focused on the following objectives such as: to understand the meaning of prose; to follow the steps of lesson plan; to find out the difficulties faced during preparation etc. Research question is also mentioned followed by objectives. The researcher highlighted the importance of activity based plan to involve students in learning.
Charting the Future 2007-2012: A Master Plan for West Virginia Higher Education
Author: West Virginia Higher Education Policy Commission
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Planning,Strategic Planning,Educational Objectives,Educational Change,Educational Policy,State Policy,Economic Development,Access to Education,Costs,Accountability,Educational Innovation,Educational Finance,Educational Quality,Job Development,Equal Education,Partnerships in Education,Adult Education,Distance Education,Enrollment Rate,Transfer Students,Student Financial Aid,Professional Education,Teacher Education

The West Virginia Higher Education Policy Commission (HEPC) has statutory responsibility for developing a six-year strategic plan for higher education in cooperation with the state's colleges and universities, policy makers, and other key constituencies. This master plan aims to coordinate the efforts of the various institutions of higher education in the state, while recognizing that each institution plays a unique role within the larger system. &quot;Charting the Future&quot; provides an overarching vision for the state's system of higher education; this vision is implemented through the compact reporting process which asks each college and university to set goals specific to its mission and to account for achieving those goals. Higher education has long been the pathway to upward mobility in America, and HEPC takes responsibility for opening that pathway to all West Virginians. Accordingly, this plan addresses key issues in providing a quality post-secondary education for the state's population--issues such as access, student preparation, program offerings, cost, and learning accountability. HEPC looks to capitalize on existing strengths and better position West Virginia as a globally competitive, economically prosperous, and dynamic state. This document reflects their belief that higher education plays an instrumental part in the cultural and economic health of West Virginia communities. It is organized around five major planning areas: (1) economic growth; (2) access; (3) cost and affordability; (4) learning and accountability; and (5) innovation.
South Carolina Commission on Higher Education Statistical Abstract, 2018. 40th Edition
Author: Roof, Andrew N., Ed.
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment,Academic Degrees,Graduation Rate,Public Colleges,Community Colleges,College Entrance Examinations,Scholarships,Tuition,Fees,Undergraduate Students,Educational Finance,State Aid,Educational Facilities,College Faculty,College Freshmen,Full Time Students,College Transfer Students,In State Students,Out of State Students,College Housing,Teacher Salaries,Tenure,Racial Differences,Gender Differences,Research Universities,Technical Institutes

The &quot;South Carolina Higher Education Statistical Abstract&quot; is a comprehensive, single-source compilation of tables and graphs which report data frequently requested by the Governor, Legislators, college and university staff, other state government officials, and the general public. The 2018 edition of the Statistical Abstract marks the 40th year of this valuable publication. This &quot;Abstract&quot; includes the most recent statistics on enrollment, degrees awarded, faculty, tuition and fees, funding, and other factual data. A glossary of terms is included in the appendix. [For &quot;South Carolina Higher Education Statistical Abstract, 2017. 39th Edition,&quot; see ED591768.]