ethanporcaro/eric-fulltext-meta huggingface dataset:
Household Living Arrangements and Economic Resources among Mexican Immigrant Families with Children. University of Kentucky Center for Poverty Research Discussion Paper Series,  DP2010-10
Author: Leach, Mark A.
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Mexicans,Immigrants,Family (Sociological Unit),Family Income,Family Environment,Family Structure,Acculturation,Children

Using data from the 2000 Census, this study examines the relationship between household living arrangements and economic resources among Mexican immigrant families with children. I model separately the relationships between family income and household structure and proportion of total household income contributed and household structure. The results show that families that coreside with extended kin and non-kin have higher incomes, all else equal, relative to those that reside in single-family households. In addition, Mexican immigrant families that reside in extended-household living arrangements contribute about three quarters of total household income. While families may gain some economic efficiency through extended household living arrangements, the results are consistent with expectations that Mexican immigrant families expend scarce resources in support of the migration and settlement of extended kin. The Mexican delayed assimilation thesis suggests such support inadvertently diverts resources away from immigrant children and slows intergenerational progress. (Contains 2 footnotes and 3 tables.)
The Economic Impact of Child Care Subsidies for Kentucky. Policy Insights. Occasional Policy Brief #3
Author: Hardy, Bradley
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Child Care,Grants,Tax Credits,Economic Impact,Unwed Mothers,Employed Women

For parents of young children the decision to work strongly depends on the availability of affordable child care. Child care costs can take up a large portion of a family budget and may serve as an obstacle to work. In 2008 the National Association of Child Care Resource and Referral Agencies (NACCRRA) estimated that Kentucky families recently faced annual infant child care costs of $6,240 for full-time center care and $4,956 for school age children during non-school hours. These costs represent 20 to 25 percent of an average single mother's annual income and rival the tuition costs of attending a 4-year college or university. In this policy brief, the authors describe the federal and state programs that address child care and discuss recent economic research on the links between parental employment and child care. In addition, they forecast the employment effects and costs of a child care subsidy in Kentucky. (Contains 5 tables and 11 footnotes.) [This policy brief is based on the University of Kentucky Center for Poverty Research (UKCPR) technical report &quot;Child Care Subsidies and the Economic Well-Being of Recipient Families: A Survey and Implications for Kentucky.&quot;]
Arkansas Public Higher Education Operating & Capital Recommendations, 2011-2013 Biennium. 7-A. Volume 1: Universities
Author: Arkansas Department of Higher Education
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Universities,Two Year Colleges,Educational Finance,Expenditures,Enrollment,Tuition,Fees,Financial Support,State Aid,Income,Operating Expenses,Educational Facilities Improvement,School Maintenance,Equipment,School Construction,Academic Libraries,Technology,Institutional Mission,Educational Objectives,Organizational Objectives,Strategic Planning

This publication details the institutional goals, objectives, and strategies of public universities in Arkansas as related to their appropriations requests. It also provides operating and capital recommendations of the Arkansas Public Higher Education Coordinating Board for 2011-2013 biennium for each institution. (Contains 10 tables.) [For Volume 2, see ED524996.]
Arkansas Public Higher Education Personal Services Recommendations, 2011-2013 Biennium. 7-B
Author: Arkansas Department of Higher Education
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,State Universities,Budgets,Community Colleges,Technical Institutes,Salaries,Administrators,College Faculty,Deans,College Presidents,School Business Officials,School Personnel

This publication lists &quot;non-classified&quot; personal services recommendations of the Arkansas Higher Education Coordinating Board, and &quot;classified&quot; positions recommended by the Office of Personnel Management, Department of Finance and Administration for public institutions of higher education for the 2011-13 biennium. The Office of Personnel Management of the Department of Finance and Administration (OPM) makes budget recommendations for classified positions based on the Analysis of Personal Services requests submitted by the institutions of higher education. OPM reviews information such as number of positions requested, justification for position needs and Position Classification Questionnaires (PCQ's), outlining the duties and responsibilities of the requested positions. The recommendations are based on this review process and are reflected in the 2011-13 recommendations. (Contains 2 tables.)
Arkansas Public Higher Education Operating &amp; Capital Recommendations, 2011-2013 Biennium. 7-A. Volume 2: Two-Year Colleges
Author: Arkansas Department of Higher Education
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Community Colleges,Technical Institutes,Educational Objectives,Institutional Mission,Organizational Objectives,Strategic Planning,Financial Support,State Aid,Educational Finance,Income,Operating Expenses,Expenditures,State Universities

This publication details the institutional goals, objectives, and strategies of public two-year institutions in Arkansas as related to their appropriations requests. It also provides operating and capital recommendations of the Arkansas Public Higher Education Coordinating Board for 2011-2013 biennium for each institution. [For Volume 1, see ED524994.]
State Report Card, 2009-2010
Author: Arizona Department of Education
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Graduation Rate,Definitions,Educational Improvement,Federal Programs,Average Daily Attendance,Educational Indicators,Grade 8,Grade 7,Accountability,Federal Legislation,Educational Legislation,Teacher Qualifications,Measures (Individuals),Grade 3,Grade 4,Grade 5,Grade 6,Gender Differences,Migrants,Racial Differences,Limited English Speaking,Disadvantaged Youth,Academic Achievement,Academic Standards,State Standards,Disabilities,Attendance Patterns,African American Students,Hispanic American Students,American Indians,Elementary School Students,High School Students,Middle School Students,White Students,Mathematics Achievement,Reading Achievement,Science Achievement,Writing Achievement,National Competency Tests

As part of compliance with with the federal No Child Left Behind Act, this document presents the State Report Card of Arizona for 2009-2010. The report card provides tables relating to percentage of students who passed AIMS in Arizona by subject and grade. The tables shown in this document include: (1) Mathematics Grade 3; (2) Reading Grade 3; (3) Writing Grade 3; (4) Mathematics Grade 4; (5) Reading Grade 4; (6) Writing Grade 4; (7) Science Grade 4; (8) Mathematics Grade 5; (9) Reading Grade 5; (10) Writing Grade 5; (11) Mathematics Grade 6; (12) Reading Grade 6; (13) Writing Grade 6; (14) Mathematics Grade 7; (15) Reading Grade 7; (16) Writing Grade 7; (17) Mathematics Grade 8; (18) Reading Grade 8; (19) Writing Grade 8; (20) Science Grade 8; (21) Mathematics High School; (22) Reading High School; (23) Writing High School; and (24) Science High School. The remainder of the tables focus on: NCLB Federal Accountability School Improvement Status; School and District Adequate Yearly Progress (AYP); Statewide Four-Year Graduation Rates; Average Daily Attendance Rates; AZ LEARNS--State Accountability; and Highly Qualified Teachers 2009-2010. Status definitions for Title I schools identified for improvement and profile definitions for AZ LEARNS--State Accountability are provided.
Education Savings Accounts: A Promising Way Forward on School Choice. WebMemo. No. 3382
Author: Burke, Lindsey M.
Date: 2011-10-04
Type: Reports - Descriptive
Subjects: School Choice,Private Schools,Public Schools,Tuition,Electronic Learning,Educational Vouchers,Educational Improvement,Elementary Secondary Education

Across the country, states are enacting and expanding school choice options for families. This year alone, 12 states and the District of Columbia have implemented new school choice options for children or expanded existing options, leading The Wall Street Journal to label 2011 &quot;The Year of School Choice.&quot; Among the many school choice advances in 2011 was the enactment of a revolutionary new option in Arizona: Education Savings Accounts (ESA). ESAs redirect a portion of the funding the state would have spent on a child in the public-school system to an education savings account, from which parents can then pay for private-school tuition and a variety of other educational options. Education Savings Accounts are an innovative new approach that many states could take to provide school choice options for families. This paper discusses the benefits of ESAs. (Contains 14 footnotes.)
Case Studies Involving Co-operation between Industry and Education in Australia's Northern Territory: The Role of the Professional Organisation
Author: Palmer, W. P.
Date: 1990-12-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Case Studies,School Business Relationship,Science Education,Educational Cooperation,Competition,Science Teaching Centers,Educational Television

The purpose of this study is to provide case studies of co-operation between education and industry in the Northern Territory in particular; the study also provides exemplars of  co-operation between education and industry in Australia and worldwide. The existence of such co-operation is not surprising as education and industry share many common interests. Industry requires the competently trained students, particularly in science, and these students are the products of the education system at various levels: industry wants them to have positive attitudes and to be hard-working and enthusiastic. Industry has the capacity to help promote these positive outcomes whilst the students are still being educated: in fact, the more that industry helps education at all levels the more positive student attitudes towards industry will be. The Northern Territory has very small population for its land area (about one sixth the area of the Australian continent) with a population of about 160,000 people. The study indicates that there are a comparatively large number of examples of co-operation between education and industry for such a small population and is optimistic about the future of such co-operation.
The Exploring Nature of Language Learning Strategies (LLSs) and Their Relationship with Various Variables with Focus on Personality Traits in the Current Studies of Second/Foreign Language Learning
Author: Fazeli, Seyed Hossein
Date: 2011-10-00
Type: Information Analyses
Subjects: Personality Traits,Second Languages,Learning Strategies,Second Language Learning,Personality,Language Teachers,Second Language Instruction,Language Processing,Teaching Methods,Predictor Variables

Since Language Learning Strategies (LLSs) have the potential to be "an extremely powerful learning tool" (O'Malley, Chamot, Stewner-Manzanares, Russo & Kupper, 1985a, p.43), the use of LLSs helps the learners retrieve and store material, and facilitate their learning (Grander & Maclntyre, 1992), they are sensitive to the learning context and to the learner's internal processing preferences, also they are an extremely important part of second/foreign language teaching and learning, and there is relationship between the frequent use of LLSs and achievement in the language (Bremner, 1999; Green & Oxford, 1995; Oxford & Burry-Stock, 1995), there is a need to understand what LLSs are, in what manner it is possible to teach them to learners, how learners choose to use them, and which variables affect the choice and use of them. A review of the relevant literature shows that there are various variables that affect the choice and use of LLSs. Personality traits are one predictor that  significantly influences success in learning a second language (Gass & Selinker, 1994). In the current study, the investigator aims to explore the nature of LLSs and their relationship to different variables.
Assessment 101: Assessment Made Easy for First-Year Teachers
Author: Bailey, Jennifer
Date: 2010-05-10
Type: Guides - Non-Classroom
Subjects: Student Evaluation,Portfolio Assessment,Elementary Secondary Education,Performance Based Assessment,Construct Validity,Teaching Guides,Teaching Methods,Curriculum Guides,Educational Philosophy,Evaluation Methods,Educational Objectives,Behavioral Objectives,Accountability,Testing,Measurement Techniques,Measurement Objectives,Test Construction,Test Interpretation,Test Validity,Textbook Content,Formative Evaluation,Summative Evaluation,Beginning Teachers,Educational Strategies,Educational Practices,Educational History,Educational Legislation

This handbook is designed as a quick reference for first-year teachers who find themselves in an assessment driven environment with little experience to help make sense of the language, underlying philosophy, or organizational structure of the assessment system. The handbook begins with advice on developing and evaluating effective learning goals/outcomes, provides a range of assessment techniques that include informal, formative and summative approaches, and offers teachers a reference for understanding the current K-12 assessment system from the national to school level structures. Two appendixes present: (1) Construct Validity; and (2) Enhancing Academic Excellence In Social Studies through Authentic Assessment and Portfolio Assessment (B. A. Adeyemi). A bibliography and glossary are also included.
Differentiation in Reading: Meeting the Needs of All Students
Author: Richardson, Jamie W.
Date: 2011-10-09
Type: Reports - Descriptive
Subjects: Individualized Instruction,Literacy,Reading Instruction,Teaching Methods,Instructional Effectiveness,Identification,Academic Ability,Cognitive Style,Grade 3

Differentiated instruction is a way to meet the instructional needs of all students. Students are met at their academic levels rather than given work that is above or below their level. Even though differentiation may appear to be something that is easily achieved, there are some who decide otherwise. Many educators are considered to be exemplary in their positions. They create interesting and innovating lessons that create a well-engaged environment. Even though these teachers are at the top of the list as superior educators, many still struggle with differentiating literacy instruction. Educators feel as if they are differentiating if they are using a particular instructional method. Even though a set format may be used, there is a concern to whether differentiation is actually being done. Based on the literature related to differentiating instruction in reading, it was discovered that educators are very much aware of the varying ability levels of students, but there is a need to see which strategies are working best for students.
Temperament as an Indicator of Language Achievement
Author: Salmani Nodoushan, Mohammad Ali
Date: 2011-00-00
Type: Journal Articles
Subjects: Speech Communication,Individual Characteristics,Personality Traits,Interviews,Foreign Countries,Statistical Analysis,Applied Linguistics,Personality Measures,Second Language Learning,English (Second Language),Language Proficiency,College Students,Extraversion Introversion,Language Tests,Oral Language

Language learning is a complex process that is controlled or influenced by a host of linguistic and non-linguistic factors. Some of these factors are the main concerns of psychologists rather than linguists. Ever since psychology began to develop in the 20th century, more and more individual characteristics were identified and defined. Eysenck's introduction of a way to measure temperament interested (applied) linguists, and some of them tried to investigate the influence of temperament on language learning. The present study, too, set out to investigate the probable effects of temperament on EFL speaking achievement. 139 Iranian intermediate-proficiency university students took the U-test, an IELTS-based structured interview, and the Eysenck Personality Test. They then took a speaking course. Another structured interview was conducted at the end of the course as the post-test. The results of a Mixed between-within Subjects Analysis of Variance (SPANOVA) indicated that introverts were advantaged in speaking achievement. The sanguine participants in the study outperformed the choleric ones who in turn outperformed the melancholic participants. The weakest results belonged to the phlegmatic participant group. Appended to this document is Normalized Scores for the Scales on the &quot;Eysenck Personality Test&quot; in Iran. (Contains 11 tables and 2 figures.)
What Is the Future of Learning in Canada?
Author: Canadian Council on Learning
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Early Childhood Education,Lifelong Learning,Educational Needs,International Education,Educational Policy,Postsecondary Education,Educational Planning,Educational Trends,Workplace Learning,Adult Education,Elementary Secondary Education,Canada Natives,American Indian Education,Government Role

In its final report to Canadians, the Canadian Council on Learning (CCL) reveals that Canada is slipping down the international learning curve. The needs in this area are stark. The potential rewards are enormous. But Canada is falling behind competitor countries and economies. It is on the wrong road and must make a dramatic change in the course it is taking. This final report summarizes the state of learning for each stage of the life cycle. This analysis of Early Childhood Education and Learning (ECEL) illustrates a paradox that runs through each phase of learning in this country: huge discrepancies between what Canadians purport to believe and the actual programs and practices to which they have access. The discrepancies are due to the dysfunctional relationships among governments and the consequent absence of national goals. This report describes the intergovernmental mechanisms that are required to ensure future learning success in Canada. It also recommends ways by which educators, learners, experts and civil society can link to those mechanisms in support of genuine national learning objectives. Appended are: (1) Toward a Pan-Canadian Framework for Post-Secondary Education; (2) Accord Intercantonal Sur L'Harmonisation De La Scolarite Obligatoire (Concordat Harmos); (3) CCL's Commitment to Lifelong Learning; and (4) A list of three conditions for CMEC and provincial/territorial ministers to be motivated to assume national responsibility. (Contains 5 tables, 1 diagram, 2 figures and 112 endnotes.)
Making Afterschool Programs Better. Policy Brief Number 11
Author: Huang, Denise
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Enrichment Activities,After School Programs,Politics of Education,Educational Policy,Program Improvement,Synthesis,Program Evaluation,Program Effectiveness,State Programs,Federal Programs,Guidelines,Best Practices,Interviews

The number of students attending afterschool programs has skyrocketed in recent years, currently serving an estimated 8.4 million children (Afterschool Alliance, 2009). Consequently, the demand for high quality afterschool programs, and to learn from successful ones, has never been greater. This &quot;Making Afterschool Programs Better&quot; policy brief, synthesizes the results from nearly 20 years of experience in evaluating afterschool programs. CRESST (National Center for Research on Evaluation, Standards, and Student Testing) evaluations include U.S. Department of Education supported 21st Century Community Learning Center programs, state-supported afterschool programs across California, and multiple evaluations of the LA's Better Educated Students for Tomorrow enrichment program. This brief is shared with the goal that others will benefit from CRESST's findings and recommendations; thus, providing an increasing number of children with a high quality afterschool program leading to exceptional learning and successful careers. (Contains 4 figures, 1 table and 1 footnote.)
Nebraska Higher Education Progress Report, 2011
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2011-03-08
Type: Numerical/Quantitative Data
Subjects: Higher Education,Graduation Rate,Dropout Rate,Educational Attainment,High School Graduates,Comparative Analysis,Migration,Statistical Data,Enrollment,Scores,College Entrance Examinations,College Freshmen,Race,Ethnicity,Student Financial Aid,School Holding Power,Student Mobility,Academic Persistence,State Legislation

This report provides the Nebraska Legislature with comparative statistics to monitor and evaluate progress toward achieving &quot;three key priorities&quot; for Nebraska's postsecondary education system: (1) Increase the number of students who enter postsecondary education in Nebraska; (2) Increase the percentage of students who enroll and successfully complete a degree; and (3) Reduce, eliminate, and then reverse the net out-migration of Nebraskans with high levels of educational attainment. These priorities were developed by the 2003 LR 174 Higher Education Task Force and are incorporated in subdivision (3) of Nebraska Revised Statutes Section 85-1428 (2008). This summary highlights the comparative analysis used to measure and evaluate performance in respect to each priority. Throughout this analysis, the latest available statistics are compared to the quantitative baselines established for the LR 174 Higher Education Task Force in 2004. The research findings in the 2011 Nebraska Higher Education Progress Report reflect modest annual changes in the state's postsecondary education system. Appended are: (1) Nebraska College Enrollments; (2) Actual and Projected Numbers of Nebraska High School Graduates; (3) Nebraska High School Graduation and Dropout Rates; (4) Nebraska Scores on ACT and SAT Student Assessments; (5) Nebraska College Continuation Rates; (6) Nebraska and Non-Nebraska, First-Time Freshmen Migration Data; (7) Nebraska First-Time Freshmen Enrollments by Race/Ethnicity; (8) Financial Aid Programs; (9) IPEDS Freshmen Retention Rates; (10) IPEDS College Graduation Rates; and (11) Estimated Nebraska Net Migration of 22- to 64-Year Olds. (Contains 97 figures and 90 tables.) [For &quot;Nebraska Higher Education Progress Report, 2010,&quot; see ED510230.]