ethanporcaro/eric-fulltext-meta huggingface dataset:
Fewer Marriages, More Divergence: Marriage Projections for Millennials to Age 40
Author: Martin, Steven P.
Date: 2014-04-00
Type: Reports - Research
Subjects: Marriage,Generational Differences,Marital Status,Surveys,Age Differences,Prediction,Educational Attainment,Racial Differences,Trend Analysis,Ethnic Groups,Census Figures,Immigrants,Family Structure,Gender Differences,Community Surveys

Declining marriage rates suggest a growing fraction of millennials will remain unmarried through age 40. In this brief, we use data from the American Community Survey to estimate age-specific marriage rates and project the percentage of millennials who will marry by age 40 in different scenarios. We find that the percentage of millennials marrying by age 40 will fall lower than for any previous generation of Americans, even in a scenario where marriage rates recover considerably. Moreover, marriage patterns will continue to diverge by education and race, increasing the divides between mostly married &quot;haves&quot; and increasingly single &quot;have-nots&quot;. Two appendices are included: (1) Details of the Methodology; and (2) Marriage Trends in the Foreign-Born Population.
Trends in Student Financing of Undergraduate Education: Selected Years, 1995-96 to 2011-12. Web Tables. NCES 2014-013
Author: National Center for Education Statistics (ED)
Date: 2014-09-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Undergraduate Study,Educational Finance,Paying for College,Undergraduate Students,Tables (Data),Student Financial Aid,Parent Financial Contribution,Student Needs,Tuition,Fees,Institutional Characteristics,Student Characteristics

Between 1995-96 and 2011-12, the number of undergraduates attending postsecondary institutions in the United States increased from nearly 17 million to 23 million. The web tables presented in this report provide a comprehensive look over a 16-year period at the trends in how undergraduates enrolled in U.S. postsecondary institutions finance their education, presenting data from five administrations of the National Postsecondary Student Aid Study (NPSAS) conducted in the 1995-96, 1999-2000, 2003-04, 2007-08, and 2011-12 academic years. Results are presented for all undergraduates and then separately for those who attended four types of institutions: public 2-year, public 4-year, private nonprofit 4-year, and all for-profit institutions. Figures and tables are grouped into three major sections: (1) total price and total tuition; (2) financial aid receipt and amounts; and (3) net price, expected family contribution (EFC), and remaining need after taking into account all financial aid. Section 1 presents trends in the average total price of attendance and the average tuition and fees for undergraduates, by selected institutional and student characteristics. Each table presents data for all students and for students attending postsecondary institutions full time for the full year. Section 2 focuses on trends in undergraduate financial aid, showing the percentages of undergraduates receiving each major type of financial aid and the average amounts in current dollars received, by selected institutional and student characteristics. Section 3 focuses on trends in net price after accounting for financial aid. Both net price (after grant aid) and out-of-pocket net price (after total aid) are presented. The section also shows trends in expected family contribution (EFC), financial need, and remaining financial need after accounting for financial aid.
Teacher Residencies: Redefining Preparation through Partnerships
Author: Coffman, Ann Nutter
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Preservice Teacher Education,Student Teachers,Student Teaching,Residential Programs,Definitions,Academic Degrees,Program Development,Practicums,Field Instruction,Teaching (Occupation),Career Readiness,Models,Agency Role,Government Role

Teacher preparation plays a critical role in ensuring that teachers are prepared to lead and impact student learning from the first day they are responsible for student learning. The best way to ensure that every teacher is &quot;profession-ready&quot; from their first day as a teacher-of-record is for preparation programs to incorporate teacher residencies that go beyond what most consider the capstone student teaching experience. To examine this issue in depth and explore the Association's potential role in supporting, developing, and implementing teacher residencies, the National Education Association (NEA) convened a task force made up of teachers, local Association leaders, state Association leaders and staff, the NEA Student Program Chair, and the NEA Center for Great Public Schools Teacher Quality staff to delve into the concept of teacher residencies by addressing these guiding questions: (1) What is a teacher residency? (2) How might residencies work for all teacher candidates? (3) How would preparation programs change if residencies were required before teachers were assigned their own classrooms? (3) How would a residency program for a bachelor's degree student differ from one for a master's degree student? (5) What role might current teachers play in a residency program? (6) What should the role of the NEA and its local and state affiliates be in a residency? This report uses the work of this task force to make recommendations on how best to develop high-quality residency programs that promote more comprehensive preparation systems through the active engagement of stakeholders.
Comprehensive School Safety Initiative Report
Author: National Institute of Justice (NIJ) (DOJ)
Date: 2014-05-00
Type: Guides - General
Subjects: School Safety,Research,Program Effectiveness,Intervention,Pilot Projects,Databases,Federal Programs,Agency Cooperation,Guides,Justice,Crime,Delinquency,Technology Uses in Education,Public Agencies,Data Collection,Program Evaluation,School Surveys,Law Enforcement

The National Institute of Justice (NIJ) developed the Comprehensive School Safety Initiative in consultation with federal partners and Congress. It is a research-focused initiative designed to increase the safety of schools nationwide through the development of knowledge regarding the most effective and sustainable school safety interventions and programs. Ultimately, the Initiative's goal is to develop improved strategies and models for comprehensive school safety. The Comprehensive School Safety Initiative program plan consists of three major parts presented in this report: (1) Understanding the history of school safety programs nationwide; (2) Conducting independent research and evaluation; and (3) Testing the effects of various school safety interventions via pilot projects. The following are appended: (1) Federal Databases Related to School Safety; (2) Technology Assessment Plan; (3) Investigator-Initiated Research: The Comprehensive School Safety Initiative Solicitation; (4) Dear Colleague Letter for Investigator Initiated Solicitation; (5) Developing Knowledge About What Works to Make Schools Safe Solicitation; and (6) Dear Colleague Letter Developing Knowledge Solicitation.
Decreasing Dropout Rates for Minority Male Youth with Disabilities from Culturally and Ethnically Diverse Backgrounds
Author: Faircloth, Susan C.
Date: 2014-00-00
Type: Reports - Research
Subjects: Males,Minority Group Students,At Risk Students,Disabilities,Cultural Differences,Ethnic Groups,Dropout Rate,Dropout Prevention,Graduation Rate,American Indian Students,African American Students,Hispanic American Students,Culturally Relevant Education,Learner Engagement,Transitional Programs,Success,Barriers,Academic Persistence,Educational Policy,School Role,Family Role,Community Role,High School Students,Well Being,Incidence,Resilience (Psychology),Surveys

In a time when graduation rates are showing notable improvement among students of color and students with disabilities, there are still great challenges that remain. The National Dropout Prevention Center for Students with Disabilities has published a monograph that explores the problem of high school dropout rates among American Indian, African American, and Latino males with disabilities. Its purpose is to provide an in-depth look into the specific obstacles that impede this young population from graduating, while offering direction and articulating crucial changes that must be made to better serve these students. [Following the Introduction, this monograph is divided into three reports: (1) &quot;Factors Impacting the Graduation and Dropout Rates of American Indian Males with Disabilities&quot; (Susan C. Faircloth); (2) Decreasing the Dropout Rates for African American Male Youth with Disabilities&quot; (Ivory A. Toldson); and (3) &quot;Latino Males with Disabilities and School Dropout&quot; (Robert Lucio). This report was edited by Mary Grady and Loujeania Williams Bost.]
NOAA Education Partnerships 2013 Portfolio Review. Final Report
Author: Payne, Diana L.
Date: 2014-11-00
Type: Reports - Research
Subjects: Portfolios (Background Materials),Partnerships in Education,Participative Decision Making,Documentation,Surveys,Case Studies,Portfolio Assessment,Mixed Methods Research,Higher Education,Museums,Community Resources,State Programs,Institutional Cooperation,Oceanography

This Partnerships Working Group (PWG) study responds to recommendations from the National Research Council's (NRC) NOAA's Education Program: Review and Critique (2010) for NOAA to better understand how NOAA Education partnerships are formed, fostered, sustained, and evaluated. The NRC report noted that while partnerships were mentioned as a means of achieving NOAA Education strategic goals and objectives, &quot;there is limited evidence that current evaluations conducted by NOAA account for the influence of partnerships in achieving outcomes and impacts. In addition, most evaluations do not attempt to observe the underlying partnership or explore this as a factor in assessment&quot; (p. 124). The goal of this study is to provide information and recommendations for the NOAA Education Council (Council) and NOAA Education community to use in making strategic decisions regarding NOAA Education partnerships. The PWG was formed to conduct a Partnerships Portfolio Review (PPR). The PWG was charged with reviewing and evaluating a portfolio of NOAA Education partnerships. To carry out this charge, the PWG reviewed existing documents, revised and implemented a survey, and developed case studies. From this analysis, the group identified important elements of successful partnerships that can be used to evaluate existing partnerships and inform the development of future partnerships. The lessons learned from this review inform a set of actionable recommendations for the Council to consider. The PWG conducted the evaluation study from January 2013 to February 2014. The evaluation approach was a participatory process, focusing on the involvement of staff from multiple programs in the evaluation of NOAA Education partnerships with the support of professional evaluators. This approach is called a portfolio review.
Forum Guide to School Courses for the Exchange of Data (SCED) Classification System. NFES 2014-802
Author: National Forum on Education Statistics (ED)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Information Systems,Classification,Information Management,Guides,Best Practices,Information Dissemination,Standards,State Departments of Education,Community Colleges,Courses,College Admission,Required Courses,Coding,Postsecondary Education,Higher Education

An individual student's educational experience often includes multiple transitions: progressing through K12 school levels, transitioning to postsecondary education or the workforce, and sometimes changing schools. It is important for both the student and the school systems that course information be easily understood and transferrable through each transition. Moreover, education stakeholders, including administrators, content-area organizations, postsecondary admissions officers, and researchers, are increasingly interested in comparing course offerings across schools. The School Courses for the Exchange of Data (SCED) Classification System was developed to meet the need for common, widely understood, standardized course codes that can be used to compare course information, maintain longitudinal data about students' coursework, and efficiently exchange course-taking records. This guide was developed by the National Forum on Education Statistics (Forum) to accompany the release of SCED Version 2.0 Course Codes at http://nces.ed.gov/forum/SCED.asp. It includes an overview of the SCED structure and descriptions of the SCED Framework elements, recommended attributes, and information for new and existing users on best practices for implementing and expanding their use of SCED. Additional information including the option set, format, and CEDS ID of each element is included in the Common Education Data Standards (CEDS). The content of this guide builds on previous work, including the 2007 document &quot;Secondary School Course Classification System: School Codes for the Exchange of Data&quot; (ED515113) and the 2011 expansion &quot;Prior-to-Secondary Course Classification System: School Codes for the Exchange of Data&quot; (ED514893). [This guide was developed through the National Cooperative Education Statistics System and funded by the National Center for Education Statistics (NCES) of the U.S. Department of Education. The SCED Working Group of the National Forum on Education Statistics produced this document.]
Programs of Study as a State Policy Mandate: A Longitudinal Study of the South Carolina Personal Pathways to Success Initiative. Unabridged Final Technical Report (Years 1-5)
Author: Hammond, Cathy
Date: 2014-09-00
Type: Reports - Research
Subjects: Dropout Prevention,Student Needs,Elementary Secondary Education,Postsecondary Education,Higher Education,Educational Change,Success,Intervention,College Readiness,Career Readiness,Academic Standards,Program Effectiveness,State Policy,High Schools,Career Counseling,School Counseling,Career Education,Technical Education,Educational Legislation,Federal Legislation,Vocational Education,Interviews,Risk,Poverty,Career Planning,Policy Formation,Focus Groups,Hypothesis Testing,Economic Development

This final report presents findings from data collection and analysis conducted during a five-year study by the National Dropout Prevention Center (NDPC) at Clemson University, in conjunction with colleagues from the National Research Center for Career and Technical Education (NRCCTE) at the University of Louisville. This project was one of three NRCCTE studies intended to increase knowledge about Perkins IV-defined Programs of Study (POS) and their development; how best to organize a POS to meet the needs of students, parents, schools, and the community; and the impact of POS on student outcomes. This study examined a statewide K-16 school reform act, the &quot;Personal Pathways to Success Initiative,&quot; which was designed to focus on college and career readiness through a combination of high academic standards with career-focused education. The study's goals were to measure specific impact related to the state policy and the development of POS. This study examined the policy in its early implementation years and in the context of high school. The report begins with a summary of some of the relevant research on career-focused education, CTE reform, and counseling and guidance in CTE and programs of study. Then, it offers a brief overview of the South Carolina policy framework. The design of the study and the study sites are then described, followed by a discussion of statewide policy implementation and outcomes. The bulk of the report describes in detail observations across sample schools and contains five sections that focus on: (1) policy implementation and student outcomes, (2) evidence found at sample schools on programs of study and their influence on student outcomes, (3) possible relationships between the policy and development of programs of study, (4) the influence of local economic resources on both policy and programs of study implementation, and (5) school-level graduation rates and their relationships to policy or programs of study implementation. Next, there is a brief description of challenges the team faced in trying to &quot;count&quot; Perkins IV-type programs of study at sample schools. The final two sections summarize major findings and the key themes that emerged from these, as well as implications of study findings for further research, for practitioners, and for policymakers. &quot;Resulting Papers and Presentations on Study Findings&quot; can be found in Appendix C.
The Roles and Needs of Families of Adolescents with ASD
Author: Smith, Leanne E.
Date: 2014-00-00
Type: Journal Articles
Subjects: Family Needs,Family Role,High School Students,Pervasive Developmental Disorders,Autism,Best Practices,Transitional Programs,Research Needs,Adolescent Development

The transition of a student out of high school and into the adult world can be a stressful time for many families of high school students. This major life transition can be particularly challenging for students with autism spectrum disorder (ASD)and their families. In this article, we first discuss the roles of families in the transition process for their son or daughter with ASD. Next, we present literature on the unique needs of families of adolescents with ASD during the transition to adulthood. Finally, we highlight current research on best practices for supporting transition-age students and their families as well as discuss future directions for research and practice. [This paper was published in &quot;Remedial and Special Education,&quot; (EJ1021070).]
Supporting Independence in Adolescents on the Autism Spectrum
Author: Hume, Kara
Date: 2014-00-00
Type: Journal Articles
Subjects: Adolescents,Pervasive Developmental Disorders,Autism,Behavior Modification,Positive Reinforcement,Behavior Problems,Educational Environment,Skill Development,Student Behavior,Executive Function,Interpersonal Competence,Intervention,Student Characteristics,High School Students,Positive Behavior Supports,Evidence Based Practice

The development of independent behavior is a critical, challenging process for all youth as they pass through the high school environment into adulthood. Although most high school students gain skills related to independence, the independent behaviors of their peers with autism spectrum disorder (ASD) plateau and decline. These skill deficits and resulting poor post-secondary outcomes for students with ASD highlight the great need for programming in this area. This article begins by defining independence and the influence of independence on post-secondary outcomes, and explores the factors that contribute to the difficulties in independence for individuals with ASD. Then, a review of school-wide positive behavior support and focused evidence-based practices (EBPs) related to independence is presented. Recommendations are made for practitioners and caregivers implementing interventions intended to support student independence, and recommendations for future research and practice are offered. [This paper was published in &quot;Remedial and Special Education,&quot; (EJ1021071).]
Applying an Implementation Science Framework for Adoption of a Comprehensive Program for High School Students with Autism Spectrum Disorder
Author: Odom, Samuel L.
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Program Implementation,High School Students,Transitional Programs,Evidence Based Practice,Student Needs,Comprehensive Programs,Professional Development,Interpersonal Competence,Self Determination,Social Sciences,Intervention,Teamwork,Program Development,Coaching (Performance),Readiness,Adolescents

Post-school outcomes for adolescents and young adults with autism spectrum disorder (ASD) are exceedingly poor. The convergence of adolescence as a development period, the expression of ASD during adolescence, and the complicated logistic nature of high schools create a perfect storm of complexity that may pose challenges and establish barriers to providing an effective secondary education program. Given this complexity, addressing learning needs for adolescents with ASD and improving post-school outcomes requires a comprehensive approach. In this article, the authors describe a set of implementation science principles and practices that could be employed in supporting the adoption and implementation of a comprehensive program for high school students with ASD. The program developed by the Center on Secondary Education for Students With Autism Spectrum Disorder(CSESA) serves as a case example of how such principles and practices may be employed in program planning and implementation. [This paper was published in &quot;Remedial and Special Education,&quot; (EJ1021022).]
Equipping Youth with Autism Spectrum Disorders for Adulthood: Promoting Rigor, Relevance, and Relationships
Author: Test, David W.
Date: 2014-00-00
Type: Journal Articles
Subjects: Pervasive Developmental Disorders,Autism,Adolescent Development,Transitional Programs,Interpersonal Relationship,Relevance (Education),High School Students,Special Education,Job Skills,Independent Living,Career Development,Recreation,Leisure Time,Self Determination,Peer Relationship,Family Relationship,Teamwork,Community,Needs Assessment,Planning

Equipping students with ASD for a good life after high school is the overarching goal of secondary special education services and supports. In this paper, we review important elements of effective transition education for adolescents with ASD. First,we review recent findings related to the post-school employment, education, and independent living outcomes of young adults with ASD. Next, we describe a framework for addressing three important aspects of secondary schooling: rigor, relevance, and relationships. At present, an emphasis on promoting rigor, relevance, and relationships offers a promising approach for addressing the multifaceted needs of youth and young adults with ASD. Rigor, relevance, and relationships should not be viewed as distinct or competing priorities, but as essential, inseparable elements of comprehensive transition education for students with ASD. We conclude with research and policy recommendations for improving the impact of transition service delivery for students with ASD. [This paper was published in &quot;Remedial and Special Education,&quot; (EJ1021027).]
Collaboration on Procedural Problems May Support Conceptual Knowledge More than You May Think
Author: Olsen, Jennifer K.
Date: 2014-06-00
Type: Speeches/Meeting Papers
Subjects: Intelligent Tutoring Systems,Elementary School Students,Fractions,Cooperative Learning,Correlation,Interaction Process Analysis,Protocol Analysis,Transcripts (Written Records),Problem Solving,Grade 4,Grade 5,Teaching Methods

While collaborative Intelligent Tutoring Systems (ITSs) have been designed for older students and have been shown to support sense-making behaviors, there has not been as much work on creating systems to support collaboration between elementary school students. We have developed and tested, with 84 students, individual and collaborative versions of an ITS that supports students' learning of equivalent fractions. The current paper presents preliminary data analysis focused on understanding what design patterns are associated with sense-making behaviors. Triangulating between log data, eye-tracking data, and transcript data, we find evidence of sense-making behaviors for students who work collaboratively on procedural problems as shown by a correlation of increased levels of joint visual attention and conceptual learning gains, longer time spent on hints compared to students working individually, and example di-alogue. Future work will examine collaborative episodes more closely to isolate design features that are beneficial for elementary school students.