ethanporcaro/eric-fulltext-meta huggingface dataset:
Section 7033 of the America COMPETES Act: Hispanic-Serving Institutions and Science, Technology, Engineering and Mathematics (STEM)
Author: Gartrell, Sandra
Date: 2009-03-01
Type: Opinion Papers
Subjects: Engineering,Hispanic American Students,Science Education,Technology Education,Engineering Education,Mathematics Education,Grants,Awards,Higher Education,Colleges,Partnerships in Education,Disproportionate Representation,Community Colleges,Two Year Colleges,Undergraduate Students,Professional Development,Federal Legislation,Enrollment

On March 1, 2009 from 2 pm to 5 pm at the Madison Hotel in Washington, DC, the National Science Foundation hosted a listening session, requesting input on Section 7033 of the America COMPETES (Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science) Act regarding Hispanic-serving institutions and science, technology, engineering and mathematics (STEM) education. The America COMPETES Act authorizes the National Science Foundation to establish a new program that would award grants on a competitive merit-reviewed basis to Hispanic-serving institutions or HSIs. This would supplement, but not supplant, what the Foundation already does with reference to Hispanic-serving institutions, and in connection with Hispanics in science, technology, engineering and mathematics or STEM. Introduction and welcoming remarks for the listening session were provided by: (1) Vic Santiago (Program Manager, National Science Foundation); (2) Fae Korsmo (Senior Advisor, National Science Foundation); (3) Cora B. Marrett (Acting Deputy Director, National Science Foundation); and (4) Antonio R. Flores (President &amp; CEO, Hispanic Association of Colleges and Universities). The speakers welcomed participants to share strategies they think are appropriate, the challenges, the successes, and the failures of the implementation of the Section 7033 of the America COMPETES Act regarding Hispanic-serving institutions and STEM education. The transcript of this meeting is presented herein.
S&E Graduate Enrollments Accelerate in 2007; Enrollments of Foreign Students Reach New High. InfoBrief. NSF 09-314
Author: Burns, Laura
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Graduate Students,Graduate Study,Science Education,Engineering Education,Enrollment Trends,Foreign Students,Indigenous Populations,Comparative Analysis,Surveys,Data Collection,Research Methodology,Change

U.S. enrollment in science and engineering (S&E) graduate programs in 2007 increased by 3.3% over comparable data for 2006. This is the highest annual growth rate since 2002 and is nearly double the 1.7% growth rate seen in 2006. First-time, full-time enrollment of foreign students (the terms "foreign student" and "temporary" visa holder are equivalent in this report) eclipsed its previous high, set in 2001, and total enrollment of temporary visa holders topped its 2003 high. Despite this growth, the proportion of S&E graduate students who are temporary visa holders remained below its peak level, set in 2002, because of growth in the numbers of U.S. citizens and permanent residents pursuing graduate-level study in S&E fields. The National Science Foundation-National Institutes of Health (NNSF-NIH) Survey of Graduate Students and Post-doctorates in Science and Engineering (GSS), which collects these data, was refined in 2007 to improve reporting. New fields were added to the survey, and some fields were reclassified. Because of these changes this InfoBrief presents 2007 data in two ways: (1) "2007new" counts report the data as collected using the new methodology; and (2) "2007old" counts reflect the data as they would have been collected in prior years. Current-year discussions in this InfoBrief are based on 2007new data. Differences between prior years and 2007 are based on 2007old data, and trends are presented this way. Survey changes and impacts on data collection are discussed in detail in the section "Survey Changes and Comparative Analysis." (Contains 3 tables, 1 figure and 4 notes.)
Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions: FY 2007. Detailed Statistical Tables. NSF 09-315
Author: National Science Foundation
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Data Collection,Statistical Data,Research and Development,Scientific Research,Engineering Technology,Public Agencies,Federal Aid,Colleges,Nonprofit Organizations

Institutions of higher education, the major source of the nation's scientists and engineers, perform about one-half of the nation's basic research. Therefore, the level, distribution, and characteristics of federal academic support are of much interest to officials at federal, state, and local levels and in nongovernmental sectors. The National Science Foundation annually collects statistical data from the 19 federal agencies that account for virtually all support for science and engineering (S&amp;E) research and development at educational institutions. The data presented in these tables cover all categories of direct federal science and engineering (S&amp;E) support to institutions of higher education in the United States for S&amp;E activities. The 19 agencies listed in these tables provide virtually all federal funding for S&amp;E research and development (R&amp;D) at U.S. universities and colleges. Data are also reported on these agencies' obligations to nonprofit institutions. (Contains 36 tables.)
Federal S&E Obligations to Three Types of Minority-Serving Institutions Decline in FY 2007. InfoBrief. NSF 09-319
Author: Bennof, Richard J.
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Higher Education,Colleges,Scientific Research,Engineering Technology,Government School Relationship,Black Colleges,Tribally Controlled Education,Public Agencies,Federal Aid,Statistics,Hispanic American Students,Minority Groups

This analysis first addresses federal science and engineering (S&E) support findings for all academic institutions, followed by an analysis of the major findings on minority-serving institutions. The National Science Foundation's (NSF's) latest statistics from the Survey of Federal Science and Engineering Support to Universities, Colleges, and Nonprofit Institutions show that federal agencies obligated $28.5 billion (table 1) in current dollars to 1,216 academic institutions for science and engineering (S&E) activities in FY 2007. This amount represents a current-dollar decrease of 0.4% from the FY 2006 level, or a 3.0% decrease in inflation-adjusted constant 2000 dollars. This decrease was the first in current dollars reported to this survey in 11 years. It follows a 0.9% current-dollar increase (a 2.3% decrease in inflation-adjusted dollars) in total federal academic S&E support between FY 2005 and FY 2006. Furthermore, this InfoBrief presents data on federal S&E support to minority-serving institutions: historically black colleges and universities (HBCUs), high-Hispanic-enrollment (HHE) institutions, and tribal colleges and universities. (Contains 4 tables and 6 notes.)
The Effects of Reading Fluency on Comprehension
Author: Zugel, Kevin M.
Date: 2009-01-23
Type: Information Analyses
Subjects: Reading Comprehension,Reading Fluency,Reading Research,Reading Instruction,Literature Reviews

The purpose of this report was to examine the effects reading fluency has on reading comprehension. The analysis was done through a synthesis of recent literature on the topic. Research shows improvement in reading fluency does improve reading comprehension and suggests reading development similarities for all readers. This consistency in comprehension development may be valuable information for teachers at all grade levels facing the reading development challenges in the classroom. The literature supports further research into reading comprehension, including reading fluency and strategies that effectively and efficiently improve fluency and ultimately comprehension.
The College and Career Readiness Act: Findings from Evaluation--Year One. In Brief
Author: Khan, Sadya
Date: 2009-03-00
Type: Reports - Research
Subjects: High Schools,Federal Legislation,Student Placement,Community Colleges,Pilot Projects,Evaluation,High School Graduates,Intervention,Time to Degree,High School Students,College Students,Remedial Instruction,Partnerships in Education,Student Adjustment,Student Financial Aid,School Readiness,Enrollment,College Preparation

Rising remediation rates among college students are leading to increased time for completion of degree, additional costs for students and colleges, and financial aid being used on courses that do not count towards a degree. In response to these issues, in 2007 the state of Illinois passed the College and Career Readiness Act (CCR Act), Public Act 095-0694, to fund pilot projects consisting of a community college and partner high schools to support the alignment of K-12 curriculum with college level coursework, as well as better prepare students to be successful in transitioning from high school to college. The CCR Act has five main purposes: (1) Align ACT scores to community college courses to diagnose college readiness; (2) Reduce remediation through college prep courses, college readiness skills, and successful transitions; (3) Align high school and college curricula; (4) Provide resources and academic support to students; and (5) Develop an evaluation process to measure the effectiveness of readiness programs. The CCR Act attempts to address the rising remediation rates among high school graduates who enroll in college and find they are ineligible to enroll in collegiate level coursework because they do not meet the cut-off scores on college placement exams. The CCR Act tests the hypothesis that misaligned curriculum between high school and college creates remediation problems for students who seek to enter college-level course work. The Act purports that the remediation problem can be serious because of its impact on time to degree and financial aid. This brief summarizes results presented in year one of the Evaluation of the Illinois College and Career Readiness Act Pilot Projects.
Illinois Shifting Gears Policy Evaluation
Author: Weitzel, Peter C.
Date: 2009-07-31
Type: Reports - Research
Subjects: Educational Policy,Policy Analysis,State Standards,Stakeholders,Partnerships in Education,Network Analysis,Educational Change,Program Implementation,Demonstration Programs,Interviews,Planning Commissions,Program Evaluation,Transitional Programs,Articulation (Education)

Illinois Shifting Gears is a multilevel initiative that has simultaneously created bridge programs in the field and altered state policy to facilitate the creation of more programs in the future. These efforts have informed each other, giving policymakers the opportunity to interact with practitioners, troubleshoot bridge programs, and make refinements to new and existing policies. The evaluation of Illinois Shifting Gears has two major parts. The first mixed method evaluation was completed in June 2009, and it examined eight pilot demonstration bridge programs offered by ten Illinois community colleges. This second evaluation focuses on the policymaking process associated with the Illinois Shifting Gears initiative. Although the role of the pilots and the Shifting Gears Steering Committee are discussed, this evaluation primarily focuses on the efforts of the Shifting Gears Working Group, which consisted of a small group of state staff representing the Illinois Community College Board (ICCB) and the Department of Commerce and Economic Opportunity (DCEO), project consultants, and three members of the evaluation team. This policy evaluation examined the following questions: (1) To what extent have state level stakeholders worked together to make policy changes that will remove or minimize impediments to the development and implementation of effective bridge programs for low-skilled adults?; (2) What state-level policies were targeted for change, how did stakeholders engage in the policy change process, and what changes were made or are anticipated?; and (3) How did stakeholders collaborate to develop data infrastructure, and how have data influenced the policymaking process?
Training Policy in Illinois: A Minimum Training Expenditure Requirement for WIA Title I
Author: Harmon, Timothy
Date: 2009-09-16
Type: Reports - Descriptive
Subjects: Job Training,Educational Finance,Educational Policy,Policy Analysis,Policy Formation,Federal Legislation,Program Implementation,Resource Allocation,Funding Formulas,Labor Force Development,State Regulation

The extent to which funds under the Title I of the Workforce Investment Act (WIA) should be expended on training services has been a topic of discussion by Congress, which is considering reauthorization of WIA. This paper describes a policy initiative by Illinois that requires Local Workforce Investment Areas (LWIAs) under Title I of WIA to expend at least 40 percent of total program expenditures for training services. It describes the policy, the rationale for the policy, and how it was developed and implemented. In addition, this paper addresses the initial results of the policy and its implications for reauthorization of WIA. (Contains 2 figures.)
Initial Results of Illinois' Shifting Gears Pilot Demonstration Evaluation
Author: Bragg, Debra D.
Date: 2009-07-31
Type: Numerical/Quantitative Data
Subjects: Outcomes of Education,Adult Education,Program Implementation,Teaching Methods,Demonstration Programs,Pilot Projects,State Programs,Program Evaluation,Models,Developmental Psychology,Change Strategies,Educational Assessment,Educational Indicators,Transitional Programs,Articulation (Education)

This report provides initial results of Illinois' Shifting Gears Initiative that operated between July 1, 2007 and June 30, 2009. This mixed method (qualitative and quantitative) evaluation sought to accomplish three goals: (1) to assess program and student outcomes for two models (adult education and developmental education) for two target groups (6-8.9 grade level and 9 grade and above); (2) to test three hypotheses regarding innovative program implementation; and (3) to analyze the strength of evidence needed to support systemic and policy changes related to bridge program development and implementation. Three of the pilot demonstration sites chose the Model A-Developmental Education approach that sought to move students from developmental education to college-level course work, and Model B-Adult Education approach that students sought to transition students from adult education and English literacy to postsecondary education, with all seeking to implement innovative instructional approaches. (Contains 24 tables and 5 footnotes.) [This report was supported by the Department of Commerce and Economic Opportunity (DCEO).]
Update on Research and Leadership. Vol. 21, No. 1. Fall 2009
Author: Bragg, Debra D., Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Basic Skills,Interviews,Educational Strategies,Formative Evaluation,Models,Educational Practices,Transitional Programs,Articulation (Education),Program Implementation,Labor Force Development,Program Improvement,Case Studies,Policy Formation,State Regulation

This edition features current research, practice, and policy related to the Joyce Foundation's Shifting Gears initiative beginning with an interview with Whitney Smith, Manager of the Employment Program at the Joyce Foundation. Julie Strawn, Center for Law and Social Policy, presents a national perspective of basic skills reform efforts similar to Shifting Gears and offers strategies for states to improve the delivery of basic skills services. Finally, OCCRL staff contribute articles based on evaluation results from Shifting Gears Phase One, priorities for Shifting Gears Phase Two, and the role of the Workforce Investment Act in the implementation of bridge programs. This issue of &quot;Update on Research and Leadership&quot; contains the following articles: (1) Year Three of the Shifting Gears Initiative: An Interview with Whitney Smith from the Joyce Foundation (Jason L. Taylor); (2) Basic Skills for College and Careers (Julie Strawn); (3) Lessons from Illinois' Evaluation of Shifting Gears 1.0 (Debra D. Bragg, Timothy Harmon, Catherine Kirby, and Su Jung Kim); (4) Inside the Black Box: Three Bridge Programs Involved in Illinois Shifting Gears (Su Jung Kim and Jason L. Taylor); (5) Shifting Gears Phase Two: Advancing Policy (Catherine L. Kirby); and (6) Supporting Bridge Instruction through Title I of the Workforce Investment Act (Timothy Harmon). (Contains 1 table and 2 figures.)
U.S. Government and Partners: Working Together on a Comprehensive, Coordinated and Effective Response to Highly Vulnerable Children. Third Annual Report to Congress on Public Law 109-95, the Assistance for Orphans and Other Vulnerable Children in Developing Countries Act of 2005
Author: Agency for International Development (Dept. of State), Washington, DC.
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Annual Reports,Cooperation,Nongovernmental Organizations,Federal Government,Parents,Death,Global Approach,Child Abuse,Child Health,Child Labor,Child Neglect,Child Safety,Childhood Needs,Child Advocacy,Needs Assessment

Public Law 109-95, the Assistance for Orphans and Other Vulnerable Children in Developing Countries Act of 2005 (hereinafter, referred to as PL 109-95), was signed into law four years ago to respond to the global orphans and vulnerable children crisis. It calls for the U.S. Government (USG) response to the crisis to be comprehensive, coordinated and effective. This is the third annual report on PL 109-95 and it provides: global estimates of the number of highly vulnerable children; a summary of USG assistance programs for highly vulnerable children; a summary of progress coordinating the response among USG agencies; key strategic issues and opportunities; priorities for 2009-2010--and beyond; and a summary of the results and achievements of USG assistance. Appended to this report are: (1) Comprehensive Notes on Table 1: Highly Vulnerable Children: A Global Profile; and   (2) NGO Comments on the Third Annual Report to Congress on PL 109-95. (Contains 3 tables, 73 endnotes, and 2 maps.)
Illinois Programs of Study Guide: 2009
Author: Taylor, Jason L.
Date: 2009-07-31
Type: Guides - General
Subjects: Educational Principles,Program Effectiveness,Program Implementation,Program Evaluation,Models,Allied Health Occupations,Guides,Federal Legislation,Educational Change,Partnerships in Education,Secondary Education,Postsecondary Education,Accountability,Vocational Education,State Government,Federal Government,Job Skills,Labor Force Development,College School Cooperation,School Business Relationship,Leadership Responsibility,Access to Education,Equal Education,Relevance (Education),Curriculum Development,Teaching Methods,Professional Development,Program Improvement

This guide begins with background information useful to understanding Illinois' framework for implementation and evaluation of Programs of Study. It starts with a visual depiction of the relationships between activity at the federal, state and local levels that evolved to the creation of Illinois' Career Cluster Model. This Model, which is based on the States' Career Clusters Initiative, is also discussed, along with a visual depiction of the relationship between the 16 career clusters, the 79 career pathways, and numerous Programs of Study. An example of this relationship is provided using the Health Science cluster since this cluster is one of the first tapped for statewide implementation in Illinois. Following the introduction, it presents the six guiding principles for implementation and evaluation of Programs of Study. Each principle has its own section with the following information: (1) The guiding principle statement: A brief, straightforward statement of the principle; (2) A principle overview: The what, why and how of implementation relevant to the principle; (3) An &quot;In Practice&quot; example: A promising practice in Illinois pertaining to the principle; (4) An &quot;In Perkins IV&quot; statement: Legislative language that is aligned with the principle; (5) &quot;Design Elements at a Glance&quot;: Design elements associated with the principle; (6) Tools and Resources: Selected tools and resources for implementing the principle; and (7) Appendices: A copy of one selected tool or resource, reprinted with permission of the publisher or author. The concluding section of this guide, titled Moving Forward, presents some activities planned for Illinois' journey with Programs of Study. Appended are: (1) Principle One: Leadership, Organization, and Support; (2) Principle Two: Access, Equity, and Opportunity; (3) Principle Three: Alignment and Transition; (4) Principle Four: Enhanced Curriculum and Instruction; (5) Principle Five: Professional Preparation and Development; and (6): Principle Six: Program Improvement and Accountability. (This publication was prepared pursuant to a grant from the Illinois State Board of Education and the Illinois Community College Board and is funded 100% through the federal Carl D. Perkins Career and Technical Education Improvement Act of 2006.)
Illinois' Career Cluster Model
Author: Jankowski, Natasha A.
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Vocational Education,Career Development,Partnerships in Education,Program Implementation,Alignment (Education),Cluster Grouping,Models,Fundamental Concepts,Stakeholders,Guides,Program Guides,State Standards,Resource Materials

This booklet provides information to multiple stakeholders on the implementation of career clusters in Illinois. The booklet is an extension of the previous edition titled &quot;An Introduction  to Illinois CTE Programs of Study&quot; (2008), and provides a resource for partners to understand Illinois' Career Cluster Model as its own adaptation of the States Career Cluster Framework. It is intended for individuals familiar with career clusters and programs of study and those beginning to learn about them. The booklet is divided into seven sections: (1) Perkins IV: main themes of the Carl D. Perkins Career and Technical Education Improvement Act of 2006; (2) Key Concepts: terms, definitions and benefits of the career cluster approach, to help partners become familiar with the States Career Cluster  framework; (3) Career Cluster Framework: graphic representation of the essential knowledge and skills, the 5 career and technical education areas at the secondary level, the 16 career clusters, and the 79 career pathways; (4) Illinois' Career Cluster Model: visual example of the Health Science cluster and how different elements of the States Career Cluster Framework fit together in Illinois; (5) Implementation: information useful to preparing partners to implement programs of study, including the six guiding principles and partner roles in the process; (6) Acronyms: list for reference and ease of communication between multiple partners on programs, initiatives, and organizations; and (7) Resources: links to tools, research, and national organizations related to Perkins IV, career development, career clusters, and other information specific to Illinois. (Contains a list of resources and acronyms.)