ethanporcaro/eric-fulltext-meta huggingface dataset:
Audience Insights: Communicating to Teens (Aged 12-17)
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Adolescents,Cohort Analysis,Audience Awareness,Health Behavior,Communication Strategies,Marketing,Science and Society,Influence of Technology,Interpersonal Competence

CDC's Marketing and Communication Strategy Branch (MCSB) in the National Center for Health Marketings Division of Health Communication and Marketing divides audiences into segments with similar needs, preferences, and characteristics and provides CDC programs with audience-specific information, marketing expertise, and communication planning. To develop "Audience Insights", secondary data is collected and analyzed from CDC-licensed consumer databases, books, articles, and the Internet. "Audience Insights" can help readers to communicate more effectively with their audience in order to influence their behavior. This issue of Audience Insights provides insights into how teens think and how their health behaviors reflect their economic, racial, gender, and geographic disparities. Ideas for effective communication with them are also offered.
Two Decades of JDAI: From Demonstration Project to National Standard. A Progress Report
Author: Mendel, Richard
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Juvenile Courts,Standards,Demonstration Programs,Juvenile Justice,Program Effectiveness,Organizational Change,Program Descriptions,Models,Critical Path Method,Change Strategies,Agency Cooperation,Research Reports

Launched in the 1990s by the Annie E. Casey Foundation as a five-site demonstration project, the Juvenile Detention Alternatives Initiative (JDAI) has steadily swept the country in recent years and is on track to become the standard of practice for how local justice systems nationwide handle the critical front end of the juvenile court process. This report documents JDAI's recent progress both in reforming juvenile detention practices nationwide and also in contributing to the larger movement for more comprehensive reforms in juvenile justice. This report discusses the following: (1) why juvenile detention reform matters; (2) how JDAI works; (3) how widely the JDAI model is being replicated nationwide; (4) the participating sites that have been achieved through detention reform; (5) how detention reform has stimulated or supported broader changes in juvenile justice; and (6) the future challenges for JDAI. (Contains 18 figures and 15 endnotes.)
Reform the Nation's Juvenile Justice System. Issue Brief
Author: Annie E. Casey Foundation
Date: 2009-01-00
Type: Reports - Evaluative
Subjects: Crime,Juvenile Justice,Federal Government,Change Strategies,Government Role,Organizational Change,Correctional Institutions,Correctional Rehabilitation,Crime Prevention,Public Policy,Federal Legislation

Across the nation, juvenile courts and corrections systems are littered with poorly conceived strategies that increase crime, endanger young people and damage their future prospects, waste billions of taxpayer dollars, and violate people's deepest held principles about equal justice under the law. While juvenile justice is largely a state and local responsibility, the federal government can and should make a crucial contribution. Often, states and localities lack the financial resources and technical know-how to reform their juvenile programs and practices, and they have long looked to Washington for guidance. Indeed, since the Juvenile Justice and Delinquency Prevention Act (JJDPA) was passed in 1974, Washington has often played a vital role in setting minimum standards, conducting and disseminating research on best practices, and providing funding to help states and localities improve their juvenile systems. Unfortunately, in recent years the federal government's role in juvenile justice has suffered due to inattention and drift. With the landmark JJDPA up for reauthorization in 2009, the Obama administration has an unparalleled opportunity to use the resources and influence of the federal government to jumpstart a long-overdue renaissance in the nation's approach to adolescent crime. This brief offers recommendations for reforming the nation's juvenile justice system.
Using Media Advocacy to Promote Detention Reform: A Practice Guide to Juvenile Detention Reform
Author: Annie E. Casey Foundation
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Mass Media Role,Reference Materials,Juvenile Justice,Mass Media Use,Advocacy,Guides,Change Strategies,Social Change,Interviews,Public Opinion,Consciousness Raising,Communication Strategies

Written specifically for juvenile justice advocates and officials, this handbook provides step-by-step media approaches to promote the system reforms achieved through the Juvenile Detention Alternatives Initiative (JDAI). Those interested in learning all the nuts and bolts of media advocacy may choose to read this guide from cover to cover. Others may want to quickly reference tips on a specific subject, for example, preparing for a TV interview or submitting an opinion piece (op-ed) to a local newspaper. This practice guide is designed to meet the needs of both types of readers. This practice guide also provides an overview of how the media can help achieve reform goals; offers tips on how to coordinate a proactive media campaign and create a winning public message that resonates; and outlines the time-tested details of writing a press release, giving an interview, and getting a message out. A list of examples of positive coverage is appended. (Contains 15 resources.)
Getting Back on Track: Effects of a Community College Program for Probationary Students
Author: Scrivener, Susan
Date: 2009-04-00
Type: Reports - Evaluative
Subjects: Community Colleges,Multicampus Colleges,At Risk Students,Academic Probation,College Programs,Study Skills,Goal Orientation,Educational Improvement,Outcomes of Education,Control Groups,School Counselors,Program Evaluation

As part of MDRC's multisite Opening Doors demonstration, Chaffey College, a large community college in Southern California, ran two versions of a program that was designed to improve outcomes among students who are on probation. Both versions offered a &quot;College Success&quot; course, taught by a college counselor, which provided basic information on study skills and the requirements of college. The original program, called &quot;Opening Doors,&quot; was a one-semester, voluntary program. The other version, called &quot;Enhanced Opening Doors&quot; in this report, was a two-semester program, in which students were told that they were required to take the College Success course. In 2005, students were randomly assigned either to a program group that was eligible for Opening Doors or to a control group that received standard college courses and services. In 2006, a second group of students was randomly assigned to estimate the impacts of Enhanced Opening Doors. This report describes the findings for both programs, which include the following: (1) Chaffey's original, voluntary Opening Doors program did not meaningfully affect students' academic outcomes; (2) In contrast, the Enhanced Opening Doors program, with its message of required participation, improved students' academic outcomes; and (3) Analyses suggest that the greater success of Enhanced Opening Doors might have been driven by the higher rate of participation in the College Success course. Following the study, Chaffey committed to institutionalizing a revised version of Enhanced Opening Doors to more fully implement and enforce the college's probation and dismissal policies, and built upon its experiences in the Opening Doors demonstration to develop a voluntary program, called &quot;Smart Start,&quot; for new students who are at risk of experiencing difficulties. Appendices include: (1) Supplementary Tables for Chapter 2; (2) Survey Response Analysis; (3) Description of Scales Presented in Chapter 3; (4) Supplementary Tables for Chapter 4; (5) Description of Scales Presented in Chapter 4; (6) Supplementary Tables for Chapter 5; and (7) Supplementary Tables for Chapter 6. (Contains 46 tables, 8 figures, 5 boxes, and 4 footnotes.)[ Other sponsoring agencies include: The Kresge Foundation, Sandler Foundation, and The Starr Foundation.
Helping Adults Succeed in Postsecondary Education: A Policy Framework. Kentucky Adult Learner Initiative
Author: Kentucky Council on Postsecondary Education
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Adult Learning,Adult Students,Barriers,Educational Opportunities,Alignment (Education),Change Strategies,State Programs,Improvement Programs,Developmental Studies Programs,Student Needs,Educational Policy

To become more economically competitive and reap the benefits of postsecondary educational levels, Kentucky has set a very ambitious goal to double the number of bachelor's degree holders by 2020. Clearly, increasing the college-going rate of working-age adults is an important strategy in the state's efforts to produce more degree holders. The Kentucky Adult Learner Initiative, which is funded by Lumina Foundation for Education, seeks to align the state's postsecondary policies with the needs of adult learners, with the ultimate goal of increasing the number of adults with college degrees. As part of this initiative, working groups were formed to address three major policy issues identified by the Council's research--credit for prior learning, flexible academic programming, and financial aid. Because all stakeholders must work together to help adult learners meet their educational goals, working groups included representatives from CPE, public and postsecondary institutions, the Kentucky Higher Education Assistance Authority, the General Assembly, and the private sector. The groups met monthly in the summer and fall of 2008 to devise recommendations to make Kentucky's postsecondary education system more responsive to the needs of adult learners. This document presents a list of recommendations developed by the working groups. All recommendations address the barriers of access, affordability, and aspiration in different ways. Taken together, these recommendations will help surmount those barriers and enable adults in Kentucky to continue their education, achieving the goal of doubling the numbers.
School Restructuring: What Works When? A Guide for Education Leaders
Author: Hassel, Emily Ayscue
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Change Strategies,School Restructuring,Educational Change,Best Practices,Effective Schools Research,Educational Improvement,Improvement Programs,Organizational Change,Critical Path Method,Administrator Guides

Studies of high-performing schools, where all students learn more than similar students in other schools, show common design elements. These elements are comprehensive, affecting the whole school, and include: (1) Clear mission guiding daily activities; (2) High, unyielding expectations that all students will learn; (3) Frequent monitoring of student progress; (4) Responsive approaches for struggling students; (5) Current, researched-based instructional techniques; (6) Uninterrupted and adequate time on core subjects; (7) Safe and orderly environment; (8) Strong home-school connection; and (9) Strong leadership and management practice. In chronically struggling schools--schools where most students or very large subgroups of students are failing--many of these elements typically are missing. In many cases, it is not a matter of not knowing about them, but rather one of not implementing them. The purpose of this guide is to help chronically struggling schools restructure. Restructuring means making major, rapid changes that affect how a school is led and how instruction is delivered. The guide translates research into practical decision-making tools that include process steps. It also offers a realistic consideration of strengths and constraints in a wide variety of school districts. The guide may be used by any district or state choosing change strategies for schools where large, swift improvement is needed to meet students' academic needs. It also may be used by districts considering school restructuring to meet the requirements of No Child Left Behind (NCLB). Education Leaders' Summary is appended. (Individual chapters contain references and list resources.) [Dana Brinson authored the successful restructuring vignettes. Other Public Impact contributors included: Jacob Rosch, Lauren Morando Rhim, and Amy Way. Warger, Eavy and Associates produced this guide.]
Integrating Technology into the Curriculum for &quot;At-Risk&quot; Youth
Author: McCall, Denise
Date: 2009-04-00
Type: Dissertations/Theses - Masters Theses
Subjects: Independent Study,At Risk Students,Educational Technology,Best Practices,Technology Uses in Education,Technology Integration,Teacher Expectations of Students,Visual Aids,Epistemology,Classification,Computer Software

This Independent Learning Project (ILP) discusses the best practices in educational technology to improve the behavior, instruction, and learning of at-risk youth, for whom technology offers unique opportunities. Research is compiled from numerous scholarly print and online sources. A guide for teachers provides detailed strategies, software tutorials and specific resources for integrating technology into the curriculum. [Master's Thesis, Cambridge College.]
The Influence of Noncognitive Domains on Academic Achievement in K-12. Research Report. ETS RR-09-34
Author: Lee, Jihyun
Date: 2009-11-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Academic Achievement,Learning Strategies,Student Participation,Student Motivation,Student Behavior,Educational Environment,Reading Achievement,Mathematics Achievement,Teacher Influence,Teacher Characteristics,Principals,Leadership Responsibility,Social Environment,Social Influences,Student Attitudes,Time Management,Test Wiseness,Help Seeking,Homework,Notetaking,Teacher Expectations of Students,Teacher Effectiveness,Collegiality,Parent Participation,Peer Influence,Affective Behavior

This paper identifies three noncognitive domains relevant for academic achievement in K-12--  student engagement, behavioral learning strategies, and school climate. The paper also documents empirical findings that show relationships between these three noncognitive domains and academic achievement, especially in the areas of reading and mathematics. (Contains 1 table, 1 figure, and 1 note.)
National Education Standards: Getting beneath the Surface. Policy Information Perspective
Author: Barton, Paul E.
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: National Standards,Academic Standards,Educational Policy,Policy Formation,Accountability,Responsibility,Conflict,Academic Achievement,Differences,Curriculum,Federal Legislation,Educational Legislation,National Competency Tests

This report discusses issues involved in the debate over whether the United States should have national education standards, what must be considered in creating such standards, what problems must be addressed, and what trade-offs might be required among conflicting objectives. The first section provides a short summary of developments in education over the past couple of decades. The current movement toward common standards has not suddenly appeared, but comes with a history of starts and stops--evidence that a clear and lasting consensus has not yet emerged. Next follows information about who has been saying what about bringing national standards into existence; then, what advocates and detractors mean when they talk about standards. Often, their meanings differ. Many people have indeed given serious thought to the standards issue, and collaborations have developed to find commonality. This report summarizes progress on that front. The &quot;Recognizing Variation&quot; section picks up on one of the hot topics of today. Underlying the effort for standards and commonality is an understanding of the significant variations nationwide in curriculum, content, and assessment quality. This report addresses three distinct kinds of variation: &quot;content/curriculum,&quot; &quot;performance standards,&quot; and &quot;student achievement,&quot; the latter of which is typically expressed in terms of a cut-score on a test. Discussions of standards have not always identified which set of variations are being addressed, thereby not fully identifying what needs fixing. Comprehending the complexity of all three variations is important to the standards discussion, as differences within each type can be extraordinary. Finally, this report advances some of the choices that need to be made, risks that those choices will entail, and difficulties that will be involved in achieving common standards. Many of these issues arise from the country's long history of building its education system from the ground up and at the local level, as well as from the great diversity of local and state populations and their economies. (Contains 2 tables, 2 figures and 35 footnotes)
Preschool Education: New Jersey and the Nation. Policy Notes. Volume 17, Number 2, Summer 2009
Author: Belfield, Lisa
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Preschool Education,Educational Testing,Public Policy,Conferences (Gatherings),Public Officials,Teachers,Educational Researchers,Educational Trends,Trend Analysis,School Readiness,Achievement Gap

A child's chance for success in school and in life can be greatly enhanced by their participation in a high-quality preschool program. This message was made loud and clear by participants in a policy forum, &quot;Preschool Education: New Jersey and the Nation,&quot; sponsored by Educational Testing Service (ETS), the New Jersey Department of Education and the Public Education Institute of Rutgers University. The policy forum attracted more than 150 policymakers, educators and researchers who came together to examine some of the most significant trends and policies regarding the state of preschool in New Jersey and in the United States. This issue of &quot;ETS Policy Notes&quot; provides an overview of the issues, research and insights discussed during the policy forum. (Contains 5 figures and 1 table.) [This article was edited by Richard J. Coley and Eileen Kerrigan.]
Constructed-Response Test Questions: Why We Use Them; How We Score Them. R&amp;D Connections. Number 11
Author: Livingston, Samuel A.
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Testing,Standardized Tests,Multiple Choice Tests,Laboratory Experiments,Questioning Techniques,Feedback (Response),Scoring Rubrics,Task Analysis,Measurement Objectives,Gender Differences,Responses,Information Technology

To many people, standardized testing means multiple-choice testing. However, some tests contain questions that require the test taker to produce the answer, rather than simply choosing it from a list. The required response can be as simple as the writing of a single word as complex as the design of a laboratory experiment to test a scientific hypothesis. These types of test questions, taken together, are referred to as &quot;constructed-response&quot; questions. This issue of &quot;ETS R&amp;D Connections&quot; discusses the following: (1) the kind of information that can be obtained from constructed-response questions that cannot be obtained from multiple-choice questions; (2) how test-takers' responses are translated into numerical scores; and (3) the limitations of constructed-response questions, and how the recent technological developments are helping some of those limitations.
Hispanicity and Educational Inequality: Risks, Opportunities and the Nation's Future. Tomas Rivera Lecture Series
Author: Tienda, Marta
Date: 2009-03-00
Type: Opinion Papers
Subjects: Higher Education,Equal Education,Population Growth,Disproportionate Representation,Baby Boomers,Educational Trends,Hispanic American Students,At Risk Students,Racial Bias,Educational Opportunities,College Students,Ethnic Diversity,Aging (Individuals),Whites,Barriers,Access to Education,Achievement Gap,Demography,Racial Composition,Trend Analysis,Immigration,Age Differences,Graduation Rate,High School Graduates,College Graduates,Asian Americans,African Americans,College Preparation,Enrollment Trends

This publication reproduces the keynote address delivered by the author at the annual conference of the American Association of Hispanics in Higher Education (AAHHE) in March 2009, in San Antonio, Texas. In her essay, the author discusses the significance of the growing Hispanic presence through the lens of education. To frame the challenges--and promises--of Hispanics' educational futures, she first provides a demographic retrospective, which brings into focus several features that bear on the demand for education and contours of inequality. These include the pace of population growth and diversification; the unprecedented generational transition; and aging of the majority White population. Subsequently, she provides a broad overview of recent educational trends and differentials, and discusses barriers and bottlenecks undergirding Hispanics' underrepresentation in higher education. In the interest of parsimony, she does not dwell on differences among Hispanic national origin groups. Instead, she emphasizes comparisons by nativity because these are particularly salient for understanding contemporary and future contours of educational inequality. The concluding section discusses the social and economic significance of the burgeoning second generation. To underscore the urgency of closing Hispanic-White educational achievement gaps, she considers demographic projections that highlight future challenges for the nation as the baby boom generation retires from the labor force. (Contains 14 figures, 2 tables and 5 footnotes.) [The research on which this lecture was based was supported by grants from the Ford, Mellon, Hewlett and Spencer Foundations, and benefited from research conducted for the Panel on Hispanics sponsored by the National Academy of Sciences, which the author chaired.]