ethanporcaro/eric-fulltext-meta huggingface dataset:
The Illinois Class of 2002 and Gender: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-3
Author: Brown, Kathleen Sullivan
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Gender Differences,Institutional Characteristics,Equal Education,Females,Males,Postsecondary Education,Public Schools,High School Graduates,Followup Studies,Educational Trends,Enrollment Rate,Graduation Rate,Academic Persistence,Data Analysis,Enrollment Trends,Higher Education,Educational Attainment,Student Characteristics,High School Students,Cohort Analysis,Correlation,Gender Issues

This longitudinal study focuses on a new generation. Members of the high school class of 2002 were born in the years 1983 and 1984. In order to situate their lives in historical context, it is helpful to think back to some of the major events in the lives of these young Illinois citizens. This analysis of the cohort of 2002 provides leaders of Illinois institutions of higher education with information about the gendered patterns of enrollment and successful completion at educational institutions of different types. If evidence shows that the gender disparities in education can be addressed, it is possible that other disparities may follow suit and the state can point to a more equitable system for all learners. The authors display data by fall, spring, and summer semesters to capture the annual rhythms of educational participation. (Contains 15 figures and 1 table.)
The Illinois Class of 2002 and Parent Income: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-4
Author: White, Bradford R.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Family Income,High School Graduates,Associate Degrees,Grade 11,Standardized Tests,Public Schools,State Standards,Scores,Student Characteristics,Postsecondary Education,Enrollment Trends,Graduation Rate,Outcomes of Education,Academic Persistence,Educational Attainment,Longitudinal Studies,Bachelors Degrees,Socioeconomic Influences,In State Students,Out of State Students

In 2001, Illinois began administering the ACT (American College Testing) test to all 11th graders in Illinois public schools as part of the Prairie State Achievement Exam (PSAE). For the first time, ACT scores and background information were available for most public-school students who would be completing high school one year later, rather than just those who elected to take the test because they were expecting to apply to a postsecondary institution that asked for ACT scores. The authors refer to this cohort of public high school graduates as the Illinois Class of 2002. In this study, they use a unique dataset combining student ACT scores and background information with postsecondary enrollment and completion information from the National Student Clearinghouse (NSC), Illinois Community College Board (ICCB), and the Illinois Shared Enrollment and Graduation (ISEG) to track the Illinois Class of 2002 on their journeys into higher education throughout the country. The goal of this longitudinal project is to understand students' transitions from high school to college and their persistence and attainment over time. They plan to follow the cohort for six years, through the 2007-08 academic year. Overall, findings reveal that students with higher income parents were more likely to complete baccalaureate degrees, while students with lower income parents were more likely to earn certificates or associate degrees. (Contains 16 figures and 1 table.)
The Illinois Class of 2002 and Race/Ethnicity: A Descriptive Summary Four Years after High School. Policy Research: IERC 2009-5
Author: Brown, Kathleen Sullivan
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Court Litigation,Educational Policy,Racial Differences,Postsecondary Education,Public Schools,High School Graduates,Followup Studies,Educational Trends,Enrollment Rate,Graduation Rate,Academic Persistence,Data Analysis,Enrollment Trends,Higher Education,Educational Attainment,Student Characteristics,High School Students,Cohort Analysis,Correlation,Ethnic Groups,Equal Education,School Desegregation,Desegregation Effects,Racial Integration,Civil Rights Legislation,African American Students,American Indians,Asian American Students,Hispanic American Students,White Students,Multiracial Persons,Alaska Natives

The Illinois High School Class of 2002 is part of the third generational wave of American students following the landmark Supreme Court decision in &quot;Brown v. Board of Education of Topeka,&quot; which outlawed segregation in public education. This longitudinal study allows the authors to examine the long-term impacts of this monumental education and legal policy in the state of Illinois. An examination of data on how students of various races and ethnicities participate in public and private postsecondary education can provide insights into their subsequent success and challenges in pursuing the American Dream through educational advancement. Presented are results for the cohort as a whole. The authors display data by fall, spring, and summer semesters to capture the annual rhythms of educational participation. (Contains 16 figures and 2 tables.)
Meeting Mathematics Standards with a Deck of Playing Cards
Author: McAllister, Deborah A.
Date: 2010-03-03
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Educational Games,Manipulative Materials,Experiential Learning,Academic Standards,Teaching Methods,Mathematics Skills,Mathematical Concepts,Learning Activities

The activities contained in this document have been presented at several conference sessions. Participants engaged in hands-on activities for Grades 3 through 8 that utilized a deck of playing cards to meet mathematics content and process standards. Activities included variations of card games, but with a mathematical twist, and other card-based tasks. Games and activities include the following: Integer War, Fraction War, Salute, 24 with Playing Cards, Set with Playing Cards, Area, Quiz Time, and Attribute Eights. Objectives for conference sessions included the following: (a) to use a deck of playing cards to illustrate concepts in mathematics, (b) to correlate activities to both content and process standards, (c) to discuss the place of this activity in the classroom and in preservice education, and (d) to provide participants with a set of low-cost activities which have been prepared for classroom implementation. The activities are also presented at the following Web address: http://oneweb.utc.edu/~deborah-mcallister/deckofcards.html.
Estimating the Labor Market Signaling Value of the GED
Author: Tyler, John H.
Date: 2000-06-00
Type: Reports - Research
Subjects: High School Equivalency Programs,Labor Market,Education Work Relationship,Economic Impact,Income,Whites,Minority Groups,Dropouts,Human Capital,Research Methodology,Bias

While many previous studies have examined the economic impact of the General Educational Development (GED) on labor market outcomes, the results from these studies are all based on regression analyses that employ questionable comparison groups. As a result, all previous studies of the economic impact of the GED likely suffer from &quot;selectivity bias.&quot; Using new and powerful data and a methodology that relies on interstate variation in GED passing standards to address selectivity bias issues, the authors find that the GED has a large impact on the earnings of young white dropouts who chose to obtain the credential and whose scores place them on the margin of passing. While they find no statistically discernible effect of the GED on the earnings of young minority dropouts, this does not rule out a positive impact of the GED on higher scoring minority dropouts nor a positive impact on the earnings of minorities via a human capital route.
How Are We Doing? An Inquiry Guide for Adult Education Programs
Author: Bingman, Beth
Date: 2001-00-00
Type: Guides - Classroom - Teacher
Subjects: Adult Education,Program Effectiveness,Adult Literacy,Inquiry,Guides,Institutional Mission,Educational Objectives,Educational Principles,Documentation,Accountability,Performance,Input Output Analysis,Program Evaluation,Measurement Objectives,Measurement Techniques,English (Second Language)

What difference are we making? How do we know? How can we show it? These questions about program performance are asked by adult literacy and English for Speakers of Other Languages (ESOL) teachers, program administrators, and funders. This guide is designed to be used by local adult education programs to facilitate a systematic inquiry process answering these kinds of questions. In this process, program staff take part in activities that involve them in identifying and clarifying program goals, examining current documentation processes, addressing the challenges of performance accountability and outcomes documentation at the program level. They produce a number of documents that their program can use (a) to make a decision about implementing ongoing improvement work and (b) to conduct this ongoing work. The guide includes: (1) an introduction for the facilitator; (2) a step-by-step guide to facilitating the six sessions; and (3) reproducible materials for participants. Appendices include: (1) Participants' Materials; (2) Suggestions for Facilitators; and (3) Accessing State Plans. ["How Are We Doing? An Inquiry Guide for Adult Education Programs" was written with Olga Ebert.]
The Health Literacy Environment of Hospitals and Health Centers. Partners for Action: Making Your Healthcare Facility Literacy-Friendly
Author: Rudd, Rima E.
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Health Services,Literacy,Health Materials,Access to Information,Needs Assessment,Patients,Hospitals,Health Facilities,Oral Language,Navigation,Jargon,Patient Education,Printed Materials,Information Dissemination,Barriers,Information Technology,Policy,Language Usage,Signs

The &quot;health literacy environment&quot; of a healthcare facility represents the expectations, preferences, and skills of those providing health information and services. Some of these demands are in the form of physical aspects of the hospital or health center, such as signs and postings. At the same time, access to and navigation of health services involves the use of a broader range of print materials such as applications, rights and responsibilities postings, payment calculations, medical history forms, directives, information booklets, and consent forms. In addition, the oral exchange in discussions with providers is of critical importance. Healthcare workers often use the language of their discipline, and words may get in the way of clear communication. This guide and the review tools found within it offer an approach for analyzing literacy-related barriers to healthcare access and navigation. The authors designed this guide to assist chief executive officers, presidents, program directors, administrators, and healthcare workers at hospitals or health centers to consider the health literacy environment of their healthcare facilities and to analyze ways to reduce demands, to better serve their patients and staff and ultimately to increase revenue. Appendices include: (1) Partners for Action Examples; and (2) Needs Assessment Tools. (Contains 4 footnotes and 14 resources.)
Health Literacy Study Circles[superscript +]. Introduction: Overview, Planning, and Facilitation Tips
Author: Rudd, Rima
Date: 2005-00-00
Type: Guides - Classroom - Teacher
Subjects: Adult Education,Adult Educators,Professional Development,Consumer Education,Health Services,Literacy,Health Materials,Access to Information,Daily Living Skills,Program Implementation,Group Activities,Leadership Responsibility

A Health Literacy Study Circle[superscript +] is a multi-session professional development activity for adult education practitioners, conducted by a facilitator. All the information and materials required to conduct each Health Literacy Study Circle[superscript +] is presented in two parts: this Introduction and the "Facilitator's Guide" for each of the three study circles. This introductory book, which is common to all three Health Literacy Study Circles superscript +], offers background information about the study circles and important guidelines and tips to help facilitators plan, organize, and facilitate a Health Literacy Study Circle[superscript +]. This Introduction includes three sections: (1) Overview; (2) Planning; and (3) Facilitation Tips. (Contains 4 tables and 5 Author's Notes.)
The Influences of Social Capital on Lifelong Learning among Adults Who Did Not Finish High School. NCSALL Occasional Paper
Author: Strawn, Clare L.
Date: 2003-05-00
Type: Reports - Evaluative
Subjects: Learning Strategies,Adult Education,Lifelong Learning,Adult Learning,Factor Analysis,Social Environment,Adult Literacy,Social Capital,Dropout Programs,Longitudinal Studies,Learning Processes,Social Influences,Concept Formation,Evidence,Educational Theories,Models,Discourse Analysis

This study of social capital employs data from the Longitudinal Study of Adult Learning (LSAL), funded by the National Center for the Study of Adult Learning and Literacy (NCSALL) and conducted at Portland State University to increase understanding of the learning process of adults with limited formal education. It provides longitudinal data on how people continue learning in multiple contexts--through formal adult education programs and in their daily lives. This paper is presented in two sections. The first is a theoretical exploration of the intersections of critical literacy, adult learning, and social capital theories. The intent of this discussion is to introduce key concepts from multiple disciplines and develop a synthetic model of social capital influences on lifelong learning (SCILL) in which adults construct their social environment and the discourses that influence their learning strategies. The second section empirically tests a piece of the SCILL Model related to the structural and discursive dimensions of social capital, using data from the first wave of the LSAL. Multiple measures of social capital are detailed. The author argues that in addition to the structural dimension of social capital, local discourse generated through interaction is an interpretive dimension of social capital. The discussion ties the empirical and theoretical elements, offering implications for the study of adult education participation in adult education for research on social capital. Appendices include: (1) Longitudinal Study of Adult Literacy Study Design; (2) Instrument Items from LSAL Wave 1; (3) Confirmatory Factor Analysis of Lifelong Learning; (4) Tables of Descriptive Statistics and Univariate Analyses of Indicators; (5) Items Parameters in Final Models; and (6) Model Calibration. (Contains 18 tables, 3 figures, and 6 footnotes.)
Transportation &amp; Work: Exploring Car Usage and Employment Outcomes in the LSAL Data. NCSALL Occasional Paper
Author: Sullivan, Kerri
Date: 2003-06-00
Type: Reports - Research
Subjects: Motor Vehicles,Ownership,Transportation,Employment Level,Wages,Longitudinal Studies,Metropolitan Areas,Social Capital,Human Capital,Educational Attainment,Social Networks,Adult Literacy,Gender Differences,Adult Learning,Comparative Analysis

This analysis addresses the role of car usage in employment outcomes such as employment status, average weekly wages, and weeks worked per year. It postulates that car ownership is an important employment tool for adults of low educational attainment in Portland, even in the context of other factors such as social networks/resources (social capital) and literacy skills (human capital). This research used data from the Longitudinal Study of Adult Learning to examine the role of car usage in employment outcomes. The results indicate a strong relationship between car ownership and employment status, average weekly wage, and weeks worked per year. Additional analysis shows that this relationship remains strong even when other factors, such as education level, literacy proficiency, and social networks are accounted for in the model. Interestingly, the relationship varied by gender. Car usage generally was more influential in the employment outcomes of men than of women. These results show that car usage is important for non-high school graduates in Portland, and that while literacy proficiency is important as well, its impact is separate from car ownership. This work seems to suggest some directions for programs geared toward helping individuals with low educational attainment find and maintain employment. The answer may not necessarily lie solely with car ownership assistance; indeed, as suggested by this research, a combination of literacy proficiency training and flexible transportation alternatives would likely have the greatest impact. (Contains 9 tables, 7 footnotes, and 1 figure.)
Understanding What Reading Is All About: Teaching Materials and Lessons for Adult Basic Education Learners
Author: National Center for the Study of Adult Learning and Literacy
Date: 2005-07-00
Type: Guides - Classroom - Teacher
Subjects: Reading Instruction,Adult Basic Education,Instructional Materials,Lesson Plans,Sight Method,Reading Comprehension,Reading Fluency,Vocabulary,Profiles,Learning Disabilities,Spelling,Reading Habits,Reading Strategies,Student Educational Objectives

This guide offers a set of 13 lessons designed to help learners understand the components of reading that are part of becoming a more fluent reader, and to guide them as they work with the teacher to set their own goals for reading. The lessons can be used as an independent mini-course, or they can be integrated into an existing curriculum. The guide is not intended as a comprehensive reading course or curriculum; rather, it can inform teachers and students as they plan learning activities that address the goals and skill needs of learners. For example, some learners, particularly those at a beginning reading level, may benefit from a highly structured curriculum of direct reading instruction, and this guide can help point them in that direction. The guide is for teachers of adult basic education learners who read at a 0-6 reading level. Students can take the information they learn from the lessons in this guide and apply it directly to their own reading. It can also be adapted for use with ESOL learners. However, some activities are not appropriate or may need to be modified for beginning-level ESOL learners. The 13 lessons are: (1) The Demands of Reading; (2) Goals for Reading, Part 1; (3) Goals for Reading, Part 2; (4) The Components of Reading; (5) Analyzing Words; (6) Reading Words by Sight; (7) Reading with Fluency; (8) Developing Reading Vocabulary; (9) Developing Reading Comprehension; (10) Developing an Individual Reading Profile; (11) Reviewing the Individual Reading Profile; (12) Understanding Learning Disabilities; and (13) Improving Your Spelling (Optional). Appended is a Goals List. [This publication was developed with Ashley Hager, Barbara Garner, Cristine Smith, Mary Beth Bingman, Lenore Balliro, Lisa Mullins, Lou Anna Guidry, and Susan McShane. "NCSALL Teaching Materials" are funded by the Educational Research and Development Centers program, as administered by the Institute of Education Sciences, U.S. Department of Education, through contract to Harvard University.]
Connecting Practitioners and Researchers: An Evaluation of NCSALL's Practitioner Dissemination and Research Network. Report Summary. NCSALL Reports #22a
Author: Smith, Cristine
Date: 2002-07-00
Type: Reports - Descriptive
Subjects: Researchers,Adult Educators,Theory Practice Relationship,Research and Development,Educational Research,Adult Basic Education,Adult Learning,Adult Literacy,Networks,Educational Cooperation,Program Evaluation,Program Effectiveness

NCSALL's (National Center for the Study of Adult Learning and Literacy's) Practitioner Dissemination and Research Network (PDRN) set out to create and support systematic partnerships between practitioners and university researchers to better connect research and practice, with the ultimate outcome of improved practice, policy, and services for adult learners. Perhaps the most important lesson learned through the PDRN is that practitioners are interested in research. The PDRN's lessons should inform a larger effort in the field to help teachers and policymakers learn how to integrate information about "what works" according to research with "what works" according to colleagues and their own experience. This paper presents the following lessons from the PDRN: (1) Connecting practitioners and researchers has a positive impact on practitioners and practice; (2) Connecting practitioners and researchers has a positive impact on researchers and research; (3) Effectively connecting researchers and practitioners requires specific strategies; and (4) Effectively connecting researchers and practitioners requires specific supports for Practitioner Leaders, local practitioners, program directors, and state staff. [For the full report, see ED469857. For the research brief, see ED471987.]
The GED and Beyond. Focus on Policy. Volume 1, Issue 1
Author: Cain, Alice Johnson
Date: 2003-04-00
Type: Collected Works - Serial
Subjects: High School Equivalency Programs,School Readiness,College Preparation,Educational Change,Educational Objectives,Adult Education,Transitional Programs,Models,Educational Benefits,Economic Impact,Postsecondary Education,Dropout Prevention,Federal Legislation,Financial Support,Teacher Collaboration,Adult Educators,Remedial Teachers,Public Policy

&quot;Focus on Policy&quot; is NCSALL's (National Center for the Study of Adult Learning and Literacy's) newest publication. Its purpose is to synthesize research findings and highlight policy implications of these findings. &quot;Focus on Policy&quot; forgoes the usual academic conventions to provide its readers with an easy-to-understand summary of research. This first issue explores the value of a General Educational Development (GED) credential, the need to help GED holders be successful in postsecondary education, and ways to help those who do go on to further education and training succeed at it. This issue contains the following articles: (1) Is the GED Valuable to Those Who Pass it?; (2) Is it Time for the Adult Education System to Change Its Goal from High School Equivalency to College Readiness?; (3) Blackboard; and (4) A Model for Adult Education-to-Postsecondary Transition Programs. Individual articles contain references.