ethanporcaro/eric-fulltext-meta huggingface dataset:
The Future of the U.S. Workforce: Middle Skills Jobs and the Growing Importance of Postsecondary Education
Author: Achieve, Inc.
Date: 2012-09-00
Type: Reports - Descriptive
Subjects: Labor Force,Futures (of Society),Social Change,Job Skills,Skilled Occupations,Technical Occupations,Skilled Workers,Employment Qualifications,Postsecondary Education,Educational Attainment,Middle Class,Associate Degrees,Education Work Relationship,Labor Supply,Access to Education,Influence of Technology,Employment Opportunities

The U.S. workforce has undergone significant changes in the past few decades. Increasingly sophisticated technology, changes in the structure of the economy and the growing global marketplace have resulted in employers putting a higher premium than ever on educated workers. Much has been said about the importance of increasing the labor supply for &quot;middle skills jobs,&quot; or those jobs that now (compared to decades past) require more than a high school education but less than a bachelor's degree (e.g., associate degree, postsecondary certificate, apprenticeship, etc.). In the past few years, floods of research reports and analyses have explored the growth, demographics, characteristics and importance of middle skills jobs in the United States. This paper seeks to summarize and synthesize that research to help policymakers and advocates understand the research base and its connection to college- and career-ready reforms. If today's students are going to be able to access middle and high skills jobs, they need to graduate from high school with the core knowledge and skills that will prepare them for success in postsecondary education and training--and for success in the careers of their choice. Specifically the paper includes sections on: (1) The Future of the U.S. Workforce; (2) The Mismatch between Workers' Skills, Education Levels and Job Requirements; (3) Many Paths to Education for Middle Skills Jobs; and (4) Middle Skills Jobs and Access to Middle Class Jobs. (Contains 2 figures, 3 tables, and 72 endnotes.)
The Future of the U.S. Workforce: A Survey of Hiring Practices across Industries
Author: Achieve, Inc.
Date: 2012-09-00
Type: Reports - Research
Subjects: Labor Market,Employment Patterns,Skilled Occupations,Technical Occupations,Personnel Selection,Job Skills,Employment Practices,Labor Force,Futures (of Society),Industry,Labor Needs,Skilled Workers,On the Job Training,Industrial Training,Staff Development,Employment Potential,Educational Attainment,Secondary Education,High School Graduates,Employees

In today's job market, middle and high skills jobs--jobs that require some education and training beyond high school--comprise the majority of job openings and typically provide the best wages and opportunities for advancement. And almost every day, there is an article or news story discussing the &quot;skills mismatch&quot; phenomenon, the ongoing challenge employers have in finding qualified and skilled employees to fill the more than 3 million jobs currently open in the United States, even in a time of high unemployment. As policymakers develop policies and programs that aim to ensure that the future U.S. workforce has the academic and technical preparation (from both K-12 and postsecondary education) necessary to access the careers of their choice, it is important to examine the issue from all angles. While there is an increasing amount of research around the education and skills jobs demand, the changing landscape of available jobs, and the role of education and training in addressing this skills mismatch, less is known about how the skills mismatch affects companies' hiring practices--and how companies' hiring practices affect the skills mismatch. For instance, do organizations expect to require higher levels of education for future job openings at some or all job levels? Do the education and skills requirements listed in job postings reflect current hiring practices? What are the most significant changes these HR leaders see for their organizations in the future? And what opportunities are truly available within organizations for advancement, particularly for individuals with lower levels of education and skills? To answer these questions and others, Society for Human Resource Management (SHRM) and Achieve partnered on a national survey of nearly 4,700 HR professionals representing nine industries. Major findings from the survey include: (1) Companies are hiring; (2) Demand is growing for more education and skills at all levels; (3) Companies are investing in training for their employees; and (4) Opportunities exist for low skills workers, but there is reason to suspect that these opportunities will shrink in the future. (Contains 7 figures, 6 tables, and 3 endnotes.)
The Future of the U.S. Workforce: The Limited Career Prospects for High School Graduates without Additional Education and Training
Author: Achieve, Inc.
Date: 2012-09-00
Type: Reports - Research
Subjects: High School Graduates,Employment Opportunities,Employment Potential,Educational Attainment,Secondary Education,Economic Climate,Economic Change,Middle Class,Skilled Workers,Labor Force,Futures (of Society),Wages,Quality of Life,Career Development

The U.S. economy has undergone dramatic changes in recent decades. Jobs that required limited skills--but still paid a family-supporting wage--have disappeared and increasingly have been replaced with jobs that either require higher levels of education and skills &quot;or&quot; require little education and training but offer no pathways to careers (e.g., no advancement or benefits). Simply put, increasingly sophisticated technology, changes in the structure of the economy and the growing global marketplace have put a premium on educated and skilled workers. The reality is that high school graduates without additional education and training face mostly dim and dead-end career prospects. And those prospects are far dimmer for those who fail to finish high school. There is no question that middle skills jobs are important to help ensure future U.S. competitiveness and offer individuals a path to middle class wages and upward mobility. Yet with all of the attention on high and middle skills jobs, the question remains: &quot;What are the career prospects for individuals with only a high school diploma or less?&quot; Or put another way, is education beyond high school really necessary to ensure a middle class lifestyle, a good living wage and career advancement opportunities? Achieve commissioned original research to explore this question and found that the answer is a resounding &quot;yes.&quot; Students with a high school diploma (or less) and no additional education and training are by and large eligible only for &quot;low skills&quot; jobs, which offer limited career and earning prospects over a lifetime. (Contains 1 figure, 3 tables, and 8 endnotes.)
Is Administration Leaner in Charter Schools? Resource Allocation in Charter and Traditional Public Schools. Working Paper #24
Author: Arsen, David
Date: 2012-03-00
Type: Reports - Research
Subjects: Charter Schools,Resource Allocation,Educational Administration,Educational Finance,Financial Support,Public Schools,Expenditure per Student,School Districts

There is widespread concern that administration consumes too much of the educational dollar in traditional public schools, diverting needed resources from classroom instruction and hampering efforts to improve student outcomes. By contrast, charter schools are predicted to have leaner administration and allocate resources more intensively to instruction. This study analyzes resource allocation in charter and district schools in Michigan, where charter and tradition public schools receive approximately the same operational funding. Holding constant other determinants of school resource allocation, we find that compared to traditional public schools, charter schools on average spend nearly $800 more per pupil per year on administration and $1100 less on instruction. (Contains 5 tables and 6 footnotes.)
Support for Arts Education. State Arts Agency Fact Sheet
Author: National Assembly of State Arts Agencies
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Lifelong Learning,Art Education,State Agencies,State Action,State Programs,Partnerships in Education,Research and Development,Financial Support,Delivery Systems

Supporting lifelong learning in the arts is a top priority for state arts agencies. By supporting arts education in the schools, state arts agencies foster young imaginations, address core academic standards, and promote the critical thinking and creativity skills essential to a 21st century work force. State arts agencies also support after-school/out-of-school arts programs, early childhood arts learning, the arts in higher education and many programs that teach the arts to adults and seniors. To achieve these diverse arts education goals, state arts agency grants and services take many forms such as: (1) grant funding; (2) services; (3) research; and (4) partnerships and collaborations.
Evidence Based Education Request Desk. Request #85
Author: Regional Educational Laboratory Southeast (ED)
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Intervention,Career Academies,Career Development,Education Work Relationship,Interpersonal Relationship,Academic Education,Partnerships in Education,School Community Relationship,Comparative Analysis,Outcomes of Education,College Preparation,Probability,Graduation Rate,High Schools

What do we know about the impact and implementation of Career Academies? This paper provides answers to this question. Career Academies have been around for over 30 years. Their original design stressed facilitating the school-to-work transition. In the early 1990's the focus began to shift to preparing participating students for both college and the world of work. In its current form, Career Academies is an intervention that generally includes the following components: (1) School-within-a-school, that provides focused interpersonal support for students; (2) Combination of academic and career-oriented curricula, using a career theme to integrate the two; and (3) Partnerships with local employers to provide students with career development and work-based learning opportunities. Educators and policymakers considering this approach should read and discuss the research and evaluation for what it can offer about the kinds of impacts that might be possible. It is also important to learn what impacts were desired but not realized. Finally, it is important to understand as much as possible about the implementation challenges that have been experienced by others and the conditions under which this innovation might fail. Information on this intervention is provided in two parts: Information the researchers found on impacts and information they found on implementation. An annotated bibliography is included. (Contains 1 table and 2 footnotes.)
Evidence Based Education Request Desk. EBE #463-A
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Mathematics Instruction,Intervention,Tutoring,Instructional Effectiveness,Educational Research,Resources

Most of the literature on Response to Interventions (RtI) has focused on reading instruction and interventions, but there is a growing literature on RtI focused on math instruction. Recently, there have been several reports on what matters in mathematics instruction and effective math interventions (Slavin & Lake, 2007; Slavin, Lake, & Groff, 2008; What Works Clearinghouse). Yet, there is little that speaks to specific interventions in Tier II. Most authors state that the reason behind this is that very few math interventions are labeled as Tier II interventions, although they are designed for students struggling in mathematics. As in reading, your screening will determine which students need intensive instruction and the type of intervention needed. If there is only a small group of students that needs additional instruction, then you probably won't be looking to change your whole curriculum; you will be looking for supplementary interventions. Once you know what type of intervention you are looking for, then the What Works Clearinghouse and Best Evidence Encyclopedia can provide more details on the effectiveness of the interventions. The table presented is just one example of laying out the interventions you are exploring. It provides your planning team a quick glance at the intervention, related research studies, and its evidence of effectiveness. Another table could point out the features of the interventions for a quick comparison. A list of resources is included.
Evidence Based Education Request Desk. EBE #722
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Educational Policy,Educational Finance,Budgeting,Retrenchment,Educational Research,State Legislation,Elementary Secondary Education

How have states responded to the recent budget crisis (last few years to current day) in the area of education policy? In other words, what types of education policies (or programs or state statutes) have been changed or modified in efforts to save money (for example, raising class-size minimums, shortening the school week, furloughs of staff, etc.)? This paper provides an in depth scan of this issue in the six SE states, plus conduct a search for any national-level policy or research reports on the topic. (Contains 8 sources.)
Evidence Based Education Request Desk. EBE #591A
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Career Readiness,College Readiness,Academic Standards,Educational Assessment,Core Curriculum,Equal Education,Benchmarking,Educational Policy,Rural Schools,Urban Schools,Educational Improvement,High Schools,Hispanic American Students,Special Needs Students,Educational Research

There is a great deal of information available related to the American Recovery and Reinvestment Act (ARRA) Assurance focused on college/career ready standards and assessment, much of it very recent. So much is available that this report contains only a part of the available documents. The report is organized in sections based on issues that appear pertinent to standards and assessment. These are: (1) Core Curriculum/Rigor; (2) Standards; (3) Standards and Equity; (4) Benchmarking; (5) Policy; (6) Assessment; (7) Rural Schools; (8) Urban Schools; (9) High School Improvement; (10) College Readiness and Latino Students; and (11) Standards and Special Needs Students. Each section begins with a summary of important information from the included reports. Overall, the reports included here agree on several points. The documents in this report focus on what changes must be made if we are to remain competitive and how we are to make these changes, as well as on lessons learned by those who have begun making changes. A brief section of miscellaneous information that may be of interest is included at the end of the report.
Evidence Based Education Request Desk. EBE #510
Author: Regional Educational Laboratory Southeast (ED)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Vocabulary,Intervention,Reading Comprehension,Reading Instruction,Instructional Effectiveness,Elementary School Students,Educational Research,Disadvantaged Youth

This Evidence Based Education (EBE) request focused on research-supported vocabulary interventions for middle elementary students. Limited vocabulary is an important factor in underachievement of children in disadvantaged homes. Children with larger vocabularies find reading easier, read more widely, and do better in school (Lubliner & Smetana, 2005). Research indicates that children from low-SES families enter school with half the vocabulary of children from professional homes and 2/3 of the vocabulary of children from working class homes (Hart & Risley, 1995). Consensus among researchers is that disadvantaged children need to learn more vocabulary (Lubliner, 2005). However, an extensive search for effective vocabulary interventions revealed that limited research exists that points toward such programs. As a result, this response includes not only the available research on effective vocabulary interventions but also some research focused on reading comprehension, as vocabulary is highly correlated with and supports reading comprehension (Lubliner, 2005). (Contains 2 resources.)
Evidence Based Education Request Desk. EBE #211
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Progress Monitoring,Special Education,State Departments of Education,Educational Policy,Guidelines,Web Sites,Resources

This is a response to a request asking for states known to be nationwide leaders in Response to Intervention (RtI) and links to policies, rules, and guidance that they have in place regarding RtI. The links listed were obtained through searching state departments of education websites and Google using the terms &quot;response to intervention,&quot; &quot;RtI,&quot; &quot;three-tiered model,&quot; &quot;progress monitoring,&quot; &quot;RtI implementation,&quot; and &quot;monitoring model.&quot; These terms were also combined and searched with state names. These links were accessed between December 3, 2007, and December 13, 2007.
Evidence Based Education Request Desk. EBE #713
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-09-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Nontraditional Education,College Credits,Colleges,High Schools,Outcomes of Education,Academic Achievement,High School Students,Educational Research,Annotated Bibliographies

A recent report on the impact of dual enrollment programs noted that &quot;despite the popularity and growth of dual enrollment programs, little is known about their efficacy&quot; (Karp, Calcagno, Hughes, Jeong, &amp; Bailey, 2007). Furthermore, much of what is known tends to focus on &quot;postsecondary&quot;--full-time as opposed to part-time college enrollment, college enrollment persistence, college GPAs, and college credit earned--rather than &quot;secondary&quot; school effects. Regional Educational Laboratory Southeast (REL-SE) staff did identify several studies, though, that examined secondary school outcomes for dual enrollment students. In general, the studies concluded that dual enrollment students: outperformed district averages on statewide math and ELA assessments; graduated from high school with approximately one year's worth of college credit; and were more likely to graduate from high school and to enroll in college than their non-dual enrollment counterparts. The reports are summarized in a table. An annotated bibliography on dual enrollment and secondary school success is included.
Evidence Based Education Request Desk. EBE #285
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Educational Technology,Elementary Secondary Education,Technology Integration,Evaluation Methods,Computer Literacy,Teacher Competencies,Computer Assisted Testing,Portfolio Assessment,Standards,Computer Uses in Education

What are other states doing to assess whether K-12 teachers are meeting the technology proficiency standards (NET) outlined by ISTE (International Society for Technology in Education)? What are alternatives to the IC3 test? This question was answered by contacting state leaders and also by finding information on the Internet. Many states have an Office of Educational Technology which outlines procedures for teacher technology assessment. This response lists some states and the process they use for assessing teachers. In examining the findings, it appears that a majority of the states listed are using an electronic portfolio which enables them to capture examples of how teachers are integrating the technology into teaching.
Evidence Based Education Request Desk. EBE #652
Author: Regional Educational Laboratory Southeast (ED)
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Financial Support,Grants,Educational Change,Politics of Education,School Closing,School Districts,Elementary Secondary Education,State Departments of Education,Models,Educational Improvement,State Policy,School Restructuring,Educational Quality

Which states are using which turnaround models, as represented in the recent U.S. Department of Education's &quot;Blueprint for Reform: The Reauthorization of the Elementary and Secondary Education Act?&quot; A search for state-level policies on turnaround models was completed based on the targeted states list provided. According to US Department of Education (ED), 30 states turned in applications for School Improvement Funds. Of those 30 states, 13 are included in the target list (Louisiana, Mississippi, Florida, Tennessee, California, Illinois, and Nebraska do not have an application on file for School Improvement Grants). Many states appear to not prescribe a blueprint turnaround model but allow individual LEAs to determine what model they will use for each individual school based on the school's needs. (Information is not yet available on the choices made by individual LEAs. LEA school improvement grants are due to State Departments of Education May 2010.) Where state-level turnaround options are prescribed, the options do not always fit neatly into one of the four blueprint turnaround model categories. Generally speaking, though, prescribed state-level turnaround options are most likely to be similar to, first, the Restart model (approximately 54%), followed by the Turnaround model (approximately 30%), the Transformation model (approximately 14%), and, lastly, the School Closure model (approximately 3%). (Contains 1 footnote.)
Evidence Based Education Request Desk. EBE #228
Author: Regional Educational Laboratory Southeast (ED)
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Expulsion,School Law,Educational Legislation,State Legislation,Nontraditional Education

Which states have laws that require schools to serve expelled students? This paper provides answers to this question.
Narrowing the Achievement Gap in Second-Grade Social Studies and Content Area Literacy: The Promise of a Project-Based Approach. Working Paper #26
Author: Halvorsen, Anne-Lise
Date: 2012-05-00
Type: Reports - Research
Subjects: Academic Achievement,Achievement Gap,State Standards,Teaching Methods,Content Area Reading,Student Projects,Statistical Significance,Effective Schools Research,Social Studies,Outcome Measures,Interviews,Achievement Gains,Educational Improvement,Improvement Programs,Active Learning,Instructional Innovation,Instructional Effectiveness,Grade 2,Change Strategies,Educational Change

This design experiment addresses the question: How can second-grade students from low-SES schools attain the same levels of achievement as students from high-SES schools on standards-based social studies and content area literacy assessments? Students from two high-SES school districts were assessed in order to establish target levels of achievement. Two project-based units focused on state standards in economics; civics and government; public discourse, decision making, and citizen involvement; and content area literacy were developed and implemented successively in four classrooms in low-SES school districts. Achievement of students in the low-SES districts was then compared to that of students in high-SES districts. Results show no statistically significant differences: following instruction, there was no SES achievement gap on these standards-based assessments. We describe the unit plans and strategies that the teachers used to implement these plans, and we discuss implications of the study for future research and practice. Appended are: (1) Michigan Grade Level Content Expectations, Social Studies; (2) Michigan Grade Level Content Expectations, English/Language Arts; and (3) Projects. (Contains 2 tables and 2 footnotes.)