ethanporcaro/eric-fulltext-meta huggingface dataset:
Protecting Children from Exposure to Lead: Old Problem, New Data, and New Policy Needs. Social Policy Report. Volume 24, Number 1
Author: Cole, Claire
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Poisoning,Child Health,Hazardous Materials,Environmental Influences,Physical Environment,Child Development,Child Safety,Prevention,Urban Areas,Environmental Research,Scientific Research,Behavior Development,Intellectual Development,Health Education,Screening Tests,Low Income Groups,Public Policy,Agency Cooperation,Children

The detrimental effects of lead exposure in children have been known for over 100 years. Although a few initial measures implemented about 30 years ago were effective in somewhat reducing levels of lead exposure in children, relatively little has been done recently from a policy perspective to protect children from lead. We now know from recent research that much more work is needed. Recent events highlighted in the media show that several urban communities still have unacceptable levels of lead in water systems. Early research identified high levels of lead as being particularly detrimental to children's intellectual and behavioral development. New studies have discovered that lower levels of lead, levels once thought safe, also cause considerable damage to children's developmental outcomes. This social policy report summarizes new data on the intellectual, academic, and behavioral deficits seen in children exposed to both low and high levels of lead. It discusses the biological and neurological mechanisms of lead poisoning, explores sources of environmental lead exposure and lead abatement practices, and shows that current federal and state-level child screening and lead level reporting practices are inadequate. The report also makes policy recommendations centered on increasing education, intensifying abatement efforts, strengthening and regulating mandatory screening practices, and reducing the federal threshold of allowable levels of lead. (Contains 1 figure.) [Commentaries from Joel Nigg, Elise Gould, Alexander Hertel-Fernandez, and Bruce Lanphear are included. Commentaries are individually referenced.]
Autism Spectrum Disorders: Diagnosis, Prevalence, and Services for Children and Families. Social Policy Report. Volume 24, Number 2
Author: Lord, Catherine
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Incidence,Autism,Pervasive Developmental Disorders,Clinical Diagnosis,Intervention,Disability Identification,Public Policy,Social Services,Economic Factors,Costs,Symptoms (Individual Disorders),Racial Differences,Whites,African Americans,Hispanic Americans,Asian Americans,Pacific Islanders,Age Differences,Family Programs,Access to Education,Special Needs Students,Access to Health Care,Program Effectiveness

Recent prevalence rates for autism spectrum disorders (ASDs) are now estimated at about 1 in 110 children in the U.S. Increases in public awareness and research funding in response to the growing numbers of children and adults with this disorder have led to numerous important scientific advances over the last several years. Nevertheless, because ASD remains a diagnosis that is defined completely on the basis of behavior, diagnostic assessment is both complex and expensive. Appropriate interventions and services are also multi-faceted and costly, and because of the pervasive nature of the disorder, are often required in some form across the lifespan. In the absence of standard societal mechanisms to pay for appropriate assessment and treatment, families must personally shoulder many of the costs associated with securing appropriate services for their children. This "Social Policy" Report summarizes selected recent studies on diagnosis, prevalence, and intervention, and discusses strategies for designing social policies to help improve the outcomes and independence of children and adults with ASDs. (Contains 2 tables and 1 figure.) [Commentaries from Geraldine Dawson, David Mandell, and Fred R. Volkmar are included, and are individually referenced.]
Evidence-Based Programming in the Context of Practice and Policy. Social Policy Report. Volume XXIII, Number III
Author: McCall, Robert B.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Evidence,Program Effectiveness,Program Evaluation,Research,Replication (Evaluation),Public Policy,Community Services,Social Services,Cooperation

Scholars, practice professionals, and policymakers should welcome the new era of evidence-based programming and policies, but these constituencies need to be realistic about the complexities, uncertainties, and limitations that lie beneath what could easily become a simplistic process. This paper discusses some of the requirements for the replication of evidence-based programs, suggesting that many of these underlying assumptions are often not met. One of these requirements is the evidence itself, and alternative evidentiary criteria are discussed. A main theme is that even if a well-documented program exists, implementing it in communities on a broader scale requires different processes that are less well studied. For example, some alternative approaches to summarizing actionable knowledge are offered, including characteristics of effective programs, consensus groups, and the Pathways Mapping Initiative. In addition, strategies are discussed that hold the promise of bringing scholars and community stakeholders together in a collaborative process that will build community capacity and create and implement effective programs and services on a broader scale. Finally, the research enterprise itself needs to be transformed to more effectively contribute to program and system community change. Recommendations for improving the process are offered. (Contains 1 table and 1 footnote.) [Commentaries from Jean B. Grossman, Mary Ann McCabe, Karen A. Blase, Melissa Van Dyke, and Dean Fixsen are included. Commentaries are individually referenced.]
Home Visitation and Young Children: An Approach Worth Investing In? Social Policy Report. Volume XXIII, Number IV
Author: Astuto, Jennifer
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Early Intervention,Low Income Groups,Models,Federal Legislation,Home Visits,Home Instruction,Young Children,Program Effectiveness,Foreign Countries,Developmental Stages,At Risk Students,Literature Reviews,Program Evaluation,Delivery Systems,Educational History,Disadvantaged Youth,Public Policy,Social Sciences,Parent Participation,Parent Role,Partnerships in Education,Nursing,Health Promotion,Family Programs,Culturally Relevant Education,Hispanic Americans,Research,Effect Size,Financial Support,Professional Training,Barriers

More than 10 million children from birth through age six in the US live in low-income families. Although large investments in early childhood intervention programs are evident, is the field fully exploiting its potential to address the diverse needs of children and families? One means of addressing this question is to focus on the efficacy of home-visiting as a service delivery strategy. In the US, it is estimated that the field of home visitation serves between 400,000 and 500,000 children and their families across 40 states. Because of its visibility, the field of home visitation is the target of strong debate and scrutiny. With its roots in European countries, home visitation as a service delivery model came to the US in the late 19th century. Today, opinion is divided on the effectiveness of home visitation due to the perplexing nature of the empirical literature. For example, depending on which studies are reviewed, different conclusions can be drawn about the effectiveness of home visitation programs. Nevertheless, policymakers have proposed federal legislation which would provide a direct funding streamline for home visitation services--the most recent being President Obama's commitment of 750 million dollars over 5 years. The purpose of this report is to present the major concerns and current developments in the field of home visitation. We review US studies of large, established home visitation program models which have been broadly evaluated and point to areas ripe for future research (e.g., home visitation and immigrant communities, the role of implementation fidelity). Overall, stakeholders should invest in programs which are committed to continuous quality improvement as well as rigorous evaluations of efficacy, utilizing diversified methods to assess the complexity of programs nested within their communities. Although challenges exist in the execution of a System of Care approach to early childhood prevention and intervention services, home visitation will play an important role in a network of social supports which can address different developmental stages and outcomes for young children and their families. (Contains 1 footnote, 1 figure, and 1 table.) [Commentaries by Ron Haskins, Christina Paxson, Jeanne Brooks-Gunn, Deborah Daro, Barbara Hanna Wasik and Donna Bryant are included.]
CURA Reporter. Volume 40, Numbers 1-2, Spring/Summer 2010
Author: Greco, Michael D., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Civil Rights,American Indians,School Community Relationship,Corporations,Community Organizations,Public Policy,Technical Assistance,Immigrants,Research,Governance,College Students,Elementary School Students,Secondary School Students,Public Colleges,Outcomes of Education,Educational Improvement,Student Evaluation,Measures (Individuals),Decision Making,Data,Student Improvement,Gardening,Mentors,Lawyers,Low Income,Low Income Groups,Geographic Information Systems,Financial Support,Water,Sanitation,Community Development,Water Pollution,Water Quality,Neighborhoods,Educational Objectives,Welfare Services,Census Figures,Entrepreneurship

The &quot;CURA Reporter&quot; is published quarterly to provide information about the Center for Urban and Regional Affairs (CURA), an all-University applied research and technical assistance center at the University of Minnesota that connects faculty and students with community organizations and public institutions working on significant public policy issues in Minnesota. Items in this issue include: (1) Improving the Education of Minnesota's Students from Pre-K through College: Measuring Student Progress and Using Data to Drive Decision Making (Michael C. Rodriguez, Kathleen Matuska, Julio Cabrera, and Stacy Karl); (2) Learning to Bridge Different Ways of Knowing: The Dream of Wild Health American Indian Seed-Garden Project as Mentor (Craig A. Hassel); (3) Attorneys' Perspectives on the Violation of the Civil Rights of Immigrants Detained in Minnesota (Jacob Chin, Katherine Fennelly, Kathleen Moccio, Charles Miles, and Jose D. Pacas); (4) Advancing Neighborhood Goals: The Role of Geographic-Based Community Development Corporations (Noel Nix); (5) The 2010 U.S. Census: Ensuring Everyone Counts in Minneapolis (Margaret Kaplan); (6) Designing a Social-Welfare Safety Net that Supports Low-Income Workers (Jodi R. Sandfort); (7) Will Craig Earns Spot in GIS Hall of Fame; (8) Project Funding Available from CURA; (9) Estrogen Mimics in Industrial Wastewater: Sources and Treatment (Mark S. Lundgren and Paige J. Novak); (10) Achieving Success in Business: A Comparison of Somali and American-Born Entrepreneurs in Minneapolis (Shannon Golden, Elizabeth Heger Boyle, and Yasin Jama); and (11) Kris Nelson Earns Outstanding Community Service Award. Individual articles contain tables, figures and footnotes.
Partners or Adversaries: A Comparative Case Study of Higher-Education Systems and State-Level Accountability
Author: Toman, Janelle Krause
Date: 2010-05-01
Type: Reports - Research
Subjects: Higher Education,Accountability,Public Policy,Educational Policy,Needs Assessment,Supply and Demand,Academic Standards,State Boards of Education,State Legislation,Government Role,State Government,Public Agencies,Comparative Analysis

The accountability focus in higher education historically has been directed at the institutional level. The purpose of this comparative case study, however, was to look at state-level accountability. The research focused on the processes used in Tennessee, Minnesota, and South Dakota. Interviews were conducted with higher education administrators from state governing or coordinating boards, governors' policy advisers, and representatives of the legislative branch to compare viewpoints from those public policy domains. Burke's (2005) Accountability Triangle was applied as an analytical framework to better understand how higher education systems in these three states have balanced state priorities, academic concerns, and market forces. Interview protocol is appended. (Contains 4 tables and 1 figure.)
First Year Student Adjustment, Success, and Retention: Structural Models of Student Persistence Using Electronic Portfolios
Author: Sandler, Martin E.
Date: 2010-04-30
Type: Reports - Research
Subjects: Portfolios (Background Materials),Social Integration,Structural Equation Models,Student Adjustment,Student Attitudes,Academic Persistence,Academic Achievement,Electronic Publishing,Technology Uses in Education,College Freshmen,Undergraduate Students,At Risk Students,College Preparation,Learner Engagement,Student Educational Objectives,Goal Orientation,Intervention,Family Influence,Family Involvement,Interpersonal Relationship,Predictor Variables

This study explores the deployment of electronic portfolios to a university-wide cohort of freshman undergraduates that included a subgroup of at-risk and lower academically prepared learners. Five evaluative dimensions based on persistence and engagement theory were included in the development of four assessment rubrics exploring goal clarity, support from friends and family, academic engagement, social integration, and quality of effort were used to assess student ePortfolios. Data collected from these five were integrated with institutional measures producing two structural equation models explaining undergraduate persistence for students returning with 2.5 and 3.2 GPAs with an explained variance of 31 and 39 percent respectively. Carefully designed interventions geared to assist students in continuing their studies as second year undergraduates are considered. An appendix presents items such as: Fall 2006 ePortfolio Requirements; ePortfolio Assignment: Two Focal Areas; &quot;Pillars of Retention&quot;; SHU's [Seton Hall University's] ePortfolio Study: Research Qs; SHU's ePortfolio Study: Project Design; 5 Rubrics; and SHU Integration &amp; Engagement Rubric. (Contains 2 tables and 2 figures.)
Instructional Strategies for Teaching Pre-Algebra to a Diverse Group of Learners
Author: Ojeda, Robert
Date: 2010-05-00
Type: Reports - Research
Subjects: Instructional Effectiveness,Action Research,Algebra,Educational Strategies,Teaching Methods,Measures (Individuals),Pretesting,Achievement Gains,Scores,Grade 7,Instructional Improvement

Planning effective instruction for a classroom full of learners demands that the educator know what works and more importantly what works better for the group of people residing in the educator's classroom today. This action research study tested the efficacy of using the full compliment of assessments included in the curriculum adoption at the researchers school and that of guided note taking.  Each strategy was implemented in its own separate unit of a pre-algebra class. The researcher used student growth, which was determined by the difference observed between a student's pre-test percentage score and their final unit test percentage score, as the metric by which to evaluate each strategies efficacy. Measurable growth was observed with both strategies. The All Assessments strategy showed greater and more consistent growth among learners than that which was observed during the Notes strategy.  These findings indicate that more research is needed on the effectiveness of using assessments for learning and a need for further study to evaluate the efficacy of guided note taking.  Findings in this study should be considered as illuminating but not conclusive as the sample used is not generalizable. (Contains 5 figures.)
On the Front Lines of Schools: Perspectives of Teachers and Principals on the High School Dropout Problem
Author: Bridgeland, John M.
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: High School Students,At Risk Students,Dropout Rate,Dropouts,Principals,Secondary School Teachers,Administrator Attitudes,Teacher Attitudes,Academic Standards,Theory Practice Relationship,School Readiness,Administrator Responsibility,Teacher Responsibility,Dropout Prevention,Potential Dropouts,Academic Persistence,School Holding Power,Focus Groups,Learner Engagement

Teachers and administrators in public high schools recognize there is a dropout problem, know they are confronted with daunting challenges in classrooms and in schools, and express strong support for reforms to address high dropout rates. Yet, less than one-third of teachers believe that schools should expect all students to meet high academic standards, graduate with the skills to do college-level work, and provide extra support to struggling students to help them meet those standards. Although more than half of principals believe schools should hold these expectations for all students, significant majorities of both teachers and principals do not believe that students at risk for dropping out would respond to these high expectations and work harder. The authors' data, focus groups and colloquium indicate that the views of many teachers are shaped by what they see in the classroom, particularly among students who show low skill levels and weak motivation late into high school. Teachers, in large part, believe that they and their students are not receiving the necessary resources and supports. As a result, many teachers are skeptical about the possibility of educating every student for college. (Contains 117 notes.) [This report was prepared for the AT&T Foundation and the America's Promise Alliance.]
Rebuilding Rwanda: From Genocide to Prosperity through Education
Author: Bridgeland, John
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Social Problems,Death,Quality of Life,Economic Development,Human Capital,Social Change,Population Distribution,Elementary Education,Teacher Shortage,Access to Education,Higher Education,Democracy,Teacher Student Ratio,Resource Allocation,Government School Relationship

Rwanda is on the verge of a breakthrough. Having weathered one of the worst humanitarian crises imaginable just fifteen years ago, and with an impoverished countryside plagued by HIV/AIDS, hunger, and malaria, Rwanda seems an unlikely place for an economic renaissance. Yet the nation's commitment to good government and support for free market solutions place it among the most likely countries to see rapid advancement in the coming decades. Such a future is far from guaranteed, and whether it comes to fruition depends largely on the country's system of education. For Rwanda, more than for almost any other country, education holds the key to the future. Rwanda is a small, landlocked country in Central Africa (about the size of Maryland) with a population of just more than 10 million people. With the highest population density of any African country and a high growth rate, Rwanda cannot depend on its natural resources for economic development. However, there are many reasons to be optimistic about Rwanda's prospects for developing a strong education system. The Rwandan government has demonstrated its commitment to education by making education the largest area of federal spending, accounting for 27 percent of the budget. As foundations and philanthropies look for investments that will foster democracy and support free market innovations, Rwanda's education sector must be a prime candidate. Strengthening education in Rwanda will not only help the Rwandan people overcome poverty, but it will also reinforce the democratic institutions Rwanda has developed in the last fifteen years. Five appendices are included: (1) Interview Schedule; (2) Students Enrolled in Higher Education Institutions; (3) Higher Education Institutions 1994-2008; (4) Primary Education Statistics; and (5) Secondary Education Statistics. (Contains 6 charts and 124 endnotes.)
Benchmarks to Becoming a Turning Points School
Author: Naidoo, Jordan
Date: 2002-00-00
Type: Guides - Non-Classroom
Subjects: Middle Schools,Educational Change,Instructional Improvement,Reflection,Total Quality Management,Teacher Collaboration,Data,Decision Making,School Culture,Team Teaching,Teacher Expectations of Students,Interschool Communication,Social Networks,Central Office Administrators,School Districts,Benchmarking,Models

Turning Points is a national design for middle school change, coordinated by the Center for Collaborative Education in Boston, Massachusetts, which serves as the National Turning Points Center. The design focuses on restructuring middle schools to improve learning, teaching, and assessment for all students. It is based on the seminal &quot;Turning Points&quot; report issued by the Carnegie Corporation in 1989, which concentrated on the considerable risks that young adolescents face as they reach the &quot;turning point&quot; between childhood and adulthood. A crucial part of this reform initiative calls for schools to reflect continuously upon their progress in implementing the Turning Points model. This guide presents the Turning Points benchmarks and tells how a school will use them to assess its implementation of the Turning Points model. The benchmarks are based upon the Turning Points principles and are organized around the practices.
Understanding Learning: Assessment in the Turning Points School
Author: Center for Collaborative Education
Date: 2005-00-00
Type: Guides - Non-Classroom
Subjects: Adolescent Development,Portfolios (Background Materials),Middle Schools,Teacher Collaboration,Graduation Requirements,Educational Change,Learning Activities,Discourse Communities,Middle School Students,Early Adolescents,Educational Research,Data,Decision Making,Student Improvement,Intellectual Development,Psychological Needs,Student Needs,Academic Achievement,Educational Assessment,School Role,Faculty Development,Public Speaking,Persuasive Discourse,Womens Studies,Females,History

Turning Points helps middle schools create challenging, caring, and equitable learning communities that meet the needs of young adolescents as they reach the "turning point" between childhood and adulthood. Based on more than a decade of research and experience, this comprehensive school reform model focuses on improving student learning through teacher collaboration and data-based inquiry. Turning Points provides member schools with intensive on-site coaching and professional development. The Turning Points design recognizes that schools must provide the building blocks for adolescent development and preparation for life. Turning Points schools focus on developing students' intellectual capacities while providing opportunities for experiences that meet their emotional and interpersonal needs. This guide provides a framework for thinking about classroom assessment in the middle grades, and a set of strategies for action. Like the other Turning Points guides, it aims to distill the best thinking and research on a critical facet of the design, offer useful tools, and point the way to other resources. Appendices include: (1) Julie Craven's Women's History Oratory Project Rubric and Checklist; (2) Portfolio Reflection Examples; (3) 6+1 Trait[TM] Writing Rubric and List of Useful Websites; (4) Mission Hill School's Graduation Requirements and Portfolio Review Process; and (5) The Vertical Slice Protocol: Sampling Student Work.