ethanporcaro/eric-fulltext-meta huggingface dataset:
Examples of iExcelencia! 2006 Compendium: Profiles of Selected Programs that Work for Latino Students in Higher Education
Author: Santiago, Deborah A., Comp.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Human Capital,Hispanic American Students,Achievement Gap,Academic Achievement,Program Effectiveness,College Students,Educational Quality,Associate Degrees,Bachelors Degrees,Graduate Study,Outcomes of Education,Graduation,School Culture,Sustainability,Educational Environment,Student Personnel Services,Tutoring,Academic Support Services,Mentors,Data Collection,Student Recruitment,School Holding Power,Educational Research,Partnerships in Education

By 2025, 22 percent of the U.S. college-age population will be Latino, a level already reached in four states: California, Florida, New York, and Texas. Meeting the country's future human capital and workforce needs make it imperative to improve outcomes for Latino students today. As public attention is focused on current achievement gaps, educators and policymakers search for what they can do to improve education outcomes for Latino students. Finding this information is difficult. &quot;Excelencia&quot; in Education responds to this challenge through research, analysis, and pragmatic initiatives that advance practices and policies that support Latino student achievement in colleges and universities. Premier in this effort is Examples of &quot;Excelencia,&quot; a national initiative that systematically identifies and honors programs and departments that boost Latino enrollment, performance and graduation. More than 40 programs were nominated for the 2006 Examples of &quot;Excelencia&quot; in three categories: Associate, Baccalaureate and Graduate levels. While the number of nominations in the Graduate category was not sufficient to select an Example of &quot;Excelencia&quot; in this category for 2006, there was wide representation in the associate and baccalaureate categories. This compendium provides a summary of the 15 semi-finalist programs for 2006 making a positive difference in the educational achievement of Latino students in higher education. While not exhaustive, these summaries provide some insight into what these successful programs do and the key characteristics that make them work for Latino students. The compendium begins with a summary of the selection process for identifying the selected program list of semi-finalists and methodology used. Following this section is a brief overview of the program services offered by the semi-finalists. The compendium then provides one-page summaries of the 15 semi-finalist programs that include a brief description, goals, outcomes, and key personnel for each program. [Contributions by Teresita Martinez Vergne and Estela Lopez. For related report, &quot;What Works for Latino Students,&quot; see ED506049.]
The End of an ARRA
Author: Vogel, Carl
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Job Training,Block Grants,Community Development,Financial Support,Federal Government,Federal Legislation,Labor Force Development,Federal Programs,Innovation,Higher Education,Colleges,Urban Areas

In the winter of 2009, with more than 1.4 million job losses in the first two months of the year, the federal government passed the American Recovery and Reinvestment Act (ARRA) into law as a way to quickly inject liquidity into a stalling economy and maintain critical services that would allow individuals and communities to survive through the recession. At first glance, New York City made out pretty well. More than $7 billion in Recovery Act funds went to programs benefiting New York City residents, which was more than many entire states received. These funds went toward failing schools, community development block grants, building retrofits and a much needed temporary increase in the federal match for Medicaid, among many other things. The most important way of assessing these investments has always been in terms of the jobs saved and people helped, but from the beginning it was also hoped that Recovery Act investments would provide a unique opportunity for policy innovation and reform. In no policy area was this truer than in workforce development. And in no other city would the payoff and potential pitfalls be clearer than in New York, the country's largest workforce development system. The 2009 federal stimulus brought a huge infusion of funds to New York City for job training and workforce development; with the money now running out, the authors examine how the funds were spent and what the end of this funding stream means at a time when countless New Yorkers are still out of work. The Programs are appended. (Contains 16 endnotes.)
Integrated Pest Management: A Curriculum for Early Care and Education Programs
Author: California Childcare Health Program
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Child Care Centers,Child Care,Early Childhood Education,Educational Facilities,Facilities Management,Animals,Poisoning,Hazardous Materials,State Legislation,Child Health,Prevention,Inspection,Identification,Program Implementation

This &quot;Integrated Pest Management Toolkit for Early Care and Education Programs&quot; presents practical information about using integrated pest management (IPM) to prevent and manage pest problems in early care and education programs. This curriculum will help people in early care and education programs learn how to keep pests out of early care and education (ECE) facilities and reduce the use of pesticides by adopting integrated pest management (IPM). The curriculum will explain what IPM is and how to start an IPM program in one's ECE facility. The Healthy schools act, a California law that was extended to child care centers in 2007, encourages ECE centers to use IPM and requires all California child care centers to keep records and notify parents if certain pesticides are used. When there are pests in an ECE facility, many people try to get rid of them as quickly as possible by using pesticides; for instance, spraying pesticides in the building and outdoor areas to get rid of ants. However, pesticides may cause harm to children, staff and the environment. the harm caused by pesticides may be worse than the harm caused by the pests. More than one billion pounds of pesticides are used every year in the U.S. In California almost half are used in urban and residential areas, and pesticide residues can be found where people work, live and go to school. Some of the health effects caused by pesticides may include: (1) Immediate illness, such as poisoning, asthma and flu-like symptoms; and (2) Long-term developmental and health problems in children, and health problems in ECE staff. This curriculum will help early care staff create a healthy and safe ECE environment and provide information on: (1) The California Healthy Schools Act; (2) Why children are at higher risk for pesticide exposure and poisoning; and (3) How to use IPM to: (a) keep pests out; (b) manage pest problems; (c) use least-harmful practices; and (d) eliminate use of the most toxic pesticides. Appended are: (1) Forms; and (2) List of Toolkit's Complementary Materials. A glossary is included. (Contains 4 footnotes and 27 resources.) [This curriculum was co-developed by UC Berkeley's Center for Children's Environmental Health Research, UC Statewide IPM Program, and the California Department of Pesticide Regulation. Funding for this project has been provided in full or in part through a grant awarded by the California Department of Pesticide Regulation (DPR). Contributors include Vickie Leonard, Asa Bradman, Mary Louise Flint, Nita Davidson, Mark Robertson, Abbey Alkon, Devina Kuo, Evie Kalmar, Casey Palmer, and Anna Schwarzbach.]
Branches of Opportunity
Author: Giles, David
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Public Libraries,Library Role,Human Capital,Quality of Life,Cultural Centers,Internet,Access to Computers,Immigrants,Urban Areas,Career Readiness,Older Adults,Library Services,Electronic Publishing,Adult Literacy,Games,Library Administration,Technological Advancement,English Language Learners

As more and more New Yorkers turn to digital books, Wikipedia and other online tools for information and entertainment, there is a growing sense that the age of the public library is over. But, in reality, New York City's public libraries are more essential than ever. Far from becoming obsolete, the city's three public library systems--Brooklyn, Queens and New York, which encompasses the branches in Manhattan, the Bronx and Staten Island--have experienced a 40 percent spike in the number of people attending programs and a 59 percent increase in circulation over the past decade. Although they are often thought of as cultural institutions, the reality is that the public libraries are a key component of the city's human capital system. With roots in nearly every community across the five boroughs, New York's public libraries play a critical role in helping adults upgrade their skills and find jobs, assisting immigrants assimilate, fostering reading skills in young people and providing technology access for those who don't have a computer or an Internet connection at home. The libraries also are uniquely positioned to help the city address several economic, demographic and social challenges that will impact New York in the decades ahead. Despite all of this, New York policymakers, social service leaders and economic officials have largely failed to see the public libraries as the critical 21st century resource that they are, and the libraries themselves have only begun to make the investments that will keep them relevant in today's digital age. One way or another, New York needs to better leverage its libraries if it is to be economically competitive and remain a city of opportunity. This report takes an in-depth look at the role that New York's public libraries play in the city's economy and quality of life and examines opportunities for libraries to make even greater contributions in the years ahead. (Contains 38 endnotes.)
Bad English
Author: Hilliard, Tom
Date: 2012-01-00
Type: Reports - Research
Subjects: English (Second Language),Immigration,Labor Force,Immigrants,Second Language Learning,Job Skills,Adults,Adult Education,Language Proficiency,United States History,Acculturation,Counties,Access to Education,Educational Finance,Financial Support

Between 2005 and 2009, the number of foreign-born residents in New York State grew by nearly 5 percent, building on a consistent tide of new immigration to New York over the past quarter-century. This latest wave of immigration has brought significant benefits to the state. The new arrivals have replenished lost population in many communities, provided an entrepreneurial spark and served as a growing part of the labor force. But while these new New Yorkers are becoming increasingly critical to the state's economic future, New York is not leveraging their full potential. A large number of these individuals lack the English proficiency needed to fully integrate into the workforce, but only a fraction of them have been able to enroll in state-funded English for Speakers of Other Languages (ESOL) classes. Between 2005 and 2009, the number of adults in New York State who speak English &quot;less than very well&quot; grew by 6 percent, but enrollment in state-funded English instruction dropped by 17 percent. Appallingly, as of 2009, there were state funded ESOL classes available for only one in every 25 adults lacking English proficiency. The good news is that the state's ESOL programs have grown more effective in recent years. But the impact of those gains is blunted by the fact that most New Yorkers who could benefit from English-language instruction are simply unable to access ESOL programs. Increasing English instruction capacity would almost certainly yield benefits for the state economy. This report serves as an update to the 2006 &quot;Lost in Translation&quot; report, jointly published with the Schuyler Center for Analysis and Advocacy. That study found that there was a severe gap between the demand for English-language instruction in communities across the state and the availability of state-supported ESOL classes. This report finds that the gap has continued to widen in the absence of decisive state action. (Contains 3 tables, 5 charts, and 4 endnotes.) [Funding for this paper was provided by Mertz-Gilmore Foundation.]
Fostering Careers
Author: Hilliard, Tom
Date: 2011-09-00
Type: Reports - Research
Subjects: Child Welfare,Foster Care,Career Development,Young Adults,Interviews,Employment Level,Unemployment,Job Skills,Employment Qualifications,Equal Opportunities (Jobs),Labor Market,Profiles,Summer Programs,Youth Programs,Urban Areas,At Risk Persons

New York City has never been a particularly easy place for teenagers and young adults to break into the workforce. Even during the boom years of the 2000s, the city's unemployment rate for teens between the ages of 16 and 19 hovered just under 20 percent. By the end of 2010, it had risen to 40 percent. As shocking as these numbers are, however, young people aging out of the city's foster care system appear to be faring even worse. Based on dozens of interviews with child welfare practitioners across the five boroughs, it is estimated that no more than half of the young people who have recently left the foster care system have jobs at any given time. With nearly 1,000 foster youth aging out of the system every year, that means that close to 500 young people each year are failing to connect with the world of work. This report shows that not enough is being done to help foster youth connect to jobs and careers. While there is a lot that is right with the child welfare system today, neither the city agencies that oversee the child welfare system nor the private foster care agencies that provide direct services to foster youth are adequately equipped to help young people who are aging out of the system to succeed as adults. And the greatest shortcomings are with assisting foster youth to prepare for the workforce. This study takes an in-depth look at the challenges foster youth have in getting and keeping jobs as adults and examines what the various players in the city's foster care and workforce development systems are--and aren't--doing to help young people transition from foster care into adulthood. It offers a range of recommendations on what could be done to improve employment and educational outcomes of young people aging out of the system. (Contains 2 tables, 8 charts, and 35 endnotes.) [Additional funding was provided by the Child Welfare Fund.]
Mobility Makers
Author: Hilliard, Tom
Date: 2011-11-00
Type: Reports - Research
Subjects: Outcomes of Education,Middle Class,Community Colleges,Two Year College Students,Graduation,Graduation Rate,Educational Finance,Financial Support,Employment Opportunities,Enrollment,Dropouts,Academic Achievement

Community colleges have long been the overlooked stepchildren of the educational system. But because of profound structural changes in the U.S. economy over the past several years, community colleges have become increasingly critical to the nation's economic competitiveness and the key platform for moving low-income people into the middle class. Unfortunately, community colleges are not yet delivering on all their potential. Far too few people who enroll at community colleges, both in New York City and across the country, end up graduating or moving on to earn a bachelor's degree. In New York City, 28 percent of community college students graduate with an associate's or bachelor's degree within six years of enrolling. The national average for community college graduation after six years is even lower, at 26 percent. There are understandable reasons why graduation rates have been low. To begin with, community colleges are open access institutions, and they accept whoever applies. A significant number of the students already face steep hurdles when they enter. On top of this, community colleges receive less than half the funding per student received by four-year colleges and universities, and state funding of the City University of New York (CUNY) community college system has dropped by more than one-quarter over the past decade. Nevertheless, community colleges could and should be doing much better. As the researchers show in this report, low graduation rates exact steep costs to individuals, businesses, the economy and taxpayers. Increasing the number of community college students who graduate will not only make it easier for employers to find qualified workers, it will dramatically raise the employment prospects of graduates and put them on a career track with significantly higher earning potential. Increasing the graduation rate permanently would have powerful long-term value for the city's economy. This report aims to document why raising the rate at which individuals are graduating from community colleges in New York City--and getting more from the public's already significant investment in community colleges--is of critical importance from a fiscal, economic and social perspective. The study details the cost of high community college drop-out rates and the return on investment that would result from raising graduation rates even by a small amount. (Contains 3 tables, 10 charts, and 32 endnotes.)
Designing New York's Future
Author: Giles, David
Date: 2012-03-00
Type: Reports - Research
Subjects: Architectural Education,Design,Art Education,Urban Universities,Innovation,Economic Development,Urban Areas,Enrollment,Talent Development,Foreign Students,Entrepreneurship,College Curriculum,Interdisciplinary Approach,Business Administration Education,Partnerships in Education

The genius of Mayor Bloomberg's plan to develop a new applied sciences campus in New York City is that it acknowledges the increasingly pivotal role of academic institutions as drivers of local economic growth. At a time when large corporations may not be the reliable job producers they were in the past and cities like New York badly need to generate new sources of job growth, universities are critical local anchors that employ thousands, spin out new businesses and train the workers needed by growing industries. But it is not just scientific research institutions and engineering schools--like the one that Cornell and Technion are building on Roosevelt Island--that provide this kind of spark. In New York, design and architecture schools arguably have been as, or more, important to the city's success in the innovation economy. New York design universities such as Parsons The New School for Design, the Fashion Institute of Technology, Pratt Institute and the School of Visual Arts have been critical catalysts for innovation, entrepreneurship and economic growth. Their graduates have produced dozens of start-up companies that set up locally--something that has eluded most of the city's scientific research institutions. Thus far, the &quot;innovation economy&quot; initiatives advanced by city and state officials have largely overlooked design universities. This is a missed opportunity in a city that is arguably more of a creative hub than a high-tech center. As this report demonstrates, New York's design universities are already a key piece of the city's innovation infrastructure. But at a time when designers are having a growing influence on everything from smart phones to the delivery of health care services, these institutions are poised to play an even more central role in New York's economic future. Drawing from a wide range of institutional data, survey results, and extensive interviews with more than 50 academic leaders, educators, entrepreneurs and business executives in New York's design and architecture communities, this report documents the contributions of design and architecture schools to the New York City economy. It assesses the breadth of programs and educational assets and evaluates trends with respect to enrollment, employment, spending and business creation. (Contains 27 endnotes.)
Plurilinguism in Teachers' Professionalization: Views of Newly Qualified Pedagogues of Social Work
Author: Zascerinskis, Mihails
Date: 2012-03-00
Type: Reports - Research
Subjects: Foreign Countries,Social Work,English (Second Language),Multilingualism,Native Language,Second Languages,Constructivism (Learning),Models

Teachers' professionalization is promoted by language education that includes mother tongue across the curriculum, foreign languages and professional language. Aim of the research is to analyze views of newly qualified pedagogues of social work on languages of professionalization. The object of the present research is views of newly qualified pedagogues of social work on languages of professionalization. The present research involves a process of analyzing the meaning of the key concepts &quot;professionalization&quot;, &quot;language&quot; and &quot;plurilinguism&quot;. An explorative research aimed at developing hypotheses, which can be tested for generality in following studies (Mayring, 2007) has been used in the empirical study. The empirical research was carried out in the English course of the professional bachelor programme &quot;Social pedagogue&quot; at the University of Latvia in 2011. The newly qualified pedagogues of social work do not consider English as a foreign language and Latvian as a professional/academic language as languages of professionalization. (Contains 1 table and 6 figures.)
Academic Peer Instruction: Reference and Training Manual (with Answers)
Author: Zaritsky, Joyce
Date: 2013-02-00
Type: Guides - Classroom - Teacher
Subjects: Supplementary Education,Tutoring,Peer Teaching,Guides,Study Guides,Program Guides,Instructional Materials,Training Methods,Training Objectives,Tutors,Bibliographies,Pretests Posttests,Educational Principles,Teacher Responsibility,Program Improvement,Records (Forms),Statistical Data,Problem Sets,Learning Activities,Reference Materials,Program Descriptions,Educational Strategies,Educational Practices

This manual consists of an introduction to our Academic Peer Instruction (API) program at LaGuardia Community College, a compilation of the materials we have developed and use for training of our tutors (with answers), and a bibliography. API is based on an internationally recognized peer tutoring program, Supplemental Instruction. (Contains 6 tables and 23 figures.)
School Readiness and Health. Instructor's Guide
Author: California Childcare Health Program
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: School Readiness,Best Practices,Health Education,Child Health,Educational Objectives,Advocacy,Early Childhood Education,Kindergarten,Correlation,Role,Vignettes,Units of Study,Teaching Guides

This "Instructor's Guide" provides trainers with an outline for the teaching of the School Readiness and Health module. Participants will be introduced to the concept of school readiness and will learn about the importance of health to school readiness. Participants will learn how Child Care Health Advocates (CCHAs) can support best practices for the promotion of school readiness in their own early care and education (ECE) programs. In addition, CCHAs can influence families and programs in the wider community, which can, in turn, increase children's readiness for kindergarten. Learning Objectives include: (1) To define school readiness; (2) To identify the links between health and school readiness; (3) To describe how quality of care in ECE programs improves children's readiness for school; and (4) To describe how CCHAs can play a role in the preparation of a child's school readiness. Appended are: (1) School Readiness Case Scenarios; and (2) Using the School Readiness and Health Module.