ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness 2016: National
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: College Readiness,Career Readiness,Core Curriculum,College Preparation,Majors (Students),Academic Achievement,Occupational Aspiration,Academic Aspiration,Educational Attainment,Academic Standards,African American Students,Alignment (Education),American Indian Students,Asian American Students,Benchmarking,College Bound Students,College Entrance Examinations,Comparative Analysis,Economic Development,Educational Assessment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,White Students,Difficulty Level,Tables (Data),Predictor Variables,Outcomes of Education

This report is the ACT annual report on the progress of U.S. high school graduates relative to college readiness. This year's report shows that 64% of students in the 2016 US graduating class took the ACT test, up from 59% in 2015 and 49% in 2011. The increased number of test takers over the past several years enhances the breadth and depth of the data pool, providing a comprehensive picture of the current graduating class in the context of college readiness, as well as offering a glimpse at the emerging educational pipeline. This national report presents key findings on performance, STEM, career readiness, impact, behaviors that impact access and opportunity, and pipeline. [For the 2015 report, see ED563779.]
Expanding Early Learning Time: Accessing Full-Day Preschool and Kindergarten in California. An EdSource Report
Author: Freedberg, Louis
Date: 2017-03-00
Type: Reports - Evaluative
Subjects: Preschool Education,Kindergarten,Early Childhood Education,School Readiness,Access to Education,School Schedules,State Legislation,Time Factors (Learning),Low Income Groups,At Risk Students,Educational Research,Early Intervention

Compelling research shows that attending high-quality, full-day preschool and kindergarten is associated with improved outcomes for students. These outcomes include greater school readiness in a number of areas including language development, higher academic performance in math and reading, and less likelihood of being retained in later elementary grades. This EdSource report looks at the status of recent efforts in California to provide more children with access to full-day preschool and kindergarten. In order to move the state toward its expressed goal of encouraging full-day attendance at both preschool and kindergarten, this report also highlights the importance of several key strategies.
ACT Profile Report: State. Graduating Class 2016. Arkansas
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 Arkansas' 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).]
Measuring the Return on Investment in TVET. Report of the UNESCO-UNEVOC Virtual Conference, 9-16 May 2016
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Outcomes of Education,Videoconferencing,Vocational Education,Research Projects,Measurement Techniques,Measurement Objectives,Evaluation Problems,Discourse Communities,Communities of Practice,Comparative Analysis,Information Sources,Data,Models,International Education

Sustainable Development Goals call on Members States to &quot;ensure inclusive and equitable quality education and promote lifelong learning opportunities for all&quot; and sets a number of targets related to technical and vocational education and training (TVET). In order to collect input from the global TVET community, UNESCO-UNEVOC organized a virtual conference from May 9-16, 2016 on the UNEVOC TVeT Forum. Moderated by Phil Loveder and John Stanwick from the National Centre for Vocational Education Research in Australia, a UNEVOC Centre, this virtual conference sought to inform the wider TVET community about a current research project currently undertaken by the NCVER. The collaborative research project aims to identify and highlight key issues in the measurement of the return on investment in TVET, and the virtual conference was an opportunity for the community to share their ideas, expertise and experiences with the research team. This virtual conference was the fifteenth in a series of moderator-driven discussions introduced by UNESCO-UNEVOC in 2011. Conducted on the UNEVOC TVeT Forum--a global online community of over 4,500 members--and guided by an expert, these discussions provide a platform for sharing of experiences, expertise and feedback. A list of participants is included.
ACT Profile Report: State. Graduating Class 2016. Georgia
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 Georgia'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).]
ACT Profile Report: State. Graduating Class 2016. Colorado
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 Colorado'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).]
ACT Profile Report: State. Graduating Class 2016. Delaware
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 Delaware'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).]
Evaluation of the DC Opportunity Scholarship Program: Impacts after One Year. NCEE 2017-4022
Author: Dynarski, Mark
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Program Effectiveness,Program Evaluation,Educational Opportunities,Scholarships,Educational Vouchers,Academic Achievement,Participant Satisfaction,School Safety,Parent Participation,Control Groups,Experimental Groups,Mathematics Achievement,Statistical Significance,Reading Achievement,Scores,Student Surveys,Parent Surveys,Student Records,School Statistics,Educational Legislation,Educational Policy,Elementary Secondary Education,Regression (Statistics)

The District of Columbia Opportunity Scholarship Program (OSP) was created by Congress to provide tuition vouchers to low-income parents who want their child to attend a private school. The Scholarships for Opportunity and Results (SOAR) Act of 2011 also mandated an evaluation of the OSP program. This report examines impacts one year after eligible families applied to the program on outcomes such as student achievement, satisfaction with schools, perceptions of school safety, and parent involvement. The program selected students to receive scholarships using a lottery process in 2012, 2013, and 2014, which allows for an experimental design that compared outcomes for a treatment group (995 students selected through the lottery to receive offers of scholarships) and a control group (776 students not selected to receive offers of scholarships). Approximately 30 percent of students offered scholarships did not use them, so the evaluation examines both the impacts of being offered and the impacts of using scholarships. Key findings include: (1) After one year, the OSP had a statistically significant negative impact on the mathematics achievement of students offered or using a scholarship; and (2) The program did not have a statistically significant impact on parents' or students' general satisfaction with the school the child attended in that first year. The following are appended: (1) Lottery Structure, Study Sample, and Impact Findings; (2) Technical Approach; and (3) Additional Analyses.
Global Forum on Skills for Work and Life: Post 2015 (Bonn, Germany, October 14-16, 2014). Global Forum Report
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Job Skills,Daily Living Skills,Vocational Education,Technical Education,Lifelong Learning,Stakeholders,Global Approach,Public Policy,Intervention,Employment Qualifications,Conservation (Environment),Sustainable Development,Interdisciplinary Approach,Poverty,Social Justice,Holistic Approach,Entrepreneurship,Private Sector,Teaching Methods,Elementary Secondary Education,Postsecondary Education

The UNESCO-UNEVOC Global Forum &quot;Skills for Work and Life Post-2015&quot; took up the vital topics of youth, skills and greening TVET in the context of the post-2015 development agenda. 2015 marks the end of the Education for All (EFA) initiative, and global and regional debates are sharpening the focus of discussions geared towards setting concrete recommendations on how the post-2015 education agenda should look like, and how it will be coordinated, monitored and assessed. Technical and vocational education and training (TVET) and skills for lifelong learning feature prominently in these debates. The forum engaged over 200 stakeholders from 71 UNESCO Member States, including 80 participants from 62 UNEVOC Centres from around the world, in identifying concrete and coherent global directions, policy measures and programmatic interventions in the areas of youth employability, skills development, and greening skills and TVET, as vital to visualizing and preparing for TVET post-2015. This report summarizes the key discussions and observations during the Global Forum, and creates an understanding of TVET transformations, underpinned by the above issues, in the context of framing the post-2015 agenda. The Sustainable Development Goals (SDGs) underpinned multidisciplinary discussions at the forum and represented an important step forward in development thinking by bringing together sustainable development with poverty alleviation, inequality and technological change in a holistic account of how people's lives can be enhanced. Two appendices are included: (1) Programme; and (2) Speakers, chairs and participants. [The Global Forum was supported by the German Federal Ministry for Economic Cooperation and Development (BMZ) and the German Federal Ministry of Education and Research (BMBF), in collaboration with the German Federal Institute for Vocational Education and Training (BIBB), Deutsche Gesellschaft für Internationale Zusammenarbeit (GIZ) GmbH, the German Foreign Aid Office and the German National Commission for UNESCO.]
ACT Profile Report: National. Graduating Class 2016
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 your 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 your 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 your students send test results. [For the main report, &quot;The Condition of College &amp; Career Readiness 2016: National&quot; see ED573801.]
ACT Profile Report: State. Graduating Class 2016. California
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 California'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).]
ACT Profile Report: State. Graduating Class 2016. Alaska
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
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 Alaska'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).]