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

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

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

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

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

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

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

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

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Virginia: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Virginia's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
Cyberbulling among Children and Teens: A Pervasive Global Issue
Author: Eaton, Sarah Elaine
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Bullying,Children,Adolescents,Computer Mediated Communication,Telecommunications,Victims,Parent Role,Symptoms (Individual Disorders),Child Behavior

This report is a compiliation of evidence-informed blog posts on cyberbulling among children and teens. It examines the issue of cyberbullying from the perspective of both the victim and the perpetrator. A key argument is that cyberbullying is a matter not only for the children involved, but also for their families and educators.
Human Capital and the Brain Drain Phenomenon: A Study of the Immigration and Emigration of Canada's Knowledge Workers
Author: Della Savia, Roy
Date: 2003-05-20
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Human Capital,Brain Drain,Longitudinal Studies,Foreign Countries,Immigration,Skilled Workers,Foreign Policy,International Trade,Corporations,Occupational Mobility,Incentives,Graphs,Knowledge Economy,Productivity,Surveys,Statistical Analysis,Interviews

This research discusses the relationship between the migration of skilled professional and managerial workers from Canada to the United States, the so called &quot;brain drain,&quot; and seeks to determine if and how the Canada-U.S. Free Trade Agreement (F.T.A.) and the North American Free Trade Agreement (NAFTA) may have affected bilateral flows of permanent and non-permanent immigrants between the two countries. Classical economic theory suggests that trade and factor movements are substitutes, so that freer trade between Canada and the United States could be expected to reduce incentives for bilateral migration. On the other hand, the labor demands of multinational corporations in the emerging global marketplace require a greater degree of worker mobility than has heretofore existed. The research reviews available historic and longitudinal evidence related to political, social and economic effects of the F. T.A. and the NAFTA. The conclusion is that both agreements contain certain factors which may actually ease the passage of workers from one country to the other, but that the primary reason for movement south by Canada's knowledge workers is probably more closely connected to internal economic conditions within Canada than to external ones. The following are appended: (1) Graph 1: Annualized Permanent Immigration to and Emigration from Canada as a Percentage of the Population, 1851-1998; (2) Graph 2: The Magnitude of Emigration to All Destinations--Tax Filers Who Ceased to Reside in Canada; (3) Push Factors of Brain Drain; and (4) Work-Related Factors that Attract Postsecondary Graduates to the US.
Integration of Algebraic Habits of Mind into the Classroom Practice
Author: Eroglu, Deniz
Date: 2017-00-00
Type: Journal Articles
Subjects: Algebra,Cognitive Processes,Problem Solving,Teaching Methods,Middle School Students,Mathematics Instruction,Computation,Grade 6,Video Technology,Observation,Coding,Mathematical Concepts,Concept Formation,Foreign Countries

Getting students adopt the habits of mind specific to many disciplines can be seen as an anchor that will support them to solve the problems in their daily lives. Starting from this premise, a new subject, featuring the habits of mind and how to use and improve them in educational environments seems to worth thinking on. This article describes an activity designed to integrate the components of algebraic habits of mind into the classroom practice. Data were collected in three weeks and analyzed by descriptive method within the analytical framework for algebraic habits of mind. As the results of the classrroom practice, students showed various ways of algebraic thinking, used multiple representations, generalized their solutions and made abstractions. They were also able to transform their relational and generalized thoughts, which have been verbally expressed at the beginning, to symbolic arguments and mathematical statements that allow development of formal algebra.
Wiki Effect on English as a Foreign Language Writing Achievement
Author: Savran Çelik, Seyd
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,English (Second Language),Second Language Instruction,Writing Achievement,Collaborative Writing,Web Sites,Editing,Web 2.0 Technologies,Preservice Teachers,Language Teachers,Questionnaires,Pretests Posttests,Writing Tests,Scores,Experimental Groups,Control Groups,Teaching Methods,Technology Uses in Education,Educational Technology

The number of the studies conducted on the use of wikis on the English as a foreign language (EFL) learning process has remained fairly limited. More specifically, in the Turkish EFL context, little attention has been paid to the effects of wikis on EFL writing achievement. Thus, this study aims to examine the effects of a wiki-based writing environment in terms of EFL writing achievement in the Turkish EFL context. In this experimental study, a background questionnaire, a writing achievement pre- and a post-test were administered to a sample group of 42 EFL learners. Results indicate that the use of wiki-based online writing environment increases writing achievement regarding content. It is recommended that wikis as appropriate tools to increase learners' EFL writing achievement should be integrated into the EFL learning process. The advantages that wikis serve should not be ignored but exploited by the teachers.
Effects of Cooperative Learning Method on the Development of Listening Comprehension and Listening Skills
Author: Kirbas, Abdulkadir
Date: 2017-04-00
Type: Journal Articles
Subjects: Cooperative Learning,Listening Skills,Listening Comprehension,Teaching Methods,Secondary Education,Socioeconomic Status,Experimental Groups,Control Groups,Pretests Posttests,Scores,Program Effectiveness,Comparative Analysis,Foreign Countries,Secondary School Students,Achievement Tests,Statistical Analysis

In this study, the effect of the learning together technique, which is one of the cooperative learning methods, on the development of the listening comprehension and listening skills of the secondary school eighth grade students was investigated. Regarding the purpose of the research, experimental and control groups consisting of 75 students from, Yakutiye district Sair Nef'i Secondary School and Palandöken District, Alparslan Secondary School of Erzurum province were selected. Socio-economic statuses and success rates were taken into consideration when selecting the experimental and control groups. &quot;Listening-Comprehension Achievement Test&quot; was applied to measure the listening skills of the experimental and control groups. In terms of pre-test scores, it was determined that the listening skills of the experiment and control group were similar. The selected experimental groups were taught by the learning together technique of cooperative learning method for seven weeks and the control group was taught in the traditional way. As a result of the research, the &quot;Listening-Comprehension Achievement Test,&quot; which was applied as the pre-test to the experimental and control groups, was applied again as the final test. When the findings obtained from the research were examined, it was determined that the students in the experimental group were more successful than the students in the control group in terms of post - test achievement scores. When the results of the study are examined, it can be said that the learning together technique, which is one of the cooperative learning methods, is more effective than the traditional learning method in improving the listening comprehension and the listening skills of the eighth grade students in Turkish class.
Model Specifications for Estimating Labor Market Returns to Associate Degrees: How Robust Are Fixed Effects Estimates? A CAPSEE Working Paper
Author: Belfield, Clive
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Associate Degrees,Outcomes of Education,Education Work Relationship,Robustness (Statistics),Computation,Statistical Analysis,Models,Sampling,Least Squares Statistics,Income,Comparative Analysis

Recently, studies have adopted fixed effects modeling to identify the returns to college. This method has the advantage over ordinary least squares estimates in that unobservable, individual-level characteristics that may bias the estimated returns are differenced out. But the method requires extensive longitudinal data and involves complex specifications, raising the possibility that results are sensitive either to sample restrictions or to alternative specifications. Also, the extra requirements might not be justified if results from fixed effects models are broadly similar to those from conventional ordinary least squares models. In this paper we review results from fixed effects models of the earnings gains from completing an associate degree relative to non-completion for community college students. We examine both sampling restrictions and specification issues. We find results to be sensitive to assumptions about missing earnings data and to how time trend specifications are modeled. However, we find no substantively meaningful differences between estimates using fixed effects models and ordinary least squares methods. A main benefit of fixed effects models--controlling for unobservable student characteristics--should be weighed against the difficulty in interpreting coefficients and more intensive data requirements. On the other hand, a distinct advantage of fixed effects models is that they allow for analysis of earning profiles over the period from before to after college. Given the large fluctuations in earnings over this period, this advantage may be significant in yielding evidence on the full returns to college. The following two tables are appended: (1) Robustness Checks on Returns to Associate Degrees; and (2) Percentage Decline in Earnings From Two Quarters Prior to College Entry to Quarter of College Entry (Kentucky, Ohio).
Labor Market Trajectories for Community College Graduates: New Evidence Spanning the Great Recession. A CAPSEE Working Paper
Author: Minaya, Veronica
Date: 2017-04-00
Type: Reports - Research
Subjects: Community Colleges,College Graduates,Outcomes of Education,Education Work Relationship,Longitudinal Studies,Statistical Analysis,Models,Economic Climate,Associate Degrees,Educational Certificates

Over the past few years, a multitude of studies have examined the labor market returns to community college credentials, taking advantage of new administrative datasets that link college transcripts to quarterly earnings records and allow for comparisons of students' earnings before and after enrollment. These studies, however, typically follow students for only four to six years after initial entry, meaning they may only be observed for a year or two after graduation. Graduates' early labor market experiences may not fully capture the returns to completion, and may particularly distort comparisons of longer versus shorter duration credential programs. We extend the literature by examining returns to terminal associate degrees and certificates up to 11 years after students initially entered a community college in Ohio. We use an individual fixed-effects approach that controls for students' pre-enrollment earnings and allows the returns to credential completion to vary over time. Additionally, we examine how the returns to credential completion shift as students enter and exit the Great Recession, as well as how credentials affect other labor market outcomes such as employment stability and the likelihood of earning a &quot;living wage.&quot; Our results confirm prior findings regarding the positive early returns to associate degrees and long-term certificates. However, the value of an associate degree grows substantially after graduation while the returns to a long-term certificate remain flat. Returns to associate degrees are notably higher during the recession (the patterns for certificates are more muted and vary by gender). Finally, we find that while both associate degrees and long-term certificates increase the likelihood and stability of employment, associate degrees lead to much higher paying jobs and a greater likelihood of earning a living wage. We conclude with a discussion of policy implications.