ethanporcaro/eric-fulltext-meta huggingface dataset:
ACT Profile Report: State. Graduating Class 2016. Kansas
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Kansas' 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Illinois
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Illinois' 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Indiana
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Indiana 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Kentucky
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Kentucky's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Kansas Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Kansas: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Kansas' state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Indiana Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Indiana: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, special talking points, and ACT footprint. The remainder of the report provides data on Indiana's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Mississippi Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Mississippi: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Mississippi's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Maine Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Maine: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Maine's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Kentucky Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Kentucky: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Kentucky's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Transform: UNESCO-UNEVOC in Action. Biennial Report 2014-2015
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,Guidelines,Administrative Principles,Network Analysis,Organizational Objectives,Activities,Capacity Building,Skill Development,Skill Analysis,Daily Living Skills,Sustainable Development,Technology Integration,Technology Planning,Youth Programs,Heritage Education,Policy Formation,Participatory Research,Electronic Libraries,Electronic Publishing,Debate,Partnerships in Education,International Cooperation,Educational Policy,Knowledge Management,Scholarship,Skill Centers,Vocational Education,Foreign Countries

The Biennial Report presents a selection of UNESCO-UNEVOC's activities during 2014 and 2015. The activities contributed to UNESCO's sectoral priorities and programmatic objectives and assisted Member States to provide equitable, inclusive and quality education and promote lifelong learning for sustainable development. Importantly, the selected activities also illustrate some of the wider transformations that have occurred in the education sector, in part due to the development and adoption of the post-2015 development agenda. In 2014 and 2015 UNESCO-UNEVOC empowered the UNEVOC Network and engaged its members to co-develop the International Centre's work and activities and build up capacities within the network, with a specific focus on UNESCO-UNEVOC's thematic priorities: Greening TVET, ICT in TVET, and Youth and Skills. Capacity-development programmes started in 2015 promise to deliver outcomes that will enable UNEVOC Centres to contribute to the development of TVET on a national level, and to become regional and international leaders. A particular highlight was the organization of the Global Forum on &quot;Skills for Work and Life Post-2015&quot; held in Bonn, Germany, from 14 to 16 October 2014. Over 200 delegates from seventy-one UNESCO Member States, including eighty participants from sixty-two UNEVOC Centres, participated in discussions which helped inform and stimulate the global debate on TVET in the post-2015 development agenda. Annex 1 lists the Cluster Coordinators and Co-Coordinating Centres for each of the five UNEVOC Network regions for 2014 and 2015. Annex 2 lists UNESCO-UNEVOC workshops and conferences that were held during 2014 and 2015, but that were not reported on in the biennial report.
Teacher Professional Development by Selected Teacher and School Characteristics: 2011-12. Stats in Brief. NCES 2017-200
Author: Rotermund, Susan
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Faculty Development,Teacher Characteristics,Institutional Characteristics,Public School Teachers,Incidence,Teacher Collaboration,Elementary Secondary Education,National Surveys,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Teaching Experience,Rural Schools,Urban Schools,Suburban Schools,Time Factors (Learning),Statistical Analysis

This Statistics in Brief provides a snapshot of the state of teacher professional development activities among U.S. public school teachers using data collected through the 2011-12 Schools and Staffing Survey (SASS) Public School Teacher Questionnaire. This report relies on data provided by public school teachers about their professional development activities during the 2011-12 school year. The report focuses on public school teachers' responses to questions regarding the topics covered in their professional development activities; the amount of time spent in those activities in the last 12 months; the support they received for participation; and whether they engaged in less formal professional activities, such as working collaboratively with other teachers on instruction. The report examines each of these aspects of public school teachers' professional development not only nationwide but also by the level of the schools in which they taught, their years of teaching experience, and the locale in which they taught. The following are appended: (1) Data Tables; and (2) Standard Error Tables.
The Condition of College &amp; Career Readiness 2016: District of Columbia Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for District of Columbia: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on District of Columbia's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Idaho Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Idaho: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Idaho's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Louisiana Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Career Readiness,College Entrance Examinations,College Preparation,College Readiness,Ethnicity,High School Graduates,High School Students,Race,STEM Education,Student Behavior,Student Participation,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Louisiana: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Louisiana's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Iowa Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,College Preparation,College Readiness,Career Readiness,High School Graduates,High School Students,Race,Ethnicity,Student Behavior,Student Participation,STEM Education,Testing,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Iowa: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Iowa's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]