ethanporcaro/eric-fulltext-meta huggingface dataset:
A Future of Leadership Development
Author: Williams, Ken
Date: 2009-00-00
Type: Opinion Papers
Subjects: Leadership Training,Human Dignity,Empathy,Leadership,Accountability,Institutional Autonomy,Personal Autonomy,Professional Autonomy,Influences,Educational Opportunities,Holistic Approach,Social Justice,Democracy,Influence of Technology,Science and Society

Leadership and leadership development are popular topics today. Concurrent with the construction of leadership theory, leadership development has emerged as a practice, with programs, consultants, reports, and networking opportunities proliferating. Given the reality of limited resources, it is critical that investments in and approaches to leadership development are built on a foundation of knowledge, curiosity, empathy, and passion for meaningful change that is based on value. Ultimately, leadership development is about getting opportunities and resources to people who can contribute, in inspiring ways, to the success of organizations, communities, fields, nation, world, and species. It is an engaging process that blends both art and science with hope. In this essay the author talks about how leadership development is a way to catalyze personal growth and structural change, through a set of opportunities and challenges, a support system, and enriching companionship. When practiced with care, leadership development and its associated support are the gifts that keep on giving, when ideas and programs fall to the wayside, and the beauty of human dignity is cherished all the more. Appendices include: (1) Frameworks for Reflective Practices; and (2) Key Sources of Power. (Contains 36 endnotes.) [For the supplement report, "A Short Supplement to A Future of Leadership Development," see ED520169.]
Australian Vocational Education and Training Statistics: Students and Courses, 2010. Preliminary Data
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Training,Postsecondary Education,Public Education,Data,Enrollment,National Surveys

This publication is a preliminary release of data on the number of students, full-year training equivalents, hours of delivery and subject enrolments relating to Australia's public vocational education and training (VET) system for 2010. As these figures are preliminary, they may be subject to change as further processing of data is undertaken. Final data with more detail and a wider range of variables are expected to be released in July, 2011. (Contains 1 table.)
Pathways: Developing the Skills of Australia's Workforce. Occasional Paper
Author: Guthrie, Hugh
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Graduates,Foreign Countries,Vocational Education,Labor Force,Career Development,Employment,Prior Learning,Higher Education

This paper was originally developed to help the Training and Skills Commission in South Australia consider the pathways between elements of the vocational education and training (VET) system, how they are working and what improvements can be made. It has been revised to make it national in scope. The authors reveal that quite substantial numbers of VET graduates go on to university level study or further study within VET itself. Significant numbers of university graduates also go on to study in VET. However, not all VET graduates choose to study at a higher level; a substantial proportion of students going on to further study do so at the same or lower level. This suggests that entitlement models need to consider horizontal (skills broadening) as well as vertical (only qualifications at a higher level) in their funding mix. Additional data tables are appended. (Contains 13 tables and 2 footnotes.)
Collecting &quot;Total&quot; Vocational Education and Training Activity. Position Paper
Author: Karmel, Tom
Date: 2011-00-00
Type: Opinion Papers
Subjects: Quality Control,Public Policy,Vocational Education,Data Collection,Educational Legislation,Federal Legislation,Vocational Training Centers

In this position paper, NCVER's Managing Director, Dr Tom Karmel, argues that the submission of vocational education and training student data should be mandated as a condition of registration for all registered training organisations, including private providers. This will ensure a comprehensive data collection that gives a realistic view of training activity occurring within the sector, which is essential for informing public policy, ensuring quality assurance and providing accurate information to potential students. However, he notes that the process needs to be as painless as possible.
Taking Workforce Initiatives to Scale: Workforce Initiatives Discussion Paper #2
Author: Academy for Educational Development
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Economic Progress,Environmental Education,Agriculture,Natural Resources,Labor Force,Labor Force Development,Tourism,Sustainable Development,Foreign Countries

The System-wide Collaborative Action for Livelihoods and Environment, or SCALE process, has become one of the Academy for Educational Development's (AED's) and the United States Agency for International Development's (USAID's) most utilized and replicated models, with applications in education, health, natural resources management, tourism, sustainable agriculture, and energy, among others. SCALE was originally designed through the GreenCOM project, which was funded by the USAID/Economic Growth, Agriculture, and Trade Bureau's Natural Resources Management Office and implemented by AED. This paper illustrates how the SCALE model can be modified for use in the context of international workforce initiatives.
Priced out: How the Wrong Financial-Aid Policies Hurt Low-Income Students
Author: Lynch, Mamie
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Paying for College,Grants,Educational Policy,Financial Policy,Policy Analysis,Low Income Groups,Student Costs,Parent Financial Contribution,Barriers,Educational Opportunities,Educational Legislation,Financial Problems

This report demonstrates how much low-income students must stretch to pay for college, even after grant aid is taken into account. This report finds that just five of the nation's nearly 1,200 four-year colleges and universities have student bodies that are at least 30 percent low-income and offer low-income students a reasonable chance at a bachelor's degree at an relatively affordable cost. The result? Far too many low-income students are priced out of higher education. The average low-income family must contribute an amount roughly equivalent to 72 percent of its annual household income each year just to send one child to a four-year college. Meanwhile, middle-class and high-income families contribute amounts equivalent to just 27 percent and 14 percent of their yearly earnings, respectively. Budget-balancing battles at the state and federal levels threaten to make this bad situation even worse, by cutting grant aid for low-income students. For example, the Pell Grant Program, the cornerstone of federal efforts to make college affordable for these students, faces serious threats in the FY 2012 budget negotiations. The U.S. Senate recently rejected the House of Representatives' move to slash support for the program, yet it remains unclear how Pell ultimately will fare once the Senate finally drafts its own budget. At stake are the dreams of the more than 10 million Americans who rely on Pell to afford college. (Contains 6 tables, 8 figures and 49 notes.)
Florida's Public Education Spending. School Choice Issues in the State
Author: Aud, Susan
Date: 2006-01-00
Type: Reports - Evaluative
Subjects: Expenditures,School Choice,Educational Finance,Public Education,Budgets,Expenditure per Student,School Districts

This study analyzes and explains Florida's education finance system. It explains the sources of revenue and the expenditure of funds, reporting figures for each of the state's 67 districts. It also analyzes the trend in current expenditures --that is, the day-to-day operating costs of schools--to address the question of whether they have been rising or falling in recent years.   It finds that Florida spent about $7,000 per student in day-to-day operating costs (&quot;current expenditures&quot;) in 2003-04, and a total of about $8,700 per student on all education expenditures. It also finds that inflation-adjusted current expenditures have been consistently increasing. (Contains 5 tables and 17 endnotes.) [This study was released jointly by the Milton and Rose D. Friedman Foundation, The James Madison Institute and the Collins Center for Public Policy.]
Social Enterprises and Social Sector Workforces: Workforce Initiatives Discussion Paper #3
Author: Academy for Educational Development
Date: 2011-03-14
Type: Reports - Descriptive
Subjects: Social Systems,Social Services,Cost Effectiveness,Private Sector,Economic Development,Females,Entrepreneurship

Increasing evidence shows that investing in social sector supply, service, and value chains has exponentially stronger development impact than investments in other sectors. There are often severely lacking social services such as child care, elder care, health care delivery, prescription drug distribution, home schooling, and private sector training. These areas serve people (even the poorest people) who are willing to pay for or make contributions towards the overall costs. Weak social systems are, as Elinor Ostrom describes them, "collective action problems" where a common pool of resources is needed with "polycentric small units nested in larger systems," i.e., within markets for social good there are needs for state-sponsored social systems, supporting services delivery enterprises, entrepreneurs who identify gaps and fill them through charity or investment, and workforce agencies and businesses that provide people with the skills needed to expand access, affordability, and employment in social sectors. (Contains 8 endnotes.) [For "Taking Workforce Initiatives to Scale: Workforce Initiatives Discussion Paper #2," see ED520198.]
Professional Writing Retreat Handbook: A How-To Manual for Replicating the NWP Professional Writing Retreat Model
Author: Check, Joseph
Date: 2007-05-00
Type: Guides - General
Subjects: Audiences,Educational Change,Anthologies,Educational Practices,Writing Instruction,Writing Workshops,Writing for Publication,Writing (Composition),Expository Writing,Reading Materials,Professional Development

The National Writing Project designed the Professional Writing Retreats to support writing by teacher-leaders for audiences of scholars, practitioners, policymakers, and other members of the public who have an interest in education. These writing retreats focus on writing about the profession of teaching, giving teachers a chance to write about their practice, make claims about policy, enter into discussions about school reform, argue about ideas concerning literacy and learning, and address a variety of other concerns about teaching writing. The authors believe that professional writing by NWP teacher-consultants and directors can achieve the following ends: (1) By writing about school reform, NWP colleagues can help resituate reform efforts by giving voice to the most powerful agents of change in schools: teachers; (2) By writing about practice, teachers can make public the vast resources of their knowledge, making it available to other teachers, administrators, and even legislators and parents; and (3) By writing about professional concerns, they enter into the scholarly discussions about teaching writing, making NWP's knowledge more visible to the community of researchers. This "Handbook" offers advice about planning, funding, and conducting a retreat and provides tools and resources to help sites design local retreats. Appendices include: (1) Pre-retreat Readings; (2) Pre-retreat Materials; (3) On-Site Retreat Materials; and (4) Retreat Anthology Materials.
A School Voucher Program for Baltimore City
Author: Lips, Dan
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Graduation Rate,School Choice,Educational Vouchers,Program Proposals,Educational Improvement,Improvement Programs,Educational Policy,Change Strategies,Educational Change,Educational Assessment,Educational Indicators,Academic Achievement,Low Achievement,Comparative Analysis,Politics of Education,Urban Schools,Performance Factors,Program Attitudes

Baltimore City's public school system is in crisis. Academically, the school system fails on any number of measures. The city's graduation rate is barely above 50 percent and students continually lag well behind state averages on standardized tests. Adding to these problems is the school system's current fiscal crisis, created by years of fiscal mismanagement that has now caused multi-million dollar budget deficits. Despite persistent problems in the city's public schools, city officials continue to oppose student-centered, parent-directed school choice reform proposals such as school vouchers. Such voucher programs have proven successful in other cities, such as Milwaukee and Cleveland, which have seen test scores and parental satisfaction climb. This paper explores how Baltimore could enact a similar school voucher program. It examines the current state of the Baltimore City school system and considers other cities' experiences with vouchers. Finally, the paper outlines a voucher program for Baltimore. The purpose of this report is to offer policymakers a fiscally sound voucher proposal for Baltimore City that benefits participating students as well as the school system in general. Furthermore, this paper outlines a fiscally responsible proposal for school vouchers and urges lawmakers to embrace these long-overdue school choice reforms. Appended are: (1) State and Federal Constitutional Questions; and (2) Public Demand for School Choice Is on the Rise. (Contains 7 tables and 67 footnotes.) [This paper was published by The Maryland Public Policy Institute.]
Public Education Finances, 2009
Author: US Census Bureau
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Census Figures,National Surveys,Elementary Secondary Education,Glossaries,School Districts,School District Spending,Income,Budgets,Debt (Financial),State Aid,Federal Aid,Enrollment,Demography,Charter Schools,Ancillary School Services,Expenditure per Student,Research Methodology,Questionnaires,Local Government,Adult Education,Community Services

The U.S. Census Bureau conducts a Census of Government Finances and an Annual Survey of Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Government Finances has been conducted every 5 years since 1957, while the Annual Survey of Government Finances has been conducted annually since 1977 in years when the Census of Government Finances is not conducted. The 2009 Annual Survey of Government Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and display data for each public school system with an enrollment of 10,000 or more. Appendices include: (1) Definitions of Selected Items; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) F-33 Survey Form. (Contains 5 figures and 18 tables.) [For &quot;Public Education Finances, 2003,&quot; see ED486334.]
The Fiscal Impact of the Kentucky Education Tax Credit Program
Author: Gottlob, Brian J.
Date: 2006-06-00
Type: Reports - Research
Subjects: Tax Credits,School Choice,Program Effectiveness,Program Proposals,Economic Impact,Expenditures,Scholarship Funds,Financial Support,Supply and Demand,Student Characteristics,Scholarships,Cost Effectiveness,Change Strategies,Educational Change,Educational Policy

This study examines the fiscal impact of a proposal to create a personal tax credit for educational expenses and a tax-credit scholarship program in Kentucky. It finds that the actual fiscal impact of the program would be much less than its nominal dollar size, due to the reduced public school costs resulting from migration of students from public schools to private schools. Specifically, it finds that the net impact of creating $60 million in tax-credit scholarships would be only $2 million to $17 million, and the net impact of giving $23.2 million in personal tax credits would be only $11.4 million. (Contains 7 figures, 5 tables and 7 endnotes.)
The Constitutionality of School Choice in New Hampshire
Author: Douglas, Charles G., III
Date: 2004-05-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Choice,Religion,Constitutional Law,Educational Vouchers,State Aid,State Legislation,State Programs,State Regulation,Educational Policy,Federal Legislation,Federal Regulation,Policy Analysis,Court Litigation

Does a &quot;school choice&quot; program, under which state funds are disbursed on a neutral basis to  parents in the form of a voucher to defray the cost of sending their children to a school of their choice, run afoul of the Establishment Clause of the First Amendment to the United States Constitution, or of the New Hampshire Constitution? No. A school choice program that is purposely designed to be neutral with respect to religion, and which provides only incidental and indirect benefits to a religious sect or religion in general, benefits that are purely the result of the choices of individual citizens receiving state funds, does not violate the religion/state separation provisions of either the United States or New Hampshire Constitutions. In this paper, former New Hampshire Supreme Court Justice Charles G. Douglas III lays out the case for the constitutionality of school choice under New Hampshire's constitution, and Richard D. Komer documents the history of New Hampshire's &quot;Blaine Amendment.&quot; (Contains 10 footnotes.) [Foreword by Charles M. Arlinghaus.]
Public Education Finances, 2007
Author: US Census Bureau
Date: 2009-07-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Census Figures,National Surveys,Elementary Secondary Education,Glossaries,School Districts,School District Spending,Income,Budgets,Debt (Financial),State Aid,Federal Aid,Enrollment,Demography,Charter Schools,Ancillary School Services,Expenditure per Student,Research Methodology,Questionnaires,Local Government,Adult Education,Community Services

Every five years, the U.S. Census Bureau conducts a Census of Government Finance, as authorized by law under Title 13, U.S. Code, Section 182. The 2007 Census, similar to annual surveys and censuses of governments conducted for many years, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). The data collected are used for both the 2007 Census of Governments Survey of Local Government Finances--School Systems and the Local Education Agency (School District) Finance Survey which is conducted on behalf of the National Center for Education Statistics (NCES). This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and display data for each public school system with an enrollment of 10,000 or more. Appendices include: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) F-33 Survey Form. (Contains 5 figures and 18 tables.) [For "Public Education Finances, 2006," see ED520210.]
Public Education Finances, 2008
Author: US Census Bureau
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Census Figures,National Surveys,Elementary Secondary Education,Glossaries,School Districts,School District Spending,Income,Budgets,Debt (Financial),State Aid,Federal Aid,Enrollment,Demography,Charter Schools,Ancillary School Services,Expenditure per Student,Research Methodology,Questionnaires,Local Government,Adult Education,Community Services

The United States Census Bureau conducts an Annual Survey of Government Finances as authorized by law under Title 13, United States Code, Section 182. The 2008 survey, similar to other annual surveys and censuses of governments conducted for many years, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and display data for each public school system with an enrollment of 10,000 or more. Appendices include: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) F-33 Survey Form. (Contains 5 figures and 18 tables.) [For "Public Education Finances, 2007," see ED520207.]
Definitions and Design Options: Workforce Initiatives Discussion Paper #1
Author: Academy for Educational Development
Date: 2011-03-14
Type: Reports - Descriptive
Subjects: Social Problems,Job Training,Economic Factors,Labor Force,Labor Force Development,Job Skills,Work Environment,Human Capital

Workforce initiatives are about giving people the skills to do their jobs well, about strengthening the institutional infrastructure that provides job services, about positioning labor markets to lead growth and increased investment, and about creating sustainable employment and improved working conditions. Workforce initiatives aim to fill a specific gap in a supply, service, or value chain. They can be as broad as resources allow and address multiple issues. In the end, workforce initiatives contribute to resolving crucial economic and social problems that are caused not only by skills deficits, but also by structural deficiencies. This discussion paper summarizes the information in the AED publication, "International Workforce Initiatives: Definitions, Design Options, and Project Profiles."
Public Education Finances, 2006
Author: US Census Bureau
Date: 2008-04-00
Type: Numerical/Quantitative Data
Subjects: Educational Finance,Public Education,Census Figures,National Surveys,Elementary Secondary Education,Glossaries,School Districts,School District Spending,Income,Budgets,Debt (Financial),State Aid,Federal Aid,Enrollment,Demography,Charter Schools,Ancillary School Services,Expenditure per Student,Research Methodology,Local Government,Adult Education,Community Services

The United States Census Bureau conducts an Annual Survey of Government Finances as authorized by law under Title 13, United States Code, Section 182. The 2006 survey, similar to other annual surveys and censuses of governments conducted for many years, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash  and security holdings.) This report contains financial statistics relating to public elementary-secondary education. It includes national and state financial aggregates and display data for each public school system with an enrollment of 10,000 or more. Appendices include: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; and (3) Two-Letter State Abbreviations. (Contains 4 figures and 18 tables.) [For "Public Education Finances, 2005," see ED520211.]