ethanporcaro/eric-fulltext-meta huggingface dataset:
Race and Gender Demographics. NCAA[R] Member Institutions' Personnel Report: The NCAA Minority Opportunities and Interests Committee's Biennial Study, 2007-08
Author: Bracken, Nicole M., Comp.
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: College Athletics,Race,Sex,Administrators,Athletic Coaches,Black Colleges,Minority Groups,African Americans,Whites,American Indians,Alaska Natives,Asian Americans,Hispanic Americans,Hawaiians,Pacific Americans,Multiracial Persons,Womens Athletics

The National Collegiate Athletic Association (NCAA) compiled this statistical information regarding the ethnicity and gender demographic information of athletics administrators and coaches in intercollegiate athletics at its member institutions. The proceeding charts, graphs and tables show the results from the 2007-08 academic year. Also included in this report for comparison are the data from 1995-96, the first year the demographic information was collected. The 1995-96 data are used as the baseline year for comparison in each race demographics report. Data for this report are divided into three categories: athletics administrators, head coaches and assistant coaches. All three groups are then organized by overall figures, percentages and then a divisional breakdown. Included within each of these categories are tables that provide data with the historically black colleges and universities (HBCUs) excluded. For all overall and divisional categories, both with and without HBCUs, a specific minority breakdown for American Indian/Alaskan Native, Asians, Hispanics, Native Hawaiian/Pacific Islander, Other Minority and Two or More Races is also provided. (Contains 196 tables and 8 charts.)
American Council of Learned Societies Annual Report for the Years 2006-2007 and 2005-2006
Author: American Council of Learned Societies
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Humanities,Social Sciences,Educational Research,Advocacy,Writing for Publication,Faculty Publishing,Scholarship,Periodicals,Leadership,Educational Innovation,Annual Reports

The American Council of Learned Societies (ACLS) provides the humanities and related social sciences with leadership, opportunities for innovation, and national and international representation. The American Council of Learned Societies was created in 1919 to represent the United States in the Union Academique Internationale. Its mission is &quot;the advancement of humanistic studies in all fields of the humanities and social sciences and the maintenance and strengthening of national societies dedicated to those studies.&quot; This paper presents the annual report of ACLS for the years 2005-2006 and 2006-2007.
Gender Equity in College Coaching and Administration: Perceived Barriers Report, 2008-2009
Author: Bracken, Nicole
Date: 2009-01-00
Type: Reports - Research
Subjects: College Athletics,Females,Sex Fairness,Athletic Coaches,College Students,Athletes,Women Administrators,Judges,Barriers,Occupational Aspiration,Attitudes,Career Choice,Influences,Job Satisfaction,Faculty Workload,Gender Discrimination,Family Work Relationship,Surveys

This report is the second study conducted by the National Collegiate Athletic Association (NCAA) to measure career aspirations and perceptions of careers in intercollegiate athletics among females. This study seeks to provide NCAA policymakers, conference offices and member institutions with detailed information on the perceptions and concerns of female student-athletes, coaches, administrators and officials regarding careers for females in intercollegiate athletics. The major goal of this study (and this specific report) is to outline the factors that continue to influence women's careers, motivate women to seek careers in intercollegiate athletics, and to identify potential obstacles institutions may face in recruiting and retaining women in coaching, administrative and officiating positions. Findings and suggestions for improvement are presented. Appendices include: (1) Adapted Student-Athlete Survey Instrument; (2) Adapted Coaches Survey Instrument; (3) Adapted Administrators Survey Instrument; and (4) Adapted Officials Survey Instrument. (Contains 17 tables.)
American Council of Learned Societies Annual Report, 2008-2009
Author: American Council of Learned Societies
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Humanities,Social Sciences,Educational Research,Advocacy,Writing for Publication,Faculty Publishing,Scholarship,Periodicals,Leadership,Educational Innovation,Annual Reports

The American Council of Learned Societies (ACLS) provides the humanities and related social sciences with leadership, opportunities for innovation, and national and international representation. ACLS was founded in 1919 to represent the United States in the Union Academique Internationale. Its mission is "the advancement of humanistic studies in all fields of the humanities and social sciences and the maintenance and strengthening of national societies dedicated to those studies." This paper presents the annual report of the American Council of Learned Societies for 2008-2009. This report covers the nine months of ACLS's activities between October 1, 2008 and June 30, 2009.
A Life of Learning: Nancy Siraisi. Charles Homer Haskins Prize Lecture for 2010. ACLS Occasional Paper, No. 67
Author: American Council of Learned Societies
Date: 2010-00-00
Type: Opinion Papers
Subjects: Recognition (Achievement),Reputation,Medicine,History,Sciences,Medieval History,Lecture Method,Scholarship,Western Civilization,World History,Interdisciplinary Approach,Career Development,Educational Finance,Intellectual History

Nancy Siraisi has been a prolific and leading scholar in the history of medicine and science of the Middle Ages and the Renaissance. This lecture of hers is the twenty-eighth of series of lectures named for Charles Homer Haskins, first chairman of the American Council of Learned Societies (ACLS) and himself a famed medievalist who brought attention to the work of the medieval university and the liberal arts. Siraisi's lecture was presented at the ACLS Annual Meeting in Philadelphia, Pennsylvania, on May 7, 2010. In her lecture, Nancy Siraisi shared her pursuit of learning across all sorts of boundaries. A biography of Nancy Siraisi and an introduction by Pauline Yu are included. (Contains 2 notes.)
Handheld E-Book Readers and Scholarship Report and Reader Survey: ACLS Humanities E-Book. White Paper No. 3
Author: Gielen, Nina
Date: 2010-08-18
Type: Reports - Research
Subjects: Humanities,Electronic Publishing,Handheld Devices,Equipment Evaluation,Data,Character Recognition,Internet,Change,Data Analysis,Scholarship,User Needs (Information),User Satisfaction (Information),Usability,Cost Effectiveness

This report describes a conversion experiment and subsequent reader survey conducted by the American Council of Learned Societies (ACLS) Humanities E-Book (HEB) in late 2009 and early 2010 to assess the viability of using scholarly monographs with handheld e-readers. As sample content, HEB selected six titles from its own online collection, three in a page-image format with existing OCR (optical character recognition)-derived text and three encoded as XML files, and had these converted by an outside vendor with minimal editorial intervention into both MOBI (prc) and ePub files. During its in-house assessment phase, HEB experienced some navigational difficulty with both formats and found that annotation and other interaction with the text was difficult using a number of popular e-readers. HEB also found the XML titles to be of limited functionality in the MOBI format and therefore opted not to further poll readers on this subset. About 88% of the 142 survey participants expressed overall satisfaction with the appearance and functionality of the three remaining handheld samples, although roughly half reported some level of frustration with the search function using either format, and only 26% felt they would have an easy time citing and referencing these editions. Satisfaction with other interactive features, such as adding notes, bookmarking and highlighting, was noticeably higher; however, the "n/a" option was also selected frequently for these categories, and it appears that a large number of participants were unable to perform the tasks in question due to confusing or insufficient instructions from the device manufacturer. As formats evolve, future satisfaction with these features may increase. Irrespective of specific limitations, 75% of participants were interested in potentially downloading additional similar titles for free or if priced below $10. HEB's initial findings in this study indicate that titles formatted for existing handheld devices are not yet adequate for scholarly use in terms of replicating either the benefits of online collections--cross-searchability, archiving, multifarious interactive components--nor certain aspects of print editions that users reported missing, such as being able to mark up and rapidly skim text. A turnaround is underway once a common and more robust format optimized for handheld readers is determined and devices themselves evolve, adding improved display options and better and more intuitive web-access, searching and other interactive use of content. Survey Results is appended. (Contains 30 footnotes.)
2006 Annual Report to Congress on the &quot;Individuals with Disabilities Education Act,&quot; Part D
Author: Office of Special Education Programs (ED/OSERS)
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Awards,Disabilities,Staff Development,Technical Assistance,Information Dissemination,Annual Reports,Demonstration Programs,Accessibility (for Disabled),Parent Education,Program Descriptions,Grants,Federal Legislation,Federal Programs,Federal Aid,Profiles,Assistive Technology,Information Services,Audits (Verification),Accountability

The purpose of this report is to provide an annual overview of activities funded under the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), Part D (National Activities to Improve Education of Children with Disabilities), subparts 2 and 3 (P.L. 108-446). &quot;IDEA&quot;, Part D, includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under subpart 2 of &quot;IDEA&quot;, Part D (20 United States Code Section 1461). It also supports parent training and technology to improve results for children with disabilities, as authorized under subpart 3 of &quot;IDEA&quot;, Part D (20 U.S.C. Section 1470). A total of 633 awards, including both new awards and continuations, were funded in FY 2006 under subparts 2 and 3 of &quot;IDEA&quot;, Part D. This report includes an overview of these programs and awards for FY 2006, along with abstracts of the 157 projects that were funded as new awards. Descriptions of Studies and Evaluations Conducted in FY 2006 are appended. (Contains 2 figures and 1 footnote.) [For related reports, see &quot;28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 1&quot; (ED516262); and &quot;28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 2&quot; (ED516267).]
Crossing the Finish Line: Helping Adults with Significant College Credit Get Back on Track to a College Degree. Complete to Compete Briefing Paper
Author: Michelau, Demaree K.
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: College Credits,Adult Students,Educational Attainment,College Attendance,Academic Degrees,Reentry Students,Financial Support,Educational Finance,Academic Achievement,Statewide Planning,Educational Strategies

Nearly all states are grappling with the question of how to boost college attainment to meet workforce needs with the resources available. For many states, that task is complicated by the fact that the young adult population is projected neither to grow nor decline over the next several years. There is a significant opportunity, however, for states to increase degree attainment even in the face of those challenges. According to Lumina Foundation for Education, more than 22 percent of working-age adults in the U.S. (more than 37 million Americans) have attended college but have not earned a degree. A subset of this group--those who are close to having earned a degree but have not yet returned to college--offer a particularly rich opportunity for states to increase degree attainment. Also known as near-completers or ready adults, these potential students generally are a lower risk investment for states and institutions because these students have already demonstrated success in college. While the gains from serving these potential students are significant, to do so effectively requires a willingness to do business differently. Returning students face a host of challenges, but states and institutions serving them face challenges as well. Several states have been involved in significant efforts to reach this population, and many have experienced success. For the last several years, the Western Interstate Commission for Higher Education (WICHE) has led a Lumina Foundation-funded effort, Non-traditional No More: Policy Solutions for Adult Learners, which has worked closely with six states to identify their ready adults and reduce the barriers to success through comprehensive policy and practice changes at the state and institutional levels. This paper presents several promising state strategies for addressing the needs of ready adults. (Contains 1 figure.)
Follow the Money: Strategies for Using Finance to Leverage Change in Higher Education. Complete to Compete Briefing Paper
Author: Conklin, Kristin
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Cost Effectiveness,Educational Attainment,Paying for College,State Aid,Educational Finance,Educational Strategies,Educational Change,State Government,Public Officials

The U.S. spends twice as much as the average industrialized country on higher education, but continues to slide relative to other nations in the percentage of young adults with an associate degree or higher. Despite recent reductions in state aid to higher education, state taxpayers continue to be the largest single source of unrestricted funds that colleges need to hire faculty and provide core student services. This means that governors and other state policymakers continue to have significant leverage over the priorities and direction of their public higher education systems. Governors are in a key position to use finance as a lever to promote higher education productivity through their budgeting authority, their annual budget addresses, and other finance-related powers. This paper presents three primary strategies governors can employ to restructure college costs and graduate many more students from high quality programs within existing resources.
Getting Started: Framing a College Attainment Agenda. Complete to Compete Briefing Paper
Author: Jones, Dennis
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Human Capital,Education Work Relationship,Politics of Education,Agenda Setting,Educational Attainment,Role of Education,State Government,Government School Relationship,Competition

Research shows that having a highly educated workforce is critical to states and territories' economic competitiveness and to the well-being of their citizens. A growing number of state policymakers are concerned that the nation as a whole and their states are falling behind in the race to accumulate the educational capital needed to ensure that their states will be world-class, not second class. While everyone is talking about the critical need to develop a more competitive workforce, relatively few states have taken major steps to actually move the agenda forward. More specifically, few states have publicly identified their goals for increasing college completion. This paper presents strategies that governors can adopt to increase their states' educational attainment.
Help Wanted: Matching Jobs to Degrees. Complete to Compete Briefing Paper
Author: Carnevale, Anthony
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Unemployment,Economic Climate,State Government,Public Officials,Labor Market,Labor,Needs Assessment,Higher Education,Education Work Relationship,Supply and Demand,Information Management,Information Networks

Job losses during the recession have already created challenges that will endure well beyond the recovery. Governors have an opportunity to strategically prioritize higher education in their states and territories by linking labor market demand with education supply through expansion of existing data systems. Understanding what the job openings are by state and using that information to tailor and prioritize educational programs in a state will give governors a solid foundation on the path to recovery. This paper suggests that states should develop a state-level learning-labor exchange that connects available information about educational programs, wages paid to graduates of these programs, and real-time job advertisements. Examples of how to initiate and expand education programs that efficiently move working students and adults into good jobs are presented. (Contains 2 figures and 2 footnotes.)
Breaking the Mold: New Approaches for Higher Education in Tough Economic Times. Complete to Compete Briefing Paper
Author: Carey, Kevin
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Economic Development,Human Capital,Higher Education,Skilled Workers,Educational Strategies,Economic Climate,Partnerships in Education,Educational Change,Teaching Models,Online Courses,Cost Effectiveness,Public Colleges,Costs

Human capital is the key to economic development. Without highly-skilled workers, states and territories cannot attract the productive businesses they need. That makes higher education a key element of any governor's growth strategy. But many public colleges and universities are struggling to produce more graduates. Overall graduation rates often hover at 50 percent or below, even as tuition is rising sharply. Rising prices and stagnant output provide a recipe for declining productivity. Fortunately, there are promising efforts underway to break the cycle of rising costs and stagnant output. In recent years, a number of states have developed promising new models for improving college and lowering costs at the same time. Several governors have led the push to launch new universities that are injecting new energy and innovation into higher education. Others are setting up high-quality online campuses and helping traditional institutions overhaul courses with technology, boosting student achievement while reducing costs simultaneously. The innovative models presented in this paper can be adapted by governors nationwide to increase the number of college graduates in tough economic times. (Contains 1 figure.)
2007 Annual Report to Congress on the &quot;Individuals with Disabilities Education Act,&quot; Part D
Author: Office of Special Education Programs (ED/OSERS)
Date: 2009-01-00
Type: Reports - Descriptive
Subjects: Awards,Disabilities,Staff Development,Technical Assistance,Information Dissemination,Special Education,Annual Reports,Federal Legislation,Accessibility (for Disabled),Educational Assessment,Demonstration Programs,Federal Programs,Audits (Verification),Program Descriptions,Federal Aid,Grants,Parent Education,Information Services,Assistive Technology,Accountability

The purpose of this report is to provide an annual overview of activities funded under the   &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), Part D (National Activities to Improve   Education of Children with Disabilities), subparts 2 and 3 (P.L. 108-446). &quot;IDEA&quot;, Part D, includes programs that support personnel development, technical assistance, model demonstration projects and information dissemination, as authorized under subpart 2 of &quot;IDEA&quot;, Part D (20 &quot;United States Code&quot; Section 1461). It also supports parent training and technology and media services activities to improve results for children with disabilities, as authorized under subpart 3 of &quot;IDEA&quot;, Part D (20 &quot;U.S.C.&quot; Section 1470). A total of 644 grant awards, including both new awards and continuations, were funded in FY 2007 under subparts 2 and 3 of &quot;IDEA&quot;, Part D. This report includes an overview of the programs supported under subparts 2 and 3 and awards for FY 2007, along with abstracts of the 178 project applications that received new awards. This report also includes brief descriptions of the studies and evaluations supported under 20 &quot;U.S.C.&quot; 9567b Section 177 of Part E, the National Center for Special Education Research. This report does not include information on other contracts awarded under subparts 2 or 3 of &quot;IDEA&quot;. (Contains 2 figures and 1 footnote.) [For related reports, see &quot;29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 1&quot; (ED516264); &quot;29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 2&quot; (ED516249); and &quot;29th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2007. Volume 3&quot; (ED516253).]
28th Annual Report to Congress on the Implementation of the &quot;Individuals with Disabilities Education Act,&quot; 2006. Volume 1
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Early Intervention,Disabilities,Data Analysis,Special Education,Federal Legislation,Tables (Data),Dropouts,Educational Environment,Profiles,State Programs,Outcomes of Education,Longitudinal Studies,Educational Trends,Trend Analysis

This 2006 or &quot;28th Annual Report to Congress&quot; follows the 2005 or &quot;27th Annual Report to Congress&quot; in sequence. Volume 1 focuses on the children and students being served under &quot;IDEA&quot; and provides profiles of individual states' special education environments. Volume 2 of the &quot;2006 Annual Report to Congress&quot; contains the state-reported data tables developed from the Office of Special Education Programs' (OSEP's) Data Analysis System (DANS). This volume, the first one, contains three sections. Section I contains the child-and student-focused material, presented in a question-and-answer format. Section II of the report contains state-level performance data for the 50 states and the District of Columbia. Section III presents tables of states rank-ordered by their reported data for exiting, dropout, educational environments, early intervention services and early intervention settings. Appendices include: (1) Data Notes for &quot;IDEA&quot;, Part C; and (2) Data Notes for &quot;IDEA&quot;, Part B. (Contains 37 tables, 40 figures and 16 footnotes.) [For the related reports, see &quot;28th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2006. Volume 2&quot; (ED516267); and &quot;2006 Annual Report to Congress on the Individuals with Disabilities Education Act, Part D&quot; (ED516251).]