ethanporcaro/eric-fulltext-meta huggingface dataset:
Access to Elementary Education in India: Politics, Policies and Progress. CREATE Pathways to Access. Research Monograph No. 44
Author: Little, Angela W.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Elementary Education,Foreign Countries,Educational Change,Politics of Education,Educational Policy,Access to Education,Educational Assessment,Educational Indicators,Educational Development,Performance Factors,Barriers,Program Implementation,Educational History,Educational Legislation,Change Strategies,Technical Assistance

This monograph examines progress in, and policies for, access to elementary education over the past 60 years, the role played by political factors in the process of policy formulation and implementation and the drivers and inhibitors of the implementation of reforms in elementary education in recent years in India. Drawing on interviews and documentary sources, the monograph analyses the growth in central direction and international support for elementary education alongside the parallel and at times countervailing trend towards decentralisation and community participation. It outlines the tensions between agendas focused on expansion, quality improvement, human rights and economic development that led to the legal enactment in 2009 of the Right to Education. Overall, political will is found to be an important driver of progress while corruption, resistance by vested interests and the general condition of poverty in rural areas are among the key inhibitors. (Contains 10 footnotes and 1 table.)
Effective Student Learning: By Implementing Three Major Components
Author: Rulloda, Rudolfo B.
Date: 2010-11-20
Type: Reports - Descriptive
Subjects: African American Students,Multiple Intelligences,Teacher Effectiveness,Teaching Methods,Reflection,Hispanic American Students,High School Students,High Schools,Scores,Learning Processes,Academic Achievement

Over the past few years, the California educational system made the headlines in the newspapers, magazines, and radio stations describing the constant decline of our students' test scores, and the increasing number of Hispanic and African American students leaving California high schools. The public is asking why this is happening, and with the large amount of tax payers' money into education, the California education system is still below than the rest of the nation. The Teaching and Learning Foundations present a new paradigm for effective teaching, which consisted of multiple intelligences and secondly, by comprehending the process of students' learning, where teachers would be able to implement proper teaching strategies for helping their students learn effectively. And finally, by utilizing the concept of reflection, the students would learn effectively and teachers would improve their personal teaching practices.
Integration of ICT in Curriculum: Expected Achievements and Challenges. Integration of ICT in Curriculum--The Pakistani Perspective
Author: Tanveer, Asma
Date: 2010-10-00
Type: Opinion Papers
Subjects: Lifelong Learning,Information Technology,Foreign Countries,Educational Quality,Access to Education,Curriculum Design,Technology Integration,Computer Literacy

In this age of information and technology, educational institutions not just impart knowledge to individuals, but strive to change them into lifelong learners. ICT challenges the traditional method of teaching and learning through its potential as a source of knowledge. Like other developing countries of the world, a computer revolution has taken its due place in Pakistan as well. Both in public and private sectors, computers are fast becoming an integral part of our socio economic life. In order to compete with the developed countries, our schools must also promote acquisition of knowledge and skills in such a way so as to turn our students into life-long learners. Effective use of ICTs as educational tools would enable Pakistan to expand access to, as well as, raise the quality of education.
High Stakes Testing: Our Children at Risk
Author: Reddell, Samantha
Date: 2010-11-20
Type: Reports - Research
Subjects: Evaluation Methods,Student Evaluation,Court Litigation,Test Bias,Educational Legislation,Federal Legislation,Testing,Standardized Tests,High Stakes Tests

The purpose of this research paper was to examine the effects of standardized testing on the youth of America. It was intended to point out the shortcomings of the usage of such tests. There were comparisons of the effects testing has on different cultures of students as well as different socioeconomic classes. Court cases were brought into play to show that there were discrimination suits brought against the use of standardized tests in determining if a student should graduate. The No Child Left Behind Act was scrutinized in relation to standardized tests and how it is lowering the nation's standards of education. Results of research show that standardized testing is more detrimental to America's youth than any school would have someone believe. It was found to have emotional effects on students that could cause problems later in life. Parents and teachers need to make themselves aware of the dangers of standardized testing and come up with new ways of assessing student proficiency.
Subprime Opportunity: The Unfulfilled Promise of For-Profit Colleges and Universities
Author: Lynch, Mamie
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Proprietary Schools,Educational Finance,Student Educational Objectives,Access to Education,Federal Aid,Disadvantaged,Social Mobility,Socioeconomic Status,Middle Class,College Students,Outcomes of Education,Debt (Financial),Corporations,Economic Opportunities,Graduation Rate,Educational Attainment

As with the collapse of the subprime lending industry, the showdown between for-profit colleges and the government shows how the aspirations of the underserved, when combined with lax regulation, make the rich, richer and the poor, poorer. For-profit colleges provide high-cost degree programs that have little chance of leading to high-paying careers, and saddle the most vulnerable students with heavy debt. Instead of providing a solid pathway to the middle class, they pave a path into the sub-basement of the American economy. The data presented in this brief demonstrate that "opportunity," touted as "a good chance for advancement or progress," is not the product delivered by most for-profit colleges and universities. (Contains 3 figures, 5 tables and 30 notes.)
Lumina Foundation's Strategic Plan. Goal 2025
Author: Lumina Foundation for Education
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Philanthropic Foundations,Goal Orientation,Higher Education,Educational Attainment,Access to Education,Educational Change,Credentials,Strategic Planning,Low Income Groups,College Preparation,Success,Productivity,Outcomes of Education

The mission of Lumina Foundation for Education is to expand access and success in education beyond high school, particularly among adults, first-generation college-going students, low-income students and students of color. This mission is directed toward a single, overarching "big goal"--to increase the percentage of Americans with high-quality degrees and credentials from the longstanding rate of 39 percent to 60 percent by the year 2025. As the nation's largest private foundation focused exclusively on getting more Americans into and through higher education, Lumina has a unique leadership opportunity--and responsibility--to support the achievement of the big goal. To reach the big goal, the nation must produce three critical outcomes by 2025: Preparation, Success and Productivity. For each critical outcome, Lumina has identified several intermediate outcomes that are necessary preconditions as outlined in this report. (Contains 2 footnotes.)
A Report of the Commission on the Future of the Community College League of California. 2020 Vision: Student Success
Author: Lay, Scott M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Associate Degrees,Educational Strategies,Educational Policy,Academic Achievement,Educational Finance,Certification,Accountability,Barriers,Enrollment,Educational Objectives,Higher Education,Achievement Gap,Student Costs,Student Financial Aid,Leadership

This report specifically addresses the need to increase associate degree and certificate completions in California's community colleges. The Commission recognizes and affirms the role of community colleges in many other areas of service to California's residents and economy--including citizenship, health and safety, English as a second language and economic development. The Commission held three sessions during the first six months of 2010. Rather than conduct original research, the Commission used a comprehensive policy matrix prepared by the California Leadership Alliance for Student Success (CLASS) initiative, which was funded by The William and Flora Hewlett Foundation and The James Irvine Foundation, and led by Byron and Kay McClenney of the University of Texas, Austin. The policy matrix provides a &quot;compilation of recommendations from 24 key reports related to fiscal and academic policy and practice, and state and local accountability for student success.&quot; The Commission understood early that there were an indeterminate number of strategies that could improve student success, including financial and regulatory barriers, student support strategies, and pedagogical changes. It felt, however, that to try to catalog all of the outstanding work occurring throughout the system would be less productive than an effort to identify the common themes found in promising efforts throughout the state. Therefore, readers of this report are less likely to find specific program plans to implement than common themes that are found in successful strategies both inside and outside of California.
Numbers of Doctorates Awarded Continue to Grow in 2009; Indicators of Employment Outcomes Mixed. InfoBrief. NSF 11-305
Author: Fiegener, Mark K.
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Employment,Doctoral Degrees,Minority Groups,Universities,Higher Education,College Graduates,Educational Attainment,Graduation Rate,Trend Analysis,Educational Trends,Employment Potential,Gender Differences,Racial Differences,Economic Climate,Minority Group Students,White Students,Graduate Surveys,Foreign Students,Engineering Education,Science Education,Graduate Students,Graduate Study,Tables (Data),Comparative Analysis

This InfoBrief uses data collected from the 2009 Survey of Earned Doctorates (SED) to report on trends in the numbers of individuals who earn research doctoral degrees from U.S. academic institutions. Postgraduation plans of new doctorate recipients are examined from 2004 to 2009, a period that includes the recent economic decline. The following key findings are described in detail in this report: (1) 49,562 research doctorates were awarded in 2009, up 1.6% over the 2008 total; (2) Doctorates awarded in science and engineering (S&E) fields were up 1.9% over 2008, owing entirely to growth in numbers of female S&E doctorate recipients; (3) The number of doctorates earned by U.S. citizens and permanent residents who are members of racial/ethnic minority groups continues to grow faster than the number earned by white recipients; (4) The number of doctorate recipients with temporary visas was down 3.5% from 2008; (5) The proportion of 2009 doctorate recipients with employment prospects in the coming year (gauged by definite commitments to a position) was slightly less than that reported in 2008 and about the same as that reported in 2007, the year before the advent of the recession; and (6) Among doctorate recipients reporting definite commitments, a growing proportion are taking postdoctoral (postdoc) positions; 2009 marked the largest single-year increase in the proportion of doctorate recipients taking postdoc positions during the 2004-09 period. (Contains 2 figures, 4 tables and 5 notes.)
Generating Knowledge of Academic Language among Urban Middle School Students
Author: Snow, Catherine E.
Date: 2010-00-00
Type: Reports - Research
Subjects: Middle School Students,Academic Discourse,Knowledge Level,Program Evaluation,Program Effectiveness,Language Minorities,Minority Group Students,Reading Achievement,Urban Education,Vocabulary Development

This is a quasi-experimental study in which academic word-learning by students in five schools implementing the Word Generation program was compared to academic word-learning by students in three schools within the same system that did not choose to implement the program. Because the implementing schools were those that volunteered for the program, selection effects must be taken into account in interpreting the findings. The results of this initial trial of a novel approach to teaching academic language and vocabulary are promising. Students in schools implementing the program learned more of the targeted words than students in comparison schools, even though the latter group performed at a higher level at the start. Language minority students benefited more strongly than English only students, and improvement on the curriculum-specific assessment predicted performance on the state English Language Arts (ELA) assessment. Although the design of this study precludes making strong causal inferences, these preliminary results are encouraging. In particular, though the significant differences in the language demographics of different Word Generation schools makes it difficult to disentangle effect of student language status and school treatment effects, the language minority-English only (LM-EO) differences in word learning were replicated within one school. This analysis suggests that confounding effects of school-level effectiveness do not explain the faster word learning of language minority (LM) students. Instead, individuals may need to contemplate the possibility that these students were benefiting from effective, engaging, vocabulary-focused pedagogy.
Lessons Learned about Random Assignment Evaluation Implementation in the Classroom
Author: Moorthy, Savitha
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Research Methodology,Science Experiments,Research Design,Educational Research,Difficulty Level,Intervention,English (Second Language),Second Language Learning,Faculty Development,Language Teachers,Researchers,Role,Communication Skills,Interpersonal Relationship

The objective of this paper is to provide some practical insight into the process of implementing large-scale randomized controlled trials (RCT) in educational settings and to provide general recommendations for researchers conducting education-based RCTs in the future. The authors draw their recommendations from their recent experiences implementing RCTs in classroom settings for four Department of Education-funded evaluations. This paper highlights the complexity of, and the lessons learned from, implementing large-scale experimental evaluations in real world contexts.
The Effects of Collaborative Strategic Reading Instruction on the Reading Comprehension of Middle School Students: Year 1
Author: Mohammed, Sarojani S.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Middle School Students,Reading Difficulties,Special Needs Students,Reading Instruction,Program Effectiveness,Reading Comprehension,Context Effect,Reading Ability

This project is a multi-site, multi-year study designed to test the efficacy of a fully developed intervention, Collaborative Strategic Reading (CSR), with adolescent readers. In year 1, the research questions were: (1) &quot;Does CSR improve reading comprehension for adolescent readers attending relatively low SES schools?&quot;; and (2) &quot;Does CSR improve reading comprehension for adolescent struggling readers attending relatively low SES schools?&quot; This study was conducted in 6 middle schools in Texas and Colorado. Based on the current analysis, the authors conclude that there is a small, significant main effect of CSR on reading comprehension as measured by the Gates-MacGinitie assessment; but that this effect is not statistically significant for struggling readers. The authors believe that the findings from this study suggest that CSR is a feasible and effective practice that can be readily integrated into reading and language arts instruction with positive impact. They are encouraged about the potential effectiveness of this practice because the positive findings from this efficacy study resulted from treatment implementation conditions that are readily replicable. (Contains 4 tables.)
2007-08 Diversity Report
Author: Nevada System of Higher Education
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Minority Groups,Ethnicity,Employees,Graduation Rate,College Faculty,Minority Group Students,Higher Education,Enrollment Trends,Student Diversity,Racial Composition,Women Faculty,Females,Asian American Students,Asians,African American Students,Hispanic American Students,College Students,White Students,Diversity (Faculty),Pacific Islanders,Access to Education,Student Recruitment,Academic Persistence,School Holding Power,Comparative Analysis,Tables (Data)

The changing composition of Nevada's population in the next twenty years will have many   ramifications for NSHE (Nevada System of Higher Education) institutions, particularly in terms of the recruitment and retention of minority students and faculty. According to the Nevada State Demographer, minority groups in Nevada will continue to grow at a staggering rate. By 2026, it is projected that minorities will make up nearly half of Nevada's population (49.3 percent). Institutional efforts to recruit and retain minority students will become more and more critical as this shift in the state's population occurs. This report includes information on NSHE student enrollments, graduation rates, and employment in defined federal categories by ethnicity. This &quot;demographic snapshot&quot; is provided in an effort to better inform educational leaders, policymakers, and all interested parties as to NSHE's progress in these defined areas. The data presented in this report indicate that while the NSHE is doing relatively well in terms of its enrollment of minority students, more must be done to graduate minorities. As the state becomes more and more diverse, NSHE institutions will continue to face unique challenges in recruiting and retaining minority students. A similar story can be told with respect to minority employees. While strides have been made in recent years, more work remains in recruiting minority employees, particularly full-time faculty members. Appendices include: (1) Institutional Summaries of Diversity Efforts: UNLV, UNR, NSC, CSN, GBC, TMCC, WNC, DRI; (2) NSHE Student Headcount by Ethnic/Racial Minority Status by Institution: Fall 2007--All Students; (3) Fall 2007 to Fall 1997 Enrollment Comparison: Ethnic/Racial Enrollment by Institution; (4) NSHE Fall Staff Report Summaries: UNLV, UNR, NSC, CSN, GBC, TMCC, WNC, DRI, System Administration; and (5) Full- and Part-time Employees by Institution, Ethnicity, and Gender: UNLV, UNR, NSC, CSN, GBC, TMCC, WNC, DRI, System Administration.
2008-09 Diversity Report
Author: Nevada System of Higher Education
Date: 2009-08-00
Type: Reports - Research
Subjects: Minority Groups,Ethnicity,Employees,Graduation Rate,College Faculty,Minority Group Students,Higher Education,Enrollment Trends,Student Diversity,Racial Composition,Women Faculty,Females,Asian American Students,Asians,African American Students,Hispanic American Students,College Students,White Students,Diversity (Faculty),Pacific Islanders,Access to Education,Comparative Analysis,Tables (Data)

Pursuant to Board of Regents' policy, the Nevada System of Higher Education (NSHE) prepares a diversity report intended to provide an overview of the current status of enrollment and employment of members of diverse groups across the System. The information presented in this report follows the NSHE &quot;2007-08 Diversity Report&quot; that was presented to the Cultural Diversity and Security Committee on June 18, 2009. The 2008-09 data included in this report represent an update to the &quot;2007-08 Diversity Report&quot; and do not indicate any significant change in the profile and overall trends previously reported. Demographic trends noted in the &quot;2007-08 Diversity Report&quot; include: (1) By 2026, it is projected that minorities will make up nearly half, or 49.3%, of Nevada's population; (2) Since 1997, minority enrollments across NSHE institutions are in step with the state's overall minority population profile; (3) The proportion of minority students graduating from NSHE institutions is not keeping pace with the increase in the state's minority population overall. The graduation rates among most minority groups are lower than that of white students, despite the increase in the absolute number of minorities graduating; (4) The number of full-time minority faculty members across the system nearly doubled from 1997 to 2007 with an increase of 93.1%; however, the overall proportion of minority faculty grew only slightly from 12.3% to 16.4%. The proportion of full-time minority faculty in comparison to the overall demographics of the state is an area that will require future attention; and (5) Women holding full-time faculty positions grew from 32.4% in 1997 to 38.6% in 2007; more faculty members continue to be male. (Contains 4 tables.) [For &quot;2007-08 Diversity Report&quot;, see ED513350.]
Review of Existing Programs, 2009-10
Author: Nevada System of Higher Education
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Advisory Committees,Governing Boards,Higher Education,Program Descriptions,Program Evaluation,College Administration,Colleges,Educational Assessment,College Programs

Pursuant to Board policy (&quot;Title 4, Chapter 14, Section 4&quot;--in part), a review of existing programs shall be conducted by all institutions of the Nevada System of Higher Education on a regularly scheduled basis. The process for reviewing programs varies by institution but contains similar vital components. These components include internal reviews, such as self-study methods and surveys, as well as, external reviews, including site visits and advisory committees. After the ten-year period for review is complete, each institution analyzes the above criteria to draw conclusions and then to provide recommendations for improvement of the programs. Besides changes to programs, the results of the review include programs that are eliminated or inactivated and new programs approved by the Board of Regents. This annum, reviewed programs included a wide range of disciplines from Computer Science and Fine Arts to Nutrition and Real Estate, totaling 82 programs systemwide. Furthermore, 2 new programs were approved by the Board and 35 programs were eliminated or inactivated in the past year where the need was no longer present.