ethanporcaro/eric-fulltext-meta huggingface dataset:
School Nursing in New Mexico: Partners in Education. Annual School Health Services Summary Report 2012-2013
Author: New Mexico Public Education Department
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,School Health Services,Health Promotion,Health Education,Special Needs Students,Drug Therapy,Chronic Illness,Screening Tests

The school nurse serves in an essential role to provide expertise and oversight for the provision of school health services and promotion of health Education. Using clinical knowledge and judgement, the school nurse plans and provides health care to students, performs health screenings and coordinates referrals to the medical home or private healthcare provider. The school nurse serves as a liaison between school personnel, family, community, and healthcare providers to advocate for health care and a healthy school environment. This summary report provides in tabular form, statistical information on School Nursing in New Mexico for the 2012-2013 school year on the following: (1) School Nurse Staffing in New Mexico; (2) Students with a Medical Diagnosis; (3) Medically Complex Procedures; (4) Prescription Medications, Student Visits to health Office; and (5) Student Screenings.
Improving College Writing before the Freshman Year: Findings from 10 Years of a Summer Bridge Program. The Summer Before Series
Author: Relles, Stefani R.
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: Summer Programs,College Readiness,College Bound Students,Low Income Groups,Minority Group Students,Transitional Programs,Low Achievement,Writing Instruction,First Generation College Students,Revision (Written Composition),Faculty Development,Evaluation,Administrator Role,Program Implementation,Essays,Curriculum,Check Lists,Lesson Plans,Writing Workshops

Students who graduate from high school who are college-ready are more likely to graduate than those who are not college-ready. The need for remediation on college campuses burdens both students and institutions with financial and opportunity costs that at best delay, and at worst impede graduation rates. At a time when workforce preparation skills are increasing, a challenge for postsecondary institutions is to think about how to structure students' learning experiences prior to their freshman year so that they arrive college-ready. For over a decade, the Pullias Center for Higher Education (PCHE) at the University of Southern California (USC) has been working on ways to increase the college writing readiness of low-income and minority students. This report presents findings from 10 years of a summer bridge program designed to support the secondary to postsecondary writing transitions of college-bound graduates from under-performing high schools. In this report, the authors provide an overview of the structure and logistics of the program, the theoretical framework that has guided its development, as well as the curriculum and evaluation model. The authors discuss results and findings about what matters and what does not, and finally the implementation obstacles they have faced. The following are appended: (1) The Pre-Program Essay; (2) The Paper Prompt; (3) Next Indicated Action Matrix; (4) The Checklist; (5) MadLibs Argument Worksheet; (6) Pictograph of Narrative and Argumentative Composition Structure; (7) &quot;Turn It In on Time&quot; Protocol; (8) The Workshop Constitution; (9) Sample Workshop Schedule; (10) Conference on Activism Schedule; (11) Conference Introduction Cheat Sheet; (12) Activism Conference Template; and (13) Conference Nine Minute Group Presentation Script.
Federal Student Loans: Oversight of Defaulted Loan Rehabilitation Needs Strengthening. Testimony before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, House of Representatives. GAO-14-426T
Author: Emrey-Arras, Melissa
Date: 2014-03-12
Type: Reports - Evaluative
Subjects: Federal Aid,Student Loan Programs,Student Financial Aid,Loan Default,Loan Repayment,Credit (Finance),Federal Government,Public Agencies,Financial Services,Accountability,Planning,Program Administration,Hearings

As of September 2013 about $94 billion--over 11 percent of federal student loan volume in repayment--was in default. Loan rehabilitation allows borrowers who make nine on-time monthly payments within 10 months to have the default removed from their credit reports. Department of Education (Education) contracts with collection agencies to assist borrowers with rehabilitation and other options for repaying defaulted student loans. The federal government has an interest in ensuring that the loan rehabilitation process works well given the potential savings from returning defaulted loans to repayment. When Education upgraded its defaulted loan information system in October 2011, there were reports that some loans remained in default after borrowers had made enough payments to rehabilitate the loans, raising questions about Education's ability to manage the loan rehabilitation program. GAO asked Education, Workforce, and Income Security to examine Education's rehabilitation of defaulted student loans. This document reports the testimony of Melissa Emrey-Arras, Director, Education, Workforce, and Income Security. Her remarks address the following two areas: (1) how the upgrade of Education's defaulted loan information system affected loan rehabilitation; and (2) how Education oversees collection agencies in implementing loan rehabilitation. The findings in this report highlight serious weaknesses in Education's management and oversight of the loan rehabilitation process. The substantial delays that many borrowers experienced getting their loans out of default are largely attributable to Education not providing oversight appropriate to the risks associated with the system upgrade. While Education took steps to process the backlog of loans eligible for rehabilitation, it does not have performance data to provide assurance that borrowers are no longer experiencing delays. In addition, Education's oversight of collection agencies provides little assurance that borrowers are provided accurate information about loan rehabilitation. Education has taken some steps to strengthen its oversight in response to Education, Workforce, and Income Security recommendations however, given the preliminary nature of these efforts, it will be important to track how Education builds upon and sustains these actions over time to ensure it is providing appropriate levels of oversight. [Individuals making key contributions to this statement include Debra Prescott, Assistant Director; Kurt Burgeson, Maria Gaona, Amy Moran Lowe, and Jason Palmer.]
Higher Education: Education Should Strengthen Oversight of Schools and Accreditors. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-15-59
Author: Emrey-Arras, Melissa
Date: 2014-12-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Agencies,Accreditation (Institutions),Sanctions,Outcomes of Education,Institutional Characteristics,Statistical Analysis,Content Analysis,Interviews,Educational Finance

To access federal student aid--which totaled more than $136 billion in fiscal year 2013--schools must be accredited to ensure they offer a quality education. In light of accreditors' important role in overseeing schools, this report examines (1) accreditor sanctions of schools for non-compliance with accreditor standards, (2) how likely accreditors are to sanction schools with weaker student outcome or financial characteristics, and (3) how the Department of Education (Education) uses accreditor sanction information for oversight. GAO analyzed sanction data from October 2009 through March 2014--the most recent data available--and conducted statistical modeling using data Education collects on schools to test whether schools with weaker characteristics are more likely to be sanctioned by accreditors. GAO also reviewed Education documents, relevant federal laws and regulations, prior research on student outcomes, and interviewed representatives of accreditors, higher education associations, schools, and Education. Appended are: (1) Scope and Methodology; (2) Data on Institutional Characteristics of Schools with Sanctions; (3) Data on the Likelihood of Termination or Probation for Selected Federal Student Outcomes; (4) Data on the Likelihood of Termination or Probation for Selected Federal Financial Characteristics; (5) Comments from the Department of Education; and (6) GAO Contact and Staff Acknowledgments. [In addition to the GAO contact, Melissa Emrey-Arras, Kris Nguyen, Assistant Director; Eve Weisberg, Analyst-in-Charge; Ellen Phelps Ranen; Jennifer McDonald; John Mingus; Jeff Tessin; Jessica Botsford; Holly Dye; and James Bennett made significant contributions to this report. Also contributing to this report were Jacques Arsenault, David Barish, Sue Bernstein, Deborah Bland, Ramona Burton, Michelle Fejfar, Shannon Finnegan, Kirsten Lauber, Ted Leslie, Sheila McCoy, Cathy Roark, Vernette Shaw, Michelle St. Pierre, Debra Prescott, Kate Van Gelder, and Charlie Willson.]
The Budget Response: Fiscal Year 2013. CEF's Position Statement on President Obama's FY 2013 Budget Request
Author: Mandlawitz, Myrna, Ed.
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Budgets,Federal Aid,Early Childhood Education,Elementary Secondary Education,Vocational Education,Adult Education,Lifelong Learning,Higher Education,Educational Research,Federal Legislation,Educational Legislation,Disabilities,Federal Programs,Grants,Student Loan Programs

The Committee for Education Funding (CEF), a coalition of over 90 national education associations and institutions from preschool to postgraduate education, applauds President Obama's Fiscal Year 2013 budget for prioritizing investment in education as a proven strategy to increase jobs and improve our nation's economic growth and competitiveness. Within a constrained fiscal environment and tight spending caps imposed by the Budget Control Act, the budget proposes an increase of $1.7 billion (2.5 percent) in discretionary spending for programs in the Department of Education. In addition, the budget proposes over $60 billion in mandatory spending for major new investments in modernizing schools and community college facilities, preventing further layoffs of teachers and other educators, improving the preparation and quality of teachers and school leaders, expanding career academies, and training workers through community colleges. While CEF is pleased with overall education investments in the budget, looming sequestration cuts present a major threat to students, schools, and colleges. The Administration's budget proposes to consolidate 38 ESEA programs into nine new flexible funding streams. While such consolidations ultimately will be decided in the ESEA reauthorization, from a budgetary perspective CEF believes any program consolidations should not result in the elimination of essential functions such as improving teacher preparation at institutions of higher education, family engagement, or providing K-12 students with sufficient specialized instructional support personnel. This report contains the following sections: (1) Charts and Graphs (Joel Packer, Ed.; and Tom Zembar, Ed.); (2) The Foundation for Success--Elementary and Secondary Education (Jocelyn Bissonnette, Ed.; Noelle Ellerson, Ed.; and Lindsay Jones, Ed.); (3) Education, Careers and Lifelong Learning (Jamie Baxter, Ed.; and Nancy Conneely, Ed.); (4) The Gateway to Opportunity--Higher Education (Stephanie Giesecke, Ed.; and Carolyn Henrich, Ed.); (5) Forging Success--Educational Research, Statistics and Improvement (Gerald Sroufe, Ed.; and Augustus Mays); and (6) Education-Related Programs--Meeting the Human Needs of America's Children (Roberto Viramontes, Ed.; and Jared Solomon, Ed.). [For CEF's &quot;Budget Response: Fiscal Year 2012,&quot; see ED562026.]
Federal Student Aid TEACH Grant Program
Author: Federal Student Aid (ED)
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Grants,Student Financial Aid,Federal Aid,Low Income Groups,Federal Programs,College Students,Teacher Education Programs,Eligibility,Elementary Secondary Education

The Teacher Education Assistance for College and Higher Education (TEACH) Grant Program provides grants of up to $4,000 per year to students who agree to teach for four years at an elementary school, secondary school, or educational service agency that serves students from low-income families and to meet other requirements. This brief report discusses the TEACH Grant Program: (1) What is the TEACH Grant Program?; (2) What are the eligibility requirements?; (3) What is a TEACH-Grant-eligible program?; (4) What is the TEACH Grant Agreement to serve?; (5) What are the terms and conditions of the TEACH Grant service obligation?; (6) What are high-need-fields?; (7) How can schools or educational service agencies that serve low-income students be identified?; (8) Can a TEACH Grant service obligation ever be suspended or canceled?; and (9) If interested in receiving a TEACH Grant, where can more information be found?
Do You Need Money for College? Federal Student Aid at a Glance 2014-15
Author: Federal Student Aid (ED)
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Expenditures,Federal Government,Tuition,Paying for College,College Students,Fees,Grants,Student Loan Programs,College Applicants,Student Costs,Financial Aid Applicants,Work Study Programs,College Preparation,College Bound Students,Higher Education,Need Analysis (Student Financial Aid),Federal Aid

Federal student aid comes from the federal government--specifically, the U.S. Department of Education. It is money that helps a student pay for higher education expenses (i.e., college, career school, or graduate school expenses). Federal student aid covers such expenses as tuition and fees, room and board, books and supplies, and transportation. Aid also can help pay for a computer and for dependent care. There are three main categories of federal student aid: grants, work-study, and loans. Check with the specific school to find out which programs they participates in. The following information is presented in this document: (1) What is federal student aid?; (2) Who gets federal student aid?; (3) How do you apply for federal student aid?; and (4) A chart with Federal Student Aid Programs in 2014-15. [For the 2013-14 edition of this report, see ED542096.]
Do You Need Money for College? Federal Student Aid at a Glance 2015-16
Author: Federal Student Aid (ED)
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Expenditures,Federal Government,Tuition,Paying for College,College Students,Fees,Grants,Student Loan Programs,College Applicants,Student Costs,Financial Aid Applicants,Work Study Programs,College Preparation,College Bound Students,Higher Education,Need Analysis (Student Financial Aid),Federal Aid

Federal student aid comes from the federal government--specifically, the U.S. Department of Education. It is money that helps a student pay for higher education expenses (i.e., college, career school, or graduate school expenses). Federal student aid covers such expenses as tuition and fees, room and board, books and supplies, and transportation. Aid also can help pay for a computer and for dependent care. There are three main categories of federal student aid: grants, work-study, and loans. Check with the specific school to find out which programs they participates in. The following information is presented in this document: (1) What is federal student aid?; (2) Who gets federal student aid?; (3) How do you apply for federal student aid?; and (4) A chart with Federal Student Aid Programs in 2015-16. [For the 2014-2015 edition of this report, see ED562040.]
Federal Student Loan Programs
Author: Federal Student Aid (ED)
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Student Loan Programs,Federal Programs,Federal Aid,Paying for College,College Students

For those needing a loan to attend college, think federal aid first. Federal student loans usually offer borrowers lower interest rates and have more flexible repayment terms and options than private student loans. This brief report answers the following questions about federal aid: (1) What is a federal student loan?; (2) What is a private student loan?; (3) Why are federal student loans a better option for paying for college?; (4) How much should I borrow?; and (4) A chart presenting the types of federal student loans that are available.
&quot;Making Time for What Matters Most.&quot; I3 Development Project: Year 5 Evaluation Report
Author: Donahue, Tara
Date: 2015-09-00
Type: Reports - Research
Subjects: Public Schools,Program Evaluation,Educational Improvement,Improvement Programs,High Schools,Program Implementation,Mastery Learning,Learner Engagement,College Readiness,School Readiness,Teacher Improvement,Student Attitudes,Teacher Attitudes,High School Students,Secondary School Teachers,Mixed Methods Research,Outcome Measures,Student Surveys,Teacher Surveys,Interviews

The purpose of this study evaluates the work completed in the &quot;Jefferson County Public Schools&quot; (JCPS) project, &quot;Making Time for What Matters Most&quot;, aiming to improve student achievement, narrow achievement gaps, strengthen students' college readiness skills, and increase the percentages of students who graduate and go on to college. In order to achieve these overarching aims, JCPS defined three goals: (1) provide structures and supports to facilitate student mastery of academic material and successful completion for all core courses in one year or less; (2) provide a range of personalized supports to students to increase engagement in school and promote college readiness; and (3) improve teachers' pedagogical and student support practices to maximize the effectiveness of increased learning time. JCPS' district high school leadership selected six persistently low-performing high schools for the project: Academy @ Shawnee, Fern Creek Traditional High School, Moore Traditional High School, Valley Traditional High School, Waggener High School, and Western High School. These schools were chosen because they serve higher proportions of minority and economically disadvantaged students relative to both the county and district overall. This evaluation includes results on grant implementation goals as well as academic outcomes for students, college going rates, and teacher efficacy ratings on survey results. Though program results were shy of goals established at the beginning of the project, implementation insights detailed in the report can provide districts and other innovators information for similar implementation goals. This report also includes copies of surveys used in the project. The following are appended: (1) Spring Interview Protocols; (2) 2015 Principal and College Access Resource Teacher (CART) Implementation Surveys; (3) 2015 Student Survey; (4) 2015 Teacher Survey; (5) Core Course Classification; (6) Core Course Analyses; (7) Means and Standard Deviations of Student Perceptions of the Academic Challenge Item Index by School; and (8) Teacher Survey Aggregate Means, Standard Deviations, and Percentages for Scales by Item.
Securing the Future of New York's Children: Taking the Next Steps toward Truly Universal Prekindergarten
Author: Rebell, Michael A.
Date: 2014-11-00
Type: Reports - Descriptive
Subjects: Preschool Education,Equal Education,Access to Education,Educational Finance,Cost Effectiveness,Educational Quality,Public Education

With the strong leadership of Governor Andrew Cuomo, solid support from the state legislature, the Regents, and the New York State Education Department, and the unwavering commitment of Mayor Bill de Blasio of New York City, New York State has made significant strides over the past year in expanding access to high-quality full-day prekindergarten across the state. With this important momentum and committed leaders, the state is now in a position to make prekindergarten truly universal. But to do so, several aspects of the existing legislation must be modified, and the funding system must be stabilized at an adequate level. To show how to accomplish this, the Center for Children's Initiatives (CCI) and the Campaign for Educational Equity at Teachers College (CEE) have revised the statewide roadmap for &quot;Making Prekindergarten Truly Universal in New York&quot; that was originally published in October 2013. The authors incorporate the new funding and quality standards initiatives that the governor and the legislature adopted this year and propose the modifications and reforms that are now needed to merge these advances into a coherent, sustainable, universal system. The ultimate goal, as argued in the original roadmap, is to recognize the right of every three and four year old to high-quality, full-day prekindergarten. In this report, the authors lay out the steps down that path, year by year, starting with important modifications of the Statewide Universal Full-Day Prekindergarten Program in the state's 2015 budget, and moving toward a guarantee of full access to full-day prekindergarten. The state should continue to support the service in both public schools and community-based settings, to assure families have a broad range of options to meet their needs.
Ecologies of Learning: Culture, Context and Outcomes of Workplace LES. Research Brief
Author: Merrifield, Juliet
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Workplace Learning,Outcomes of Education,Social Environment,Adult Learning,Work Environment,Political Influences,Economic Climate,Age,Gender Differences,Ethnicity,Social Class,Family Work Relationship,Barriers,Learning Motivation,Job Security,Innovation,Salaries,Educational Opportunities,Interpersonal Relationship,Cultural Context

There is a need to connect workplace learning and essential skills to a larger domain of workplace learning in general. To do this, the contexts in which learning takes place, and the cultures of the actors and environments involved, should be taken into consideration. Although research on the direct effects of contexts and cultures on workplace learning and essential skills (WLES) outcomes is limited, there is a body of evidence from various disciplines and several countries on workplace training and general adult learning. Three main contexts have been identified: (1) that of the participant; (2) the workplace; and (3) the social/economic/political environment. Research findings for each are summarized in this brief report.