ethanporcaro/eric-fulltext-meta huggingface dataset:
Connecting America: The National Broadband Plan
Author: Federal Communications Commission, Washington, DC.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Telecommunications,Computer Networks,Information Technology,Federal Programs,Public Policy,Innovation,Investment,Access to Computers,Disadvantaged,Barriers,Health Services,Education,Energy,Conservation (Environment),Economic Opportunities,Citizen Participation,Safety,Research and Development,Adoption (Ideas),Computer Literacy,Government (Administrative Body),Competition

In early 2009, Congress directed the Federal Communications Commission (FCC) to develop a National Broadband Plan to ensure every American has "access to broadband capability." Congress also required that this plan include a detailed strategy for achieving affordability and maximizing use of broadband to advance "consumer welfare, civic participation, public safety and homeland security, community development, health care delivery, energy independence and efficiency, education, employee training, private sector investment, entrepreneurial activity, job creation and economic growth, and other national purposes." To fulfill Congress's mandate, the plan seeks to ensure that the entire broadband ecosystem--networks, devices, content and applications--is healthy. It makes recommendations to the FCC, the Executive Branch, Congress and state and local governments. This report presents the recommendations made to the FCC, the Executive Branch, Congress and state and local governments. Appendices include: (1) BTOP Progress Assessment; (2) Common Abbreviations; (3) Glossary; (4) List of Workshops and Field Hearings; and (5) List of National Broadband Plan Contributors. Individual chapters include footnotes and endnotes. (Contains 55 exhibits.)
The Nation's Report Card: Reading 2009. National Assessment of Educational Progress at Grades 4 and 8. NCES 2010-458
Author: National Center for Education Statistics (ED)
Date: 2010-03-00
Type: Numerical/Quantitative Data
Subjects: Grade 4,Grade 8,Reading Achievement,National Competency Tests,Reading Tests,Reading Comprehension,Scores,Achievement Gains,Achievement Gap,Comparative Analysis,Educational Trends,Private Schools,Public Schools,Gender Differences,Racial Differences,Low Income Groups,Urban Schools,African American Students,Asian American Students,Hispanic American Students,White Students,American Indians,Students

This report from the National Assessment of Educational Progress (NAEP) presents results from the 2009 NAEP in reading. Nationally representative samples of more than 178,000 fourth-graders and 160,000 eighth-graders participated in the 2009 NAEP in reading. At each grade, students responded to questions designed to measure their knowledge of reading comprehension across two types of texts: literary and informational. At grade 4, the average reading score in 2009 was unchanged from the score in 2007 but was higher than the scores in other earlier assessment years from 1992 to 2005 (figure A). About two-thirds (67 percent) of fourth-graders performed at or above the &quot;Basic&quot; level in 2009, and one-third (33 percent) performed at or above &quot;Proficient&quot;. Both percentages were unchanged from 2007 but were higher than previous assessment years. Eight percent of fourth-graders performed at the &quot;Advanced&quot; level, which was the same as in 2007 but higher than in 1992. At grade 8, the average reading score in 2009 was one point higher than in 2007 and four points higher than in 1992 but was not consistently higher than in all the assessment years in between. Gains since 2007 were seen for lower- and middle-performing students at the 10th, 25th, and 50th percentiles, while scores for higher-performing students at the 75th and 90th percentiles showed no significant change. In 2009, about three-quarters (75 percent) of eighth-graders performed at or above the &quot;Basic&quot; level, and one-third (32 percent) performed at or above &quot;Proficient&quot;. Both percentages were higher in 2009 than in 2007 and 1992. Three percent of eighth-graders performed at the &quot;Advanced&quot; level in 2009, which was the same as the percentages in 2007 and 1992. Appendix tables are included. (Contains 23 figures and 32 tables.)
State and Local Implementation of the &quot;No Child Left Behind Act&quot;. Volume IX--Accountability under &quot;NCLB&quot;: Final Report
Author: Taylor, James
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Accountability,Federal Legislation,Educational Legislation,Program Implementation,Federal Programs,Educational Indicators,Academic Achievement,Academic Standards,Educational Improvement,Mathematics Achievement,Reading Achievement,Science Achievement,Reading Tests,Mathematics Tests,Costs,State Standards,English (Second Language),Limited English Speaking,Information Dissemination,School Districts,Technical Assistance,Intervention,State Aid,National Surveys,Longitudinal Studies

The &quot;No Child Left Behind Act of 2001 (NCLB)&quot; is designed to achieve an ambitious goal: All children will be proficient in reading and mathematics by the 2013-14 school year. A key strategy for achieving this goal is accountability. Based on findings from two federally funded studies--the Study of State Implementation of Accountability and Teacher Quality Under &quot;NCLB&quot; (SSI-&quot;NCLB&quot;) and the National Longitudinal Study of &quot;NCLB&quot; (NLS-&quot;NCLB&quot;)--this report describes the progress that states, districts, and schools have made in implementing the accountability provisions of &quot;NCLB&quot; through 2006-07. Data were collected in state-level interviews; surveys of a nationally representative sample of district officials, principals, and teachers; surveys of parents in eight school districts; and surveys of supplemental educational service providers in 16 districts in 2004-05 and in 2006-07. This report is based on data collected in 2004-05 and 2006-07, and updates findings from the Interim report that were based on data collected in 2004-05. States used the flexibility provided by &quot;NCLB&quot; to establish accountability systems that varied in terms of the rigor of their academic standards, the level at which they set proficiency, the type of assessments they use, and the manner in which they calculated Adequate Yearly Progress (AYP) and set their annual proficiency targets. As a result of these differences as well as differences in student achievement, there was a large variation across states in the percentage of schools missing AYP and being identified for improvement. Appendices include: (1) Description of NLS-&quot;NCLB&quot; and SSI-&quot;NCLB&quot; Methodologies; (2) State Policy Tables; (3) Supplemental Exhibits; and (4) Standard Error Exhibits. (Contains 127 footnotes and 140 exhibits.) [This report was prepared for the Policy and Program Studies Service, Office of Planning, Evaluation and Policy Development, U.S. Department of Education.]
Bridging the Gaps to Success: Promising Practices for Promoting Transfer among Low-Income and First-Generation Students. An In-Depth Study of Six Exemplary Community Colleges in Texas
Author: Smith, Chandra Taylor
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: First Generation College Students,Community Colleges,College Transfer Students,Low Income Groups,Institutional Characteristics,Educational Policy,School Culture,Educational Practices,Predictor Variables,Cultural Awareness,College Administration

This study asks the question: what are the promising practices for transferring students from two-year to four-year institutions? To answer this question, the Pell Institute for the Study of Opportunity in Higher Education conducted a study to examine the institutional characteristics, practices, and policies that might contribute to assuring that students matriculate and excel in community college and transfer to four-year institutions. The authors focused on six Texas community colleges that had higher than predicted transfer rates of low-socioeconomic status (SES) students. Their analysis identified three common themes or characteristics, each consisting of institutional programs and policies that appear to contribute to higher than expected transfer rates. They call these three characteristics: (1) A Structured Academic Pathway; (2) A Student-centered Culture; and (3) A Culturally-sensitive Leadership. All of the colleges in this study cultivate a culture of transfer. They ensure that their students are well-informed about the transfer process and supported, both academically and socially. These three characteristics and their individual components are described in this report. Appendices include: (1) Quantitative Analysis; (2) Staff &amp; Faculty Interview Guide; (3) Student Interview Guide; and (4) Institutional Profile Matrix. (Contains 2 footnotes, 4 tables, and 5 charts.) [This report was written with the assistance of C. Adolfo Bermeo.]
Financial Education in TRIO Programs. Institutional Policy Brief
Author: Yang, Hannah
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Money Management,Policy Analysis,Program Effectiveness,Teaching Methods,Finance Reform,Financial Services,National Surveys,Administrator Attitudes,Educational Principles,Student Financial Aid,Federal Regulation,Educational Practices

To address some of the financial challenges facing low-income students, federal policymakers enacted a provision in the 2008 Higher Education Opportunity Act (HEOA) that makes financial literacy a required service of all TRIO programs (or, in the case of McNair, simply makes permissible). Effective August 2008, these programs started offering financial education to the students they serve. Given this new federal mandate, it is critical that TRIO professionals become more knowledgeable about financial education programming. For administrators looking to create or refine their financial education curricula, the authors believe the information contained in this policy brief may prove useful. The data presented in this brief was collected via surveys administered through the Center for Higher Education Policy Analysis at the University of Southern California (USC), in collaboration with the Pell Institute for the Study of Opportunity in Higher Education. Based on the findings in the current study and the review of the literature, the authors offer nine recommendations that may help administrators improve or create a financial education curriculum. These recommendations include: (1) Checking out resources from external organizations; (2) Contacting postsecondary offices; (3) Talking to colleagues; (4) Combining expertise; (5) Taking advantage of teachable moments; (6) Using active, experiential, and problem-based learning; (7) Prioritizing financial education topics; (8) Evaluating student learning and program effectiveness; and (9) Making financial education mandatory. (Contains 11 footnotes and 4 figures.)
Assessing the Use and Impact of ECMC Foundation's Realizing the College Dream Curriculum
Author: Miller, Abby
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Use Studies,Program Evaluation,First Generation College Students,Outreach Programs,Student Educational Objectives,Secondary School Students,Telephone Surveys,Interviews,Access to Education,Low Income Groups,Expectation,Guides,Guidance Programs,Program Implementation

In 2004 ECMC Foundation published a guide called "Realizing the College Dream" (RTCD) which is designed for educators and staff to help low-income, first-generation college, middle and high school students increase their expectations of attending postsecondary education, and take steps to realize this goal. While ECMC Foundation trainings and downloads reveal who has received the guide, they cannot tell how the guide has been used by professionals as they interact with students and their families. In order to ascertain the usage, effectiveness and value of the materials, ECMC Foundation commissioned this study from The Pell Institute for the Study of Higher Education. The goal of this study is to learn how well the materials have been used since their distribution through trainings, the website, and other channels. Respondents to the ECMC Foundation/Pell Institute "Realizing the College Dream" usage survey have reached a total of nearly 30,000 students and parents, and several programs have reached over 1,000 individuals each. This evaluation demonstrates that "Realizing the College Dream" is among the timely and effective tools that contribute to a national goal of improving the American economy by improving the educational system. Appendices include: (1) Survey Instrument; (2) Telephone Interview Guide; and (3) Response Rate. (Contains 15 charts and 5 footnotes.)
Graduates of Denver Public Schools: College Access and Success
Author: Buckley, Pamela
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Honors Curriculum,Public Schools,Advanced Placement,Community Colleges,Acceleration (Education),Enrollment,Advanced Placement Programs,College Graduates,High School Graduates,Graduation Rate,College Attendance,Academic Persistence,School Holding Power,Low Income Groups,Hispanic Americans,Minority Groups,Access to Education,College Admission

Denver Public Schools (DPS), the Denver Scholarship Foundation, The Piton Foundation, and the Pell Institute for the Study of Opportunity in Higher Education undertook a study to learn how DPS graduates perform in college. The report describes who enrolls in college, and who persists and earns a college certificate or degree. In addition, the research examines college entrance rates for DPS graduates who earn credit in one or more accelerated courses or programs during high school. Among those offerings are concurrent (college) enrollment, Advanced Placement (AP) classes, honors courses, and the International Baccalaureate (IB) program. The study included about 18,000 students who graduated from DPS between 2002 and 2007. Some of the key findings include: (1) Among all DPS graduates from 2002 to 2007, 56 percent enrolled in college; (2) Forty-three percent of all DPS graduates enrolled in  accelerated programs or courses; and (3) Overall, DPS graduates have slightly lower college enrollment rates than 18- to 24-year-olds in national data sets; they have enrollment rates similar to 18- to 24- year-olds in communities whose school districts serve a high proportion of Hispanic students. The authors also offer their recommendations based from the findings of the study. Appendices include: (1) National Student Clearinghouse; and (2) Summary of Data Sets. (Contains 15 tables, 33 figures and 49 footnotes.) [Funding for this report was provided by The Piton Foundation and the Denver Scholarship Foundation.]
State Scholars Initiative in Review: Promising Practices and Lessons Learned
Author: Western Interstate Commission for Higher Education
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: High Schools,Grade 8,Secondary School Curriculum,Educational Attainment,Longitudinal Studies,National Surveys,Partnerships in Education,School Business Relationship,School Districts,High School Students,Higher Education,Alignment (Education),Academic Achievement,State Programs,Educational Objectives,Educational Policy,Program Descriptions,Difficulty Level,Federal Programs

In response to the demands of the changing economy and the business community's need for better-educated, more highly skilled workers, the U.S. Department of Education, through the Office of Vocational and Adult Education (OVAE), developed the State Scholars Initiative (SSI), which encourages students to take a rigorous course of study in high school and engages the business community in this endeavor. SSI is grounded in research indicating that taking rigorous courses in high school is one of the greatest predictors of students' postsecondary success. In fact, a national study that tracked the progress of 8th grade students from 1988 through 2000 found that "the academic intensity of their high school curriculum counted more than anything else in their precollegiate history in providing momentum toward completing a bachelor's degree." But rigorous courses are not just important for college: research shows they're also critical for career success, even for students who don't go to college. This report details what has been learned from the experiences of SSI's business-education partnerships and school districts. First, this report provides data on the impact that an SSI-type initiative can have on students, schools, and districts. Second, it offers a roadmap for future leaders who are designing programs that leverage the input of the business community to promote a rigorous high school curriculum, including innovative ideas, lessons learned, and promising practices. (Contains 4 endnotes.)
National Studies Find TRIO Programs Effective at Increasing College Enrollment and Graduation
Author: Pell Institute for the Study of Opportunity in Higher Education
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: First Generation College Students,Talent,Educational Objectives,Outcomes of Education,Program Effectiveness,Enrollment,Enrollment Trends,Graduation Rate,Low Income Groups,Disabilities,Academic Support Services,Educational Attainment,Program Evaluation,Educational Opportunities

Since 1997, four national studies conducted by the U.S. Department of Education have been completed on the Federal TRIO programs. Data from these studies demonstrate that participation in a TRIO program has a significant impact on the educational outcomes of low-income, first-generation students and students with disabilities. This paper provides overviews of the following national studies: (1) Westat's assessment report to the U.S. Department of Education on the impact of Student Support Services (SSS); (2) Mathematica Policy Research's assessment report to the U.S. Department of Education on the impact of Talent Search on secondary and postsecondary outcomes in Texas, Indiana, and Florida; (3) Mathematica Policy Research's assessment report to the U.S. Department of Education on the impact of Upward Bound on postsecondary outcomes; and (4) Mathematica Policy Research's assessment report to the U.S. Department of Education on the impact of Upward Bound Math-Science on postsecondary completion, performance, enrollment, and participation in math and science coursework both at the high school and postsecondary level. (Contains 6 footnotes.)
Analysis of Private Returns to Vocational Education and Training: Support Document
Author: Lee, Wang-Sheng
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Females,Technical Education,Males,Vocational Education,Educational Benefits,Outcomes of Education,Comparable Worth,Multiple Regression Analysis,Control Groups,Matched Groups,Graduates,Evidence,Foreign Countries,Statistical Data,Statistical Distributions,Education Work Relationship,Educational Research

This document is an appendix that is meant to accompany the main report, &quot;Analysis of Private Returns to Vocational Education and Training&quot;. Included here are the detailed regression results that correspond to Tables 4 to 59 of the main report. This document was produced by the authors based on their research for the main report, and is an added resource for further information. This document contains the following sections: (1) Using Year 12 Completers as the Comparison Group, Males; (2) Using Less than Year 12 as the Comparison Group, Males; (3) Using Year 12 Completers as the Comparison Group, Females; (4) Using Less than Year 12 as the Comparison Group, Females; (5) Using Year 12 Completers in the Treatment and Comparison Groups, Males; (6) Using Less than Year 12 in the Treatment and Comparison Groups, Males; (7) Using Year 12 Completers in the Treatment and Comparison Groups, Females; and (8) Using Less than Year 12 in the Treatment and Comparison Groups, Females. (Contains 324 tables.) [For the companion report, &quot;Analysis of Private Returns to Vocational Education and Training,&quot; see ED508939.]
Broadband for Education: The National Internet2 K20 Initiative's and WICHE's Recommendations to the FCC
Author: Western Interstate Commission for Higher Education
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Change Strategies,Information Networks,Information Technology,Information Transfer,Information Theory,Access to Computers,Access to Information,Research and Development,Internet,Administrative Principles

The National Internet2 K20 Initiative brings together its world-class network and research community members with innovators from colleges and universities, primary and secondary schools, libraries, museums and other educational institutions, the full spectrum of America's education community, including both formal and informal education. The National K20 Initiative extends new technologies, applications, and rich educational content to all students, their families and communities--no matter where they're located. Western Interstate Commission for Higher Education (WICHE) and its 15 member states work to improve access to higher education and ensure student success. At present much of the West, particularly the "frontier West," has little or no access to adequate bandwidth. Many institutions are not among those connected by and participating in the Internet2 K20 Initiative. The principles and recommendations presented in this paper would remedy this situation.
The Incidence and Wage Effects of Overskilling among Employed VET Graduates. NCVER Monograph Series 03/2009
Author: Mavromaras, Kostas
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Wages,Incidence,Qualifications,Educational Attainment,Foreign Countries,Vocational Education,Comparable Worth,Job Skills,Job Performance,Job Analysis,Occupational Surveys,Labor Market,Multivariate Analysis,Supply and Demand,Labor Economics,Semiskilled Workers,Skilled Workers,Unskilled Workers,Evidence,Persistence,Computation,Measurement

This research investigates the incidence and wage effects of overskilling for vocational education and training (VET) graduates in Australia between 2001 and 2006. Overskilling is defined as the extent to which workers are able to use their skills and abilities in their current job. The authors compare overskilling with other measures of skill mismatch and skill underutilisation in the workplace and explain why overskilling is their chosen mismatch measure. The research focuses on the impact of four different levels of highest educational attainment: formal school qualification with Year 12; formal school qualification less than Year 12; formal post-school qualification (VET); and formal post-school qualification with diploma/degree. The research finds that many Australian workers report that they are overskilled in their workplace (30% moderately, and 15% severely overskilled). Almost counterintuitively, those with the lowest formal qualifications report the highest incidence of underutilisation. Overskilling is found to be self-perpetuating, but only for university graduates and school graduates. VET graduates show no overskilling state dependence, a result that suggests that a mismatched VET graduate can get out of their mismatched job and into a well-matched job more easily than their school or their university counterpart. The research offers two main conclusions: first, post-school qualifications generate benefits that may go beyond the increased lifetime financial returns often referred to in the literature; and, second, different types of post-school education confer different benefits, in terms of employment possibilities and patterns, with VET being a safer but less well-remunerated education pathway. Appendices include: (1) Descriptive statistics; and (2) Estimation results. (Contains 12 tables and 20 footnotes.)