ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works Clearinghouse Quick Review of the Report &quot;The Milwaukee Parental Choice Program Longitudinal Educational Growth Study Third Year Report&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Educational Research,School Choice,Educational Vouchers,Private Schools,Public Schools,Reading Achievement,Mathematics Achievement,Elementary School Students,Middle School Students,Comparative Analysis,Urban Schools

The study examined whether students who use a voucher to attend private school have greater mathematics and reading achievement than students who attend public schools. The study analyzed data on more than 2,200 elementary and middle school students from public and private schools in Milwaukee. Academic achievement was measured using the Wisconsin Knowledge and Concepts Examinations in math and reading, the same standardized tests that are administered through Wisconsin's accountability program. In fall 2006, the study's authors matched each voucher participant with one comparison student from Milwaukee Public Schools. Math and reading scores of a subsample of these matched students were measured through fall 2008 to determine the effect of voucher participation. Analyses controlled for student demographic characteristics and student test scores from before the study's first year. The authors found no significant differences between math and reading achievement of students who used a voucher to attend private school and comparison students from Milwaukee Public Schools. The WWC does not consider these results to be conclusive because it could not verify from data presented in the study whether the voucher-and comparison-group students were initially equivalent in math and reading achievement. The research described in this report does not meet WWC evidence standards. (Contains 3 footnotes.) [The following study is the focus of this &quot;Quick Review&quot;: Witte, J. F., Cowen, J. M., Fleming, D. J., Wolf, P. J., Condon, M. R., &amp; Lucas-McLean, J. (2010). &quot;The MPCP Longitudinal Educational Growth Study third year report&quot; (SCDP Milwaukee Evaluation Report #15). Fayetteville: University of Arkansas, School Choice Demonstration Project.]
National Survey of American Attitudes on Substance Abuse XV: Teens and Parents
Author: National Center on Addiction and Substance Abuse at Columbia University
Date: 2010-08-00
Type: Reports - Research
Subjects: Clergy,Public Schools,Middle Schools,Substance Abuse,Drug Use,School Surveys,Adolescents,Trend Analysis,Sexuality,Parent Attitudes,Adolescent Attitudes,Teacher Attitudes,Athletic Coaches,Religious Education,Private Schools,Marijuana,Friendship,Peer Influence

This 15th annual "back-to-school survey" continues the unique effort of The National Center on Addiction and Substance Abuse (CASA) at Columbia University to track attitudes of teens and those, like parents, who influence them. Over a decade and a half, through this survey the researchers have identified factors that increase or decrease the likelihood of teen substance abuse. Armed with this knowledge, parents, teachers, clergy, coaches and other responsible adults are better able to help this nation's teens grow up drug free. The QEV Analytics survey reveals that the drug-free school gap between public schools and private and religious schools is up sharply from its narrowest point in a decade. In the 2001 CASA's back to school survey, 62 percent of public school students and 79 percent of private and religious school students said they attended drug-free schools; in this year's survey, 43 percent of public school students and 78 percent of private and religious school students say they attend drug-free schools, widening the drug-free school gap from 17 points to 35 points. The most disturbing finding of the trend analysis this year is this: the percent of children in drug-infected middle schools--usually kids 12- to 13-years old (and younger)--has increased from 23 percent last year to 32 percent this year, a jump of 39 percent. This year's survey underscores how vital it is for parents to know about their teens' friends. Friends are teens' number one source of marijuana. Teens who drink and use drugs are more likely to be hooking up. Seventy-five percent of teens report that the teens they know who drink alcohol or use illegal drugs are more likely to engage in sexual activity. Appendices include: (1) Survey Methodology and Sample Performance; (2) 2010 CASA Survey of Parents of Teenagers Weighted Frequencies (Knowledge Networks); (3) 2010 CASA Survey of Teenagers, 12- to 17-Years Old Weighted Frequencies (Knowledge Networks); and (4) 2010 CASA Survey of Teenagers, 12- to 17-Years Old Weighted Frequencies (QEV Analytics, Ltd.). (Contains 29 figures and 6 tables.) [This survey was conducted by the Knowledge Networks QEV Analytics, Ltd.]
Arts Education in the U.S: 1982-2002
Author: Mizell, Lee
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Fine Arts,Art Education,Music Education,Visual Arts,Acting,Dance Education,Creative Writing,Aesthetic Education,Art History,Public Schools,Demography,Individual Characteristics,Educational Change,Educational Development,Trend Analysis,Educational Trends,Educational Assessment,Statistical Analysis,Statistical Data,Multiple Regression Analysis,Citizen Participation,Educational Attainment

What percent of Americans have been exposed to arts education? Has it changed over time? How do demographic characteristics correlate with arts education? What is the state of arts education in U.S. schools? These research questions are the focus of this report, which is presented in two parts. Using data from the Surveys of Public Participation in the Arts, part one describes trends in arts education among adults over time and examines demographic correlates of arts education. Part two provides an overview of arts education in schools today. This report was contracted by the National Endowment for the Arts (C02-94) to evaluate arts education using the 1982, 1992, and 2002 Surveys of Public Participation in the Arts. This document presents the results of that effort. The findings should prove useful to researchers, arts educators, policy makers, and citizens interested in the state of arts education in America, the relationship between arts education and arts participation, and the state of arts education in public schools. Appended are: (1) Data Used in Analysis; (2) Methodologies; (3) Logistic Regression Models and Results; and (4) SPPA Survey Questions. (Contains 59 tables, 5 figures, 44 footnotes, and a bibliography.)
Native Americans among Degree Recipients in Physics and Geoscience. Focus On
Author: Czujko, Roman
Date: 2010-08-00
Type: Reports - Research
Subjects: Postsecondary Education,American Indians,Earth Science,Academic Degrees,American Indian Education,Bachelors Degrees,Gender Differences,Minority Groups,Majors (Students),Doctoral Degrees,Graduation,Educational History

The bachelor's data in this focus on were all compiled from the Integrated Postsecondary Education Data System (IPEDS). IPEDS is the core postsecondary education data system for the National Center for Education Statistics (NCES) of the U.S. Department of Education. The PhD data in this focus on were all compiled from WebCASPAR, the integrated science and engineering resources data system maintained by the National Science Foundation. This report shows that the number of bachelor's degrees awarded in the US continues to increase. About 1.58 million people earned bachelor's degrees in academic year 2007-08. Of them, fewer than 10,800 were Native Americans. However, this small number did represent a significant increase (40%) from the 7,700 Native Americans who earned bachelor's degrees a decade earlier. (Contains 3 tables and 2 figures.)
A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report. Executive Summary
Author: National Endowment for the Arts
Date: 2008-07-00
Type: Reports - Research
Subjects: Reading Programs,National Programs,Program Effectiveness,Participation,Program Attitudes,Institutional Cooperation,Reading Habits,Adolescents,Young Adults

This report summarizes the findings from a nineteen-month study of The Big Read, an initiative of the National Endowment for the Arts, in partnership with the Institute of Museum and Library Services and Arts Midwest, designed to restore reading to the center of American culture. Piloted in early 2006 and launched nationwide later that year, The Big Read brings communities together to read, discuss, and celebrate great literature. Libraries, museums, colleges and universities, municipalities, science and literary centers, arts and humanities councils, health and service agencies--all have received Big Read grants and joined forces with schools, businesses, and other local organizations to host community-wide reading events. One of the findings reveals that The Big Read's appeal to grantees and partners from organizations other than libraries and arts institutions points to broad-based interest in literary reading and new approaches to promoting it. (Contains 1 table and 8 footnotes.) [To access the accompanying reports, see "A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report." (ED511710); and "The Big Read: Case Studies" (ED511704).]
The Big Read: Case Studies
Author: National Endowment for the Arts
Date: 2009-02-00
Type: Collected Works - General
Subjects: Reading Programs,National Programs,Case Studies,Program Implementation,Marketing,Program Effectiveness,Participation,Institutional Cooperation,Reading Habits,Adolescents,Young Adults

The Big Read evaluation included a series of 35 case studies designed to gather more in-depth information on the program's implementation and impact. The case studies gave readers a valuable first-hand look at The Big Read in context. Both formal and informal interviews, focus groups, attendance at a wide range of events--all showed how participating communities and partners host a Big Read, and what impact it has on partnering institutions, the broader community, and reading habits. A rich complement to the quantitative data, these cases allowed individuals to explore or confirm trends emerging in the general data collection, document memorable events or outcomes that define the unique, local character of Big Read implementations, and amplify elements of The Big Read that merited note or replication. Appendices include: (1) Administrator Protocol; (2) Librarian Protocol; (3) Teacher Protocol; and (4) Student Protocol. (Contains 41 footnotes.) [For the accompanying reports, see &quot;A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report&quot; (ED511710) and &quot;A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report. Executive Summary&quot; (ED511703).]
University Research: Policies for the Reimbursement of Indirect Costs Need to Be Updated. Report to Congressional Committees. GAO-10-937
Author: Needham, John K.
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Colleges,Public Agencies,Costs,Federal Aid,Federal Government,Research and Development Centers,Research and Development,Research Projects,Factor Analysis,Interviews,Public Policy

In fiscal year 2007, the majority of the Department of Defense's (DOD) basic research obligations were provided to higher education institutions. DOD reimburses these institutions for both direct and indirect costs for research. Two federal agencies, DOD and the Department of Health and Human Services (HHS), negotiate indirect cost rates used to reimburse higher education institutions for indirect costs on federally funded research awards, including DOD awards. GAO was asked to examine the following issues related to higher education institutions performing basic research for DOD: (1) the variation in proposed and negotiated indirect cost rates and factors that may contribute to variations; (2) how and to what extent the administrative cap and the DOD basic research cap limit reimbursement of indirect costs; and (3) the methods DOD uses for overseeing compliance with indirect cost reimbursement for grants. GAO surveyed a generalizable sample of higher education institutions performing basic research for DOD; reviewed agency guidance and policies; and interviewed officials from federal agencies, independent public accounting firms, and higher education institutions. GAO is making recommendations to address consistency in rate-setting and to improve oversight of indirect cost reimbursement. The agencies generally agreed with these recommendations. Appended are: (1) Objectives, Scope, and Methodology; (2) Agency Comments; (3) Detailed Analysis of Factors; (4) Survey Data for Standard Form Schools; and (5) Survey Data for Simplified Method Schools. (Contains 10 tables, 10 figures and 53 footnotes.)
Geography and Public Participation in the Arts: Ten States
Author: Mizell, Lee
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Participation,Art Activities,Art Education,Fine Arts,Artists,Music,Dance,Opera,Theater Arts,Museums,Arts Centers,Historic Sites,Exhibits,Recreational Reading,Television,Radio,Nonprint Media,Demography,Surveys

This report examines arts engagement in ten key states in the U.S. by analyzing data from the 2002 Survey of Public Participation in the Arts (SPPA). It is organized into ten state profiles that summarize key demographic characteristics, the arts landscape, and public participation in the arts. Because the regions profiled here are not a random sample of U.S. states the purpose of this document is to examine arts participation within rather than across regions. While it is tempting to make comparisons across regions, preliminary analysis revealed that, with only a handful of exceptions, arts participation rates across the ten states tend to be more similar than different. This report was contracted by the National Endowment for the Arts (CO-97) to assess participation in the arts by geographic region using the 1982, 1992, and 2002 Surveys of Public Participation in the Arts. This report is the second of three in a series that describe geography and arts participation by census region, by state, and by metropolitan area. The findings of all three reports should prove useful to researchers, regional arts organizations, policy makers, and citizens interested in arts engagement in their communities. Appended are: (1) Description of Data Used in Analysis; (2) Methodologies; (3) Summary Tables; and (4) SPPA Survey Questions. (Contains 79 tables, 55 footnotes, and a bibliography.)
Geography and Public Participation in the Arts: U.S. Census Regions
Author: Mizell, Lee
Date: 2005-06-00
Type: Reports - Evaluative
Subjects: Geographic Regions,Participation,Art Activities,Art Education,Fine Arts,Artists,Music,Dance,Opera,Theater Arts,Museums,Arts Centers,Historic Sites,Exhibits,Recreational Reading,Television,Radio,Nonprint Media,Socialization,Demography,Change,Surveys

This report describes public participation in the arts across the four U.S. census regions: the Northeast, the Midwest, the West, and the South. It incorporates data from the 1982, 1992, and 2002 Surveys of Public Participation in the Arts, as well as secondary data on regional demographics, the arts landscape, and consumer spending. In combination, these data provide a useful overview of the &quot;state of arts&quot; in each region. Examining arts participation by census region involves trade-offs. The major strength of this approach, and the primary justification, has to do with the availability and reliability of data. Data on public participation in the arts and the supply of arts exist by census region as far back as 1982. This is not the case for other geographic regions, such as census divisions--which are groupings of states. Moreover, because census regions are large, sample sizes for data also tend to be large. This increases the precision of estimates. The major drawback of choosing census regions as a unit of analysis is the loss of information about the supply and demand for arts at the subregional level. Fortunately, some of the subregional variation is explored in related publications. Overall, the data suggest that only the South and the West stand out as particularly different from the other two regions. The South tends to have lower arts participation rates than other regions and the West tends to have higher rates. While other differences exist among regions, most discrepancies follow this pattern. Comparing pairs of regions does not reveal other striking differences. Appendices include: (1) Description of Data Used in Analysis; (2) Methodologies; (3) SPPA Summary Tables; and (4) SPPA Survey Questions. A bibliography and a list of acronyms are included. (Contains 39 tables, 5 figures and 23 footnotes.) [For the accompanying reports, see &quot;Geography and Public Participation in the Arts: Ten Metropolitan Regions&quot; (ED511709) and &quot;Geography and Public Participation in the Arts: Ten States&quot; (ED511706).]
Hispanic Americans among Degree Recipients in Physics and Geoscience. Focus On
Author: Czujko, Roman
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Graduates,Physics,Earth Science,Hispanic Americans,Minority Group Teachers,College Faculty,Population Trends,Females,Gender Differences,Majors (Students),Bachelors Degrees,Geographic Location,Doctoral Degrees,Masters Degrees

The bachelor's data in this Focus On were all compiled from the Integrated Postsecondary Education Data System (IPEDS). IPEDS is the core postsecondary education data system for the National Center for Education Statistics (NCES) of the U.S. Department of Education. The PhD data in this focus on were all compiled from WebCASPAR, the integrated science and engineering resources data system maintained by the National Science Foundation. The data on the representation of minorities among physics faculty in universities and 4-year colleges were collected from the Statistical Research Center's Academic Workforce Survey. This study reveals that Hispanic Americans are increasing their representation among the US population in general and increasing their presence among college graduates. Hispanics comprise 15% of the population. However, they are not randomly distributed across the country. In fact, their concentration is such that only 9 states as well as Puerto Rico have a population that is 15% or more Hispanic. (Contains 4 figures and 6 tables.)
Geography and Public Participation in the Arts: Ten Metropolitan Regions
Author: Mizell, Lee
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Metropolitan Areas,Participation,Art Activities,Fine Arts,Artists,Music,Dance,Opera,Theater Arts,Museums,Arts Centers,Historic Sites,Exhibits,Recreational Reading,Television,Radio,Nonprint Media,Demography,Surveys

This report examines arts participation in the ten largest metropolitan areas in the United States using data from the 2002 Survey of Public Participation in the Arts. These data indicate that, in general, these metropolitan regions tend to be more alike than different with respect to arts participation patterns. Analysis reveals that while statistically significant differences in live arts participation rates do exist between metropolitan regions, these differences occur in the minority of cases. For this reason, this report focuses on describing demographic characteristics, the arts landscape, arts participation rates, personal art creation rates, and arts education rates within regions. This document summarizes six categories of statistics: demographic data on each metropolitan area, a profile of the arts landscape, information on live arts attendance, data on media engagement in the arts, information on personal arts creation rates, and data on exposure to arts education. Major findings in each of the arts participation categories are reviewed in this report. Appendices include: (1) Description of Data Used in Analysis; (2) Methodologies; (3) Summary Tables; and (4) SPPA Survey Questions. A bibliography is included. (Contains 67 tables, 10 figures and 56 footnotes.) [For the accompanying reports, see &quot;Geography and Public Participation in the Arts: Ten States&quot; (ED511706) and &quot;Geography and Public Participation in the Arts: U.S. Census Regions&quot; (ED511707).]
A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report
Author: Sloan, Kay
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Reading Programs,National Programs,Program Implementation,Participation,Reading Habits,Institutional Cooperation,Sustainability,Adolescents,Young Adults,Reading Material Selection,Art Activities,Libraries,Museums,Surveys,Program Effectiveness,Program Attitudes

This report shares the findings from a nineteen-month study of The Big Read, an initiative of the National Endowment for the Arts, in partnership with the Institute of Museum and Library Services and Arts Midwest, designed to restore reading to the center of American culture. Piloted in early 2006 and launched nationwide later that year, The Big Read brings communities together to read, discuss, and celebrate great literature. Libraries, museums, colleges and universities, municipalities, science and literary centers, arts and humanities councils, health and service agencies--all have received Big Read grants and joined forces with schools, businesses, and other local organizations to host community-wide reading events. This report reveals that participants were, overall, very positive about The Big Read book and the idea of a Big Read in their community. Even among people who love to read, The Big Read has had a marked impact, with sizeable percentages of participants reporting increases in reading or literary activity after the program and even because of it. Grantees reported that there was still "work to be done" in engaging more diverse and hard-to-reach audiences, but also described extensive outreach and modest successes. Partnering with organizations that serve particular populations may offer a key strategy for reaching audiences and areas not always accommodated by or drawn to arts and literary institutions. Developing or strengthening existing partnerships with schools, community colleges, and universities is key to youth participation in The Big Read. Appendices include: (1) Instruments; and (2) Responses by Cycle, Site, and Instrument. (Contains 77 tables, 29 figures and 27 footnotes.) [For the accompanying reports, see "A Book Club for a Nation, Built Chapter by Chapter. The Big Read. Final Report. Executive Summary" (ED511703) and "The Big Read: Case Studies" (ED511704).]
Astronomy Enrollments and Degrees: Results from the 2008 Survey of Physics & Astronomy Enrollments and Degrees. Focus on
Author: Nicholson, Starr
Date: 2010-07-00
Type: Reports - Research
Subjects: Astronomy,Physics,Enrollment,Science Education,Science Departments,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduate Students,Gender Differences

The Statistical Research Center of the American Institute of Physics conducts an annual census from October through February of all 75 departments that offer degrees in astronomy in the United States. For the class of 2008, the authors received responses from 73 (97%) of these departments. Estimates were derived and included in the totals for non-responding departments. This paper presents their findings. (Contains 8 figures and 4 tables.)