ethanporcaro/eric-fulltext-meta huggingface dataset:
Clearing the Path to School Success for Students in Out-of-Home Care. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Foster Care,Disadvantaged Youth,Child Welfare,Eligibility,Federal Legislation,Enrollment,Student Participation,Student Transportation,Access to Education,School Districts

The Legal Center for Foster Care and Education and the National Center for Homeless Education present this guide to help educators and child welfare advocates clear the path to school success for children and youth who are forced to leave their homes due to abuse, neglect, and family dysfunction. Two federal laws, among others, provide tools to clear the way: The McKinney-Vento Act and the Fostering Connections to Success and Increasing Adoptions Act. This guide provides basic information about both laws and suggests practical strategies for their implementation. The lives of three young people provide the context to show how child welfare and education staff can ensure school stability, attendance, and full participation for children and youth in out-of-home care. (Contains 23 footnotes.)
Increasing Access to Higher Education for Unaccompanied Youth: Information for Colleges and Universities. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Disadvantaged Youth,Access to Education,Higher Education,Barriers,Federal Legislation,Student Financial Aid,Self Supporting Students,Best Practices

Each year, more than a million young people in the United States experience homelessness; some of these young people, known as unaccompanied homeless youth, will face the challenges of homelessness while living on their own without the support of a caring adult. Unaccompanied homeless youth face the same struggles as other young people: trying to do well in school, &quot;fit in&quot;, and figure out what their future will look like. Without adult guidance and support, however, they will face these struggles while also working to provide for their own livelihood. Many of these youth hope to attend college, but wonder how they will pay tuition without help from their parents, who will sign important paperwork on their behalf, how they will juggle long work hours and schoolwork, and where they will stay when the dormitories close during holiday and summer breaks. Fortunately, federal laws provide additional support for this vulnerable population. To increase the awareness of post-secondary educators and education administrators of the issue of unaccompanied homeless youth, this brief provides: (1) A better understanding of unaccompanied homeless youth and the educational and other challenges they face; (2) A summary of federal education legislation, including the McKinney-Vento Act and the College Cost Reduction and Access Act, that gives unaccompanied homeless youth access to important educational supports; (3) Samples of promising practices implemented by high schools, colleges, and universities to assist unaccompanied homeless youth in succeeding in college; and (4) Additional resources for more information. (Contains 3 footnotes and 3 resources.)
Immigrant and Homeless: Information for School District Title III Programs and Community Agencies. Best Practices in Homeless Education
Author: National Center for Homeless Education, Greensboro, NC.
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Immigrants,Disadvantaged Youth,Eligibility,Federal Legislation,Best Practices,Agency Cooperation

Adjusting to U.S. culture can take immigrants 10-20 years. Even those who are well-educated and hold professional credentials usually experience an initial drop in their status and earnings while they improve their English skills, re-take courses, and pass licensing exams needed to practice in this country. Those with less education may struggle to find employment sufficient to meet their families' basic needs. These economic challenges make immigrant families more likely to experience poverty and homelessness. Many immigrant children experiencing high mobility and poverty may be eligible for services under the McKinney-Vento Homeless Assistance Act. These services can help create a safe and welcoming environment for immigrant students and their parents who are experiencing homelessness. The McKinney-Vento Act promotes school stability by allowing eligible students to remain in the same school (school of origin) despite frequent moves. The Act requires each district to appoint a local homeless education liaison, who will examine each child or youth's situation on a case-by-case basis to determine eligibility. Strong collaborative relationships with Title III programs and community agencies enable liaisons to secure the most appropriate services for immigrant children and families, thereby enhancing their adjustment to the community. Local homeless education liaisons can increase opportunities for and the quality of parental participation in school activities for homeless immigrant parents by providing interpreters, explaining the school's expectations, and arranging transportation for school meetings. (Contains 5 resources and 3 endnotes.)
Maximizing Credit Accrual and Recovery for Homeless Students. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Homeless People,Disadvantaged Youth,Credits,Middle School Students,High School Students,Student Mobility,Attendance,Independent Study,Nontraditional Education,Access to Education,School Districts,Legal Responsibility,Federal Legislation,Ancillary School Services,Best Practices

Middle and high school students experiencing homelessness often face challenges in accruing credits. Class offerings, methods of calculating credits, and graduation requirements can vary greatly among school districts. Students who change schools late in high school can find themselves suddenly in danger of not graduating due to differing class and credit requirements. Further, high schools often have &quot;seat-time&quot; rules that prevent youth from earning credits if they enter the district late in the semester or leave early. These various policies and requirements have a negative impact on youth whose homelessness forces them to change schools mid-year; students' mobility may prevent them from earning full or even partial credit and accruing the credits they need to graduate. This brief is designed to help teachers, administrators, and local homeless education liaisons maximize opportunities for students experiencing homelessness to accrue and recover credits and graduate from high school in a timely manner. (Contains 10 footnotes.)
Ensuring Full Participation in Extra-Curricular Activities for Students Experiencing Homelessness. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Extracurricular Activities,Student Participation,Disadvantaged Youth,Federal Legislation,Enrollment,Best Practices

Extra-curricular school activities, such as sports, music, theater, debate, and clubs, are often a key to engaging children and youth in school. They can provide students with a sense of belonging, stability, pride, and responsibility and strengthen a student's applications for higher education admission and scholarships. Homelessness, however, can create barriers to participation in extra-curricular activities. Homeless students who change schools during the school year may not meet residency requirements related to sports or may enter school in the middle of the season. The McKinney-Vento Act provides legal rights and support to help ensure that students experiencing homelessness can participate fully in extra-curricular school activities. This brief is designed to help local homeless education liaisons and school district administrators ensure that children and youth experiencing homelessness can overcome the barriers they often encounter to full extra-curricular participation. (Contains 7 footnotes.)
Guiding the Discussion on School Selection. Best Practices in Homeless Education
Author: National Center for Homeless Education at SERVE
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Homeless People,Disadvantaged Youth,School Choice,Federal Legislation,Decision Making,Best Practices

The McKinney-Vento Homeless Assistance Act guarantees a child qualified as homeless the right to attend one of two schools: the school of origin or the local attendance area school. This brief explains the relevant legal provisions and provides a framework to assist in the decision-making process.
Presidential Leadership for Public Purpose: A Special Report by the National Center for Public Policy and Higher Education
Author: National Center for Public Policy and Higher Education
Date: 2011-05-00
Type: Opinion Papers
Subjects: Higher Education,Public Policy,Interviews,Educational Needs,Job Skills,College Presidents,Focus Groups,Administrator Attitudes,Educational Objectives,Change Strategies,Educational Change,Economic Impact,Role of Education,Institutional Mission,Institutional Role

To engage presidents more directly in what is becoming an increasingly rancorous discussion of higher education's current priorities, the National Center for Public Policy and Higher Education convened a set of presidential soundings and exchanges in the spring and summer of 2010 with funding from the Bill &amp; Melinda Gates Foundation and Lumina Foundation for Education. The process included one-on-one interviews and a two-day roundtable discussion to consider higher education's role in meeting the nation's need for a more highly educated and skilled population in a time of dramatic change and uncertainty. In all, the process involved presidents of 28 universities and colleges--including two- and four-year institutions large and small, public and independent, proprietary and nonprofit. A Presidential Roundtable convened in Leesburg, Virginia, in July 2010 included 16 of the 28 presidents initially interviewed who were able to participate. The goal of these presidential soundings was to provide a vision of higher education's continued vitality in a time of fiscal constraint, and to offer a set of actions that presidents can take to help both their institutions individually and the nation collectively to move forward.
State Shortfalls Projected throughout the Decade: Higher Ed Budgets Likely to Feel Continued Squeeze. Policy Alert
Author: Jones, Dennis
Date: 2003-02-00
Type: Reports - Research
Subjects: Higher Education,Educational Policy,Financial Policy,Educational Finance,Fiscal Capacity,Economic Impact,Trend Analysis,Budgeting,Financial Support

"Policy Alert" is a publication series that summarizes important policy findings affecting the future of higher education. This issue finds that states, and higher education in particular, are likely to face very tight budget conditions for the next decade. These findings are based on eight-year projections that update the work of Harold Hovey. (Contains 2 tables.)
Measuring Up 2004: The State Report Card on Higher Education. Washington
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Washington include: (1) Over the past decade, Washington has improved in preparing students to succeed in college. This year Washington receives a B- in preparation; (2) Over the past decade, Washington has seen a decline in the proportion of students enrolling in higher education. Washington receives a C in participation this year; (3) Over the past decade, Washington has made no notable progress in providing affordable higher education opportunities. Washington receives an F in affordability this year; (4) Washington, over the past decade, has made substantial improvement in the number of students who earn a certificate or degree in a timely manner. Washington receives an A- in completion this year; (5) Over the past decade, Washington has seen a substantial improvement in the benefits accruing to the state from having a more highly educated population. This year Washington earns an A- in benefits; and (6) Like most states, Washington received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Measuring Up 2004: The State Report Card on Higher Education. New Mexico
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for New Mexico include: (1) Over the past decade, New Mexico has shown no notable progress in preparing students to succeed in college. New Mexico is one of only two states to receive an F in preparation this year; (2) New Mexico, over the past decade, has shown consistently good performance in the number of students enrolling in higher education. New Mexico receives an A- in participation this year; (3) Over the past decade, New Mexico has shown no notable progress in providing affordable higher education opportunities. New Mexico receives an F in affordability this year; (4) Despite substantial improvement over the past decade, relatively few students in New Mexico earn a certificate or degree in a timely manner. This year New Mexico receives a D in completion; (5) Over the past decade, New Mexico has seen an increase in benefits to the state from having a more highly educated population. Despite that improvement, New Mexico receives only a C+ in benefits this year; and (6) Like most states, New Mexico received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Measuring Up 2004: The State Report Card on Higher Education. New Jersey
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for New Jersey include: (1) Over the past decade, New Jersey has improved on its already excellent performance in preparing students to succeed in college. New Jersey receives an A in preparation this year; (2) New Jersey, over the past decade, has seen a drop-off in enrolling students in higher education. Despite that decline, New Jersey continues to perform well in participation and this year receives an A-; (3) Over the past decade, New Jersey has seen a striking decline in the provision of affordable higher education opportunities. This year New Jersey drops to a D in affordability; (4) Over the past decade, New Jersey has substantially increased the proportion of students earning a certificate or degree in a timely manner. New Jersey receives a B in completion this year; (5) Over the past decade, New Jersey has seen a substantial improvement in the benefits to the state from having a more highly educated population. This year New Jersey earns an A in benefits; and (6) Like most states, New Jersey received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]
Measuring Up 2004: The State Report Card on Higher Education. South Dakota
Author: National Center for Public Policy and Higher Education
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment

This state report card is derived from &quot;Measuring Up 2004,&quot; the national report card for higher education. Its purpose is to provide the public and policymakers with information to assess and improve postsecondary education in each state. &quot;Measuring Up 2004&quot; is the third in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately are students in each state being prepared for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates and degrees in a timely manner?; (5) Benefits: What benefits does the state receive as a result of having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for South Dakota include: (1) Over the past decade, South Dakota has improved in preparing students to succeed in college. This year South Dakota receives a B in preparation; (2) South Dakota has made notable improvement in enrolling students in higher education over the past decade. This year South Dakota receives a B+ in participation; (3) Over the past decade, South Dakota has lost ground in providing affordable higher education opportunities. This year South Dakota receives an F in affordability; (4) South Dakota, over the past decade, has made substantial improvement in the proportion of students earning a certificate or degree in a timely manner. South Dakota receives a B in completion this year; (5) Over the past decade, South Dakota has seen an increase in benefits from having a more highly educated population. Despite that improvement, South Dakota lags behind many other states and receives a C- in benefits this year; and (6) Like most states, South Dakota received an Incomplete in learning because there are no comparable data that would allow for meaningful state-by-state comparisons in learning. This report also includes additional information, questions and answers, state grades, and &quot;Measuring Up 2004&quot; resources. [For &quot;Measuring Up 2004: The National Report Card on Higher Education,&quot; see ED508096.]