ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving Men into the Mainstream: The Next Steps in Urban: Reform--From Recidivism to Redemption: Ending the Cycle of Incarceration. Civic Bulletin No. 45
Author: Center for Civic Innovation at the Manhattan Institute
Date: 2006-10-00
Type: Opinion Papers
Subjects: Males,African Americans,Institutionalized Persons,Correctional Institutions,Recidivism,Crime,Employment,Juvenile Justice,Public Policy,Drug Addiction,Correctional Education,Crime Prevention,Courts,Church Programs,Police,Transitional Programs

This bulletin is adapted from the second panel of three at a Manhattan Institute conference. The focus of this paper is on the explosion of prison population and the inevitability of people reentering society from prison. Clarence Page believes this has a particularly brutal impact on the African-American community, and raises questions about how one can reintroduce--or in many cases introduce--folks to a mainstream life. In this paper, distinguished experts--such as Jeremy Travis, Chauncey Parker, Vicki Lopez Lukis, Commissioner Martin F. Horn and W. Wilson Goode, Sr--share some insight into this topic. (Contains 2 footnotes.)
Investigations in Number, Data, and Space[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Elementary School Mathematics,Mathematics Instruction,Intervention,Elementary School Students,Grade 1,Grade 2,Grade 4,Grade 5,Mathematics Achievement,Instructional Effectiveness,Educational Research

&quot;Investigations in Number, Data, and Space&quot;[R], published by Pearson Scott Foresman, is an activity-based K-5 mathematics curriculum designed to help students understand number and operations, geometry, data, measurement, and early algebra. Each instructional unit focuses on a particular content area and lasts from two to five-and-a-half weeks. The curriculum encourages students to develop their own strategies for solving problems and engage in discussion about their reasoning and ideas. Students work in a variety of situations, including as individuals, in pairs, in small groups, and as part of the whole class. The What Works Clearinghouse (WWC) identified two studies of &quot;Investigations in Number, Data, and Space&quot;[R] that both fall within the scope of the Elementary School Mathematics topic area and meet WWC evidence standards. One study meets WWC evidence standards without reservations, and one study meets WWC evidence standards with reservations, and together, they include more than 8,000 students in grades 1-2 and grades 4-5 in 16 districts across 13 states. One of the studies examined math achievement after students experienced the curriculum for two years, while the other examined students after one year of curriculum experience. The WWC considers the extent of evidence for &quot;Investigations in Number, Data, and Space&quot;[R] on the math performance of elementary school students to be medium to large for one outcome domain--mathematics achievement--examined for studies reviewed under the Elementary School Mathematics topic area. Appended are: (1) Research details for Agodini et al. (2010); (2) Research details for Gatti &amp; Giordano, 2010; (3) Outcome measures for mathematics achievement domain; (4) Findings included in the rating for the mathematics achievement domain; and (5) Description of supplemental findings from Year 1 for the mathematics achievement domain. A glossary of terms is included. (Contains 5 tables and 9 endnotes.)
Language![R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Intervention,Literacy,Language Arts,English Curriculum,Reading Fluency,Reading Comprehension,High School Students,Grade 9,Grade 10,Instructional Effectiveness,Educational Research

&quot;LANGUAGE!&quot;[R] is a language arts intervention designed for struggling learners in grades 3-12 who score below the 40th percentile on standardized literacy tests. The curriculum integrates English literacy acquisition skills into a six-step lesson format. During a daily lesson, students work on six key literacy strands (which the developer calls &quot;six steps from sound to text&quot;): phonemic awareness and phonics (word decoding), word recognition and spelling (word encoding), vocabulary and morphology (word meaning), grammar and usage (understanding the form and function of words in context), listening and reading comprehension, and speaking and writing. The What Works Clearinghouse (WWC) identified one study of &quot;LANGUAGE!&quot;[R] that both falls within the scope of the Adolescent Literacy topic area and meets WWC evidence standards. The one study meets standards with reservations and includes 1,272 students in grades 9 and 10 in one school district in Florida. The WWC considers the extent of evidence for &quot;LANGUAGE!&quot;[R] on the literacy skills of adolescent readers to be small for two domains: reading fluency and comprehension. Two other domains are not reported in this intervention report. Appended are: (1) Research details for Zmach et al., 2009; (2) Outcome measures for each domain; (3) Findings included in the rating for the reading fluency domain; and (4) Findings included in the rating for the comprehension domain. A glossary of terms in included. (Contains 5 tables, 6 endnotes and 5 additional sources.)
Testing Integrity Symposium: Issues and Recommendations for Best Practice
Author: National Center for Education Statistics (ED)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Testing,Best Practices,Testing Problems,Integrity,Cheating,Prevention,Investigations,Educational Policy,Computer Assisted Testing,Conferences (Gatherings),State Departments of Education,School Districts

Educators, parents, and the public depend on accurate, valid, reliable, and timely information about student academic performance. Testing irregularities--breaches of test security or improper administration of academic testing--undermine efforts to use those data to improve student achievement. Unfortunately, there have been high-profile and systemic incidents of cheating in several school districts across the country in recent years. While every state has policies in place to address test administration, no &quot;library of best practices&quot; exists that could help state educational agencies (SEAs) and local educational agencies (LEAs) prevent, detect, and respond to irregularities in academic testing. The Department published a request for information (RFI) in the &quot;Federal Register&quot; on January 17, 2012, asking the public to submit best practices and policies regarding the prevention, detection, and investigation of irregularities in academic testing. This report draws upon three sources of information about practices that support the integrity of test results: the opinions of experts and practitioners as expressed in the RFI responses, the comments and discussions from the Symposium, and, where available, policy manuals or professional standards published by SEAs and professional associations. The RFI and Symposium are part of a broader effort by the Department to identify and disseminate practices and policies to SEAs, LEAs, and the testing companies that can assist them in their continuing efforts to improve the validity and reliability of assessment results. As was the case with the RFI and the Symposium, this summary focuses on four areas related to testing integrity: (1) the prevention of irregularities in academic testing; (2) the detection and analysis of testing irregularities; (3) the response to an investigation of alleged and/or actual misconduct; and (4) testing integrity practices for technology-based assessments. Appended are: (1) Testing Integrity Symposium Panelist Biographies; and (2) Request for Information (RFI) Responses. (Contains 101 footnotes.)
Education and Health: Evaluating Theories and Evidence. National Poverty Center Working Paper Series #06-19
Author: Cutler, David M.
Date: 2006-06-00
Type: Reports - Descriptive
Subjects: Health,Education,Relationship,Health Behavior,Educational Attainment,Evidence,Foreign Countries,Attribution Theory,Causal Models

There is a well known large and persistent association between education and health. This relationship has been observed in many countries and time periods, and for a wide variety of health measures. The differences between the more and the less educated are significant: in 1999, the age-adjusted mortality rate of high school dropouts ages 25 to 64 was more than twice as large as the mortality rate of those with some college. Substantial attention has been paid to these &quot;health inequalities.&quot; Gradients in health by education are now being systematically monitored in many countries (the United States includes them as part of its Healthy People 2010 goals), and countries such as the United Kingdom have target goals of reducing health disparities--specifically by education or factors correlated with education. In this paper, we review what is known and not known about the relationship between education and health, in particular about the possible causal relationships between education and health and the mechanisms behind them. We then assess the extent to which education policies can or should be thought of as health policies. Data Appendix is included. (Contains 3 tables, 3 figures and 13 endnotes.)
Student-Centred Learning: Toolkit for Students, Staff and Higher Education Institutions
Author: Attard, Angele
Date: 2010-10-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Lifelong Learning,Foreign Countries,Educational Change,Student Centered Curriculum,Guides,Colleges,College Faculty,College Students,School Personnel,Check Lists,Program Implementation,School Culture,Misconceptions,Quality Control,Learner Engagement,Student Participation,Student Empowerment,Teacher Role,Teaching Methods,Evaluation Methods

This Toolkit forms part of the project entitled &quot;Time for a New Paradigm in Education: Student-Centred Learning&quot; (T4SCL), jointly led by the European Students' Union (ESU) and Education International (EI). This is an EU-funded project under the Lifelong Learning Programme (LLP) administered by the Education, Audiovisual and Culture Executive Agency (EACEA). T4SCL, as a pioneer initiative, aims to assist policy makers in designing sound student-centred learning (SCL) strategies and approaches and to increase the capacity of student and staff representative organisations to be active partners in spreading a culture of SCL in higher education institutions across Europe. This toolkit represents a key outcome of the project. It follows extensive research and a series of events at both European and national levels, combined with trainings on the subject-matter. This toolkit is designed for &quot;effective, practical implementation of SCL by teaching staff, students and institutional leaders.&quot; It aims to show how &quot;practical and achievable SCL&quot; is, as well as being highly beneficial for learners. (Contains 5 figures and a list of 24 sources for further reading.)
Do Home Computers Improve Educational Outcomes? Evidence from Matched Current Population Surveys and the National Longitudinal Survey of Youth 1997. National Poverty Center Working Paper Series #06-01
Author: Beltran, Daniel O.
Date: 2006-01-00
Type: Reports - Research
Subjects: Adolescents,Extracurricular Activities,Assignments,Ownership,Family Environment,Graduation,Family Characteristics,Computer Use,Influence of Technology,Outcomes of Education,Correlation,High School Students,Educational Policy,Evidence,Disadvantaged,Access to Computers,Statistical Analysis,National Surveys,Racial Factors,Gender Issues

Nearly twenty million children in the United States do not have computers in their homes. The role of &quot;home&quot; computers in the educational process, however, has drawn very little attention in the previous literature. We use panel data from the two main U.S. datasets that include recent information on computer ownership among children--the 2000-2003 CPS Computer and Internet Use Supplements (CIUS) matched to the CPS Basic Monthly Files and the National Longitudinal Survey of Youth 1997--to explore the relationship between computer ownership and high school graduation and other educational outcomes. Teenagers who have access to home computers are 6 to 8 percentage points more likely to graduate from high school than teenagers who do not have home computers after controlling for individual, parental, and family characteristics. We generally find evidence of positive relationships between home computers and educational outcomes using several estimation strategies, including controlling for typically unobservable home environment and extracurricular activities in the NLSY97, fixed effects models, instrumental variables, future computer ownership and &quot;pencil tests.&quot; Some of these estimation techniques, however, provide imprecise estimates. Home computers may increase high school graduation by reducing non-productive activities, such as truancy and crime, among children in addition to making it easier to complete school assignments. (Contains 10 tables and 21 footnotes.)
Does Failing a Placement Exam Discourage Underprepared Students from Going to College? National Poverty Center Working Paper Series #11-14
Author: Martorell, Paco
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Student Placement,Remedial Instruction,Scores,College Attendance,Academic Failure,College Preparation,Tests,Regression (Statistics),Costs,Educational Attainment,Cutting Scores,Mathematics Tests,Reading Tests,College Students

About one-third of college students are required to take remedial courses to redress the lack of preparation for college-level coursework. Assignment to remediation is generally made on the basis of a placement test score, and in some states students are required to take a placement test prior to enrolling in college-level courses. In this type of setting, assignment to remediation may have the unintended effect of dissuading students from actually going to college. This is because remedial courses typically do not count towards a college degree, so remediation increases the cost of college by increasing the time required to complete a degree. Furthermore, being identified as in need of remediation could directly affect enrollment rates via stigma effects or by providing students with information about their unsuitability for college. This paper examines this issue empirically using administrative data from the state of Texas. Using regression discontinuity methods, we find that students whose placement exam scores would require them to be in remediation are no less likely to enroll in college than are those scoring just above the remediation placement cutoff. Appended are: (1) Distribution of Min (Math, Reading) Score; and (2) Average Max (Math, Reading) Score by Min (Math, Reading) Score. (Contains 5 figures, 7 tables and 23 footnotes.)
Improving Education and Employment for Disadvantaged Young Men: Proven and Promising Strategies. National Poverty Center Working Paper Series #10-04
Author: Heinrich, Carolyn J.
Date: 2010-04-00
Type: Reports - Evaluative
Subjects: Graduation Rate,Educational Trends,Employment Patterns,Disadvantaged Youth,Educational Attainment,Young Adults,At Risk Persons,Males,Graduation,Vocational Education,Employment Programs,Intervention,Postsecondary Education,Evidence

Low high school graduation rates and sharply declining employment rates among disadvantaged youth have led to increasing numbers of youth who are disconnected from both school and work. What programs and policies might prevent these disconnections and improve educational and employment outcomes, particularly among young men? We review the evidence base on "youth development" policies for adolescents and young teens; programs seeking to improve educational attainment and employment for "in-school" youth; and programs that try to "reconnect" those who are "out of school" and frequently out of work, including public employment programs. We identify a number of programmatic strategies that are promising or even proven, based on rigorous evaluations, for disadvantaged youth with different circumstances, and conclude that policy efforts need to promote a range of approaches to engage and reconnect youth, along with ongoing evaluation efforts to improve our understanding of what works, including which program components, for whom. (Contains 20 endnotes.)
Quest for Quality for Students: Going Back to Basics
Author: Gavra, Alina
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Higher Education,Quality Assurance,Student Participation,Student Attitudes,Foreign Countries,Case Studies,Focus Groups,Educational Quality,Student Surveys,Educational Policy,Barriers,Student Motivation,Program Evaluation

Quality assurance has been at the core of the construction of the European Higher Education Area (EHEA) since the very beginning serving as a tool for trust, which enables comparability of degrees Europe-wide and will foster the societies by increasing mobility. The European Students Union (ESU) launched the &quot;QUEST for quality for students&quot; project in 2010. The QUEST project aims to identify students' genuine perception of what higher education quality is from a pan-European perspective. ESU seeks to define a concept of quality that gives a better answer to the learner-centred high quality model of higher education students in Europe. This idea of a student quality concept can bring change in the field of quality in terms of transcending the discussion surrounding quality assurance and information provision to reflect the views of students as the main benefactors rather than simply as other actors. The main innovation of the project, being pan-European survey of student opinion, will definitely change perceptions of policy makers and contribute strongly to building a common European Higher Education Area by promoting availability of new modes of information and more evidence based policy making. This publication presents the data collected through the first stage of the project research, which consisted of desk research, a survey among ESU's members, national site visits and focus group exercise focusing on the barriers towards student participation in QA processes. It outlines the main political and conceptual developments in quality assurance on national and European level in recent decades with a view to increasing student involvement within these processes. On the basis of the data compiled through the desk research, three countries were selected. The three site-visit reports focus on the national level, conducted to validate the information collected through the desk research. They are presented in this publication, together with two case studies delivered by ESU's project partners, for the purpose of outlining good and interesting practice examples of where students are in the centre of quality enhancement and assurance. Appended are: (1)  Methodology for Site Visits; (2) Site Visit--Finland; (3) Site Visit--Spain; (4) Site Visit--The Netherlands; (5) Case Study--Scotland; (6)  Case Study--Germany; and (7) Focus Group Report. (Contains 3 figures and 22 footnotes.)
Young Adults and Higher Education: Barriers and Breakthroughs to Success. National Poverty Center Working Paper Series #10-08
Author: Brock, Thomas
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Higher Education,At Risk Students,Remedial Programs,Nontraditional Students,Community Colleges,Young Adults,Remedial Instruction,Barriers,Academic Persistence,Student Financial Aid,Academic Support Services,Program Evaluation

Although "access" to higher education has increased substantially over the past forty years, student "success" in college--as measured by persistence and degree attainment--has not improved at all. Thomas Brock reviews systematic research findings on the effectiveness of various interventions designed to help at-risk students remain in college. Brock shows how changes in federal policy and public attitudes since the mid-1960s have opened up higher education to women, minorities, and nontraditional students and also shifted the "center of gravity" in higher education away from traditional four-year colleges toward nonselective community colleges. Students at two-year colleges, however, are far less likely than those at four-year institutions to complete a degree. Brock argues that the nation's higher education system must do much more to promote student success. Three areas, he says, are particularly ripe for reform: remedial education, student support services, and financial aid. In each of these three areas, Brock reviews programs and interventions that community colleges have undertaken in order to raise completion rates. Some colleges have, for example, experimented with remedial programs that build social cohesion between students and faculty and integrate content across courses. Other colleges have tested student support service programs that offer counseling and advising that are regular, intensive, and personalized. Still others have experimented with ways to simplify the financial aid application process and incentivize students to earn good grades and persist in school. Research shows that such programs and interventions can improve student outcomes, but Brock argues that more must be done to bring proven practices to scale and to test new ideas that might lead to better results. Institutions that most need help are those that provide the greatest access to nontraditional and underprepared students in community colleges and less selective universities. (Contains 2 figures and 78 endnotes.)
Creating Effective Education and Workforce Policies for Metropolitan Labor Markets in the U.S. National Poverty Center Working Paper Series #11-31
Author: Holzer, Harry J.
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Educational Change,Labor,Municipalities,Metropolitan Areas,Public Policy,Labor Market,Educational Policy,Trend Analysis,Career Education,Residential Patterns,Labor Force Development

How well do our education policies prepare America's youth for the labor market? What challenges limit our success, and what opportunities do we have for improvements? Can public policy play a greater role in encouraging more success? I consider these questions as they apply to the unique characteristics of metropolitan areas in the U.S. Most labor markets are metropolitan in nature, with workers commuting across central-city and suburban municipalities to jobs wherever they are located. In most metro areas, jobs (especially those paying higher wages) and different groups of residents are distributed unevenly; white and minority residents and those with higher and lower incomes are often quite highly segregated from each other residentially. These characteristics of metro areas should be taken into account as we consider what kinds of education and workforce policies and reforms to implement. This paper begins with a brief overview of the future U.S. labor market, including a review of trends in the demand for labor. In particular, I consider demand for both middle- and high-skill jobs, where the former are defined as those requiring some postsecondary education or training (broadly defined) beyond a high school diploma but less than a bachelor's degree, and the latter are defined as those requiring a bachelor's or higher. I then review the challenges limiting so many young Americans as they prepare for the labor market, as well as what we know about programs and policies that might improve observed outcomes. (Contains 27 footnotes.)