ethanporcaro/eric-fulltext-meta huggingface dataset:
Cargill Scholars: Annual Results Summary
Author: Hosley, Cheryl A.
Date: 2004-03-00
Type: Numerical/Quantitative Data
Subjects: Student Improvement,Academic Achievement,Disadvantaged Youth,Program Evaluation,Outcomes of Education,Interpersonal Competence,Interpersonal Relationship,Satisfaction,Parent Participation,Student Participation,Extracurricular Activities,Tutoring,Music Education,Coaching (Performance),Mentors,Youth Programs,Cultural Relevance,Parent Attitudes,Student Attitudes,Teacher Attitudes

Cargill Scholars is a comprehensive, five-year program that aims to improve students' scholastic performance by raising academic expectations, preventing high-risk behavior, and improving life skills. The program serves 50 socio-economically-disadvantaged children who attend school in Minneapolis or its northern and western suburbs. The program provides the following services: (1) facilitation of services; (2) academic tutoring; (3) off-site opportunities; (4) participation in organized group and individual out-of-school activities and musical instruction; (5) parental exposure to ways of being involved with education; and (6) participation in positive relationships with mentors and program coaches. This report summarizes the evaluation results collected during the 2002-03 program year. The evaluation of Cargill Scholars includes an examination of three issues: outcomes for scholars and their families; program implementation; and stakeholder satisfaction. This document summarizes results obtained over the course of the second year of the program through the following strategies: (1) In-person interviews with 46 scholars (92%) between September and October, 2003; (2) In-person or telephone interviews 46 parents (92%) between September and October, 2003; (3) A combination of telephone interviews or mailed surveys with 48 of the scholars' teachers (96%) in the fall of 2002 and with 49 of their teachers (98%) in the spring of 2003; (4) Information provided by program staff; (5) Standardized test results provided by Change of Mind, the company providing tutoring services; and (6) Scholars' report cards. Overall, the results from the second year of the Cargill Scholars program indicate that scholars are generally performing well in all outcome areas. Scholars continue to demonstrate high levels of social competence, including positive behaviors at home and at school and strong relationships with family and peers. The majority of the parents are involved in scholar's education, including assistance with educational activities at home and attendance at school events. While satisfaction ratings are generally positive, there has been a decline in parent satisfaction with some activities, however, as well as with the program overall. In contrast, scholars' satisfaction with some of these same activities has increased. Teachers also reported high satisfaction with the quality of the tutoring, though they continue to wish for more communication with tutors. (Contains 197 figures.)
SC3: Protecting Students and Staff with Green Cleaning
Author: US Environmental Protection Agency
Date: 2008-09-16
Type: Reports - Descriptive
Subjects: Sanitation,School Maintenance,Chemistry,Conservation (Environment),School Safety,Hazardous Materials,Environmental Influences,Educational Environment,Health Promotion

EPA's Schools Chemical Cleanout Campaign (SC3) is working to encourage schools to use green cleaning practices to safely clean their classrooms and grounds. From elementary school maintenance closets to high school chemistry labs, schools use a variety of chemicals. Some of the most essential chemicals are those that keep schools clean and safe for students to learn and grow. However, the chemicals used in cleaning products can sometimes be harmful to human health and to the environment. This fact sheet describes green cleaning, its benefits, and how schools can build a green cleaning program.
Affirmation of the Concept of New Professionalism in the Education of Preschool Teachers: Croatian Experiences
Author: Vujicic, Lidija
Date: 2010-07-00
Type: Information Analyses
Subjects: Preschool Education,Models,Young Children,Preschool Teachers,Foreign Countries,Early Childhood Education,Reflection,Professional Development,Kindergarten,Educational Policy,Outcomes of Education,Social Environment,Labor Market,Constructivism (Learning),Learning Processes

Contemporary scientific cognizance on the development of children and the possibilities of their education has altered the image of the child to such an extent that the majority of scholars speak of a New Paradigm. This paradigm defines the child as a unique, singular, complete and complex being who realizes his personality through self-construction as a developmental action, and who is a key factor in this process. These cognitions are significantly reflected upon the issues of the cultivation, socialization and education of children in early childhood and of preschool age. With due consideration to the fact that we are dealing with complex multivariable factors, much attention is paid to the role and relevance of the adult as a creator of an encouraging environment in which early childhood is  realized. Attention is also paid to institutional childhood and to the educator as a professional, a representative and a key predictor of the quality of educational influences. We consider that each educational action in early childhood and preschool education requires a competent approach based on a high level of professional responsibility. Therefore we are affirmatively determined to the idea of new professionalism as a qualitative breakthrough in the contemporary perception of the profession of an educator in early childhood and preschool education. We strive towards achieving an educational profession as defined as a complex profession that implies reflective thinking, a continuous professional development, autonomy, responsibility, creativity of research and personal judgment. This idea is realized with the creation of a new concept of initial education, a concept that applies a competency approach as a new paradigm in which theoretical and practical dimensions are balanced in the function of achieving a quality educational action. This aim is achieved in the manner of educating educators as critically-minded intellectuals and contemplative, reflective practitioners. (Contains 1 footnote.) [This paper was published in the Proceedings of the EDULEARN10 Conference (Barcelona, Spain, July 5-7, 2010).
WWC Quick Review of the Report &quot;Middle School Mathematics Professional Development Impact Study: Findings after the First Year of Implementation&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Middle School Students,Grade 7,Mathematics Achievement,Numbers,Middle School Teachers,Mathematics Teachers,Instructional Effectiveness,Professional Development,Inservice Teacher Education,Educational Research

The study examined whether 7th-graders' knowledge of rational numbers improved when the students' math teachers participated in related professional development activities. The study analyzed data on about 4,500 students and 200 teachers from approximately 80 schools in 12 districts during the 2007-08 academic year. The study found that students in schools where teachers were offered extensive professional development by the study performed no better on a test of math achievement in rational numbers than students in comparison schools at the end of the 2007-08 academic year. However, the study found a significant positive impact of the professional development on one of the three measures of teacher instructional practices examined. Teachers who were offered the study's extensive professional development engaged in 1.03 more activities per hour that elicited student thinking than teachers not offered the study's professional development. The research described in this report is consistent with What Works Clearinghouse (WWC) evidence standards. The study was a well-implemented randomized controlled trial. [The following study is reviewed in this quick review: Garet, M., Wayne, A., Stancavage, F., Taylor, J., Walters, K., Song, M., et al. Doolittle, F. (2010). &quot;Middle School Mathematics Professional Development Impact Study: Findings after the first year of implementation&quot; (NCEE 2010-4009). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. This report may be found at ED509306.]
Lovaas Model of Applied Behavior Analysis. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Intervention,Disabilities,Emotional Development,Cognitive Development,Behavior Modification,Behavioral Science Research,Early Childhood Education,Effect Size,Statistical Significance,Social Development,Literacy,Well Being,Language Acquisition,Functional Behavioral Assessment,Mathematical Aptitude

The &quot;Lovaas Model of Applied Behavior Analysis&quot; is a type of behavioral therapy that initially focuses on discrete trials: brief periods of one-on-one instruction, during which a teacher cues a behavior, prompts the appropriate response, and provides reinforcement to the child. Children in the program receive an average of 35 to 40 hours of intervention per week, which consists of in-home one-to-one instruction, facilitated peer play, inclusion and support in regular education classrooms, and generalization activities for transfer of skills to natural environments. In addition, parents are trained in instructional techniques. The intervention generally lasts about three years. The What Works Clearinghouse (WWC) reviewed 58 studies on the &quot;Lovaas Model&quot; for children with disabilities. One study meets WWC evidence standards; one study meets WWC evidence standards with reservations; the remaining 56 studies do not meet either WWC evidence standards or eligibility screens. Based on the two studies, the WWC found potentially positive effects on cognitive development for children with disabilities and no discernible effects on communication/language competencies, social-emotional development/behavior, and functional abilities. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics; (2) Outcome measures; (3) Summary of study findings included in the ratings; (4) &quot;Lovaas Model&quot; ratings; and (5) Extent of evidence by domain. (Contains 12 footnotes.)
ACT Profile Report: State. Graduating Class 2010. Arizona
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Arkansas
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Hawaii
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Idaho
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Georgia
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of the 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Alabama
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
ACT Profile Report: State. Graduating Class 2010. Indiana
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: High School Seniors,College Entrance Examinations,Academic Achievement,Core Curriculum,Higher Education,School Readiness,Difficulty Level,Academic Aspiration,Occupational Aspiration,Writing Tests,Scores,Sex,Race,Ethnicity,Benchmarking,Mathematics Achievement,Reading Achievement,Science Achievement,English,Courses,Social Sciences

This report provides information about the performance of the 2010 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 2010 and tested under standard time conditions. 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. (Contains 6 figures and 22 tables.) [This state report is part of &quot;ACT Profile Report: National--Graduating Class 2010&quot; (ED511420) and &quot;The Condition of College &amp; Career Readiness, 2010&quot; (ED511409).]
WWC Quick Review of the Report &quot;Financial Incentives and Student Achievement: Evidence from Randomized Trials&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Incentives,Academic Achievement,Research Methodology,Public Schools,Student Attrition,Statistical Significance,Standards,Reading Tests,Mathematics Tests,Reading Achievement,Reading Comprehension,Accountability,School Districts

This study examined the effect of financial incentives on student achievement. The study analyzed data on approximately 38,000 students from about 260 public schools in Chicago, Dallas, New York City, and Washington, DC. The study found no statistically significant effects on standardized math or reading outcomes in Chicago, New York City, or Washington, DC. The research described in this report is consistent with WWC evidence standards. This was a well-implemented randomized controlled trial. Although no schools were dropped from the analysis, it is unclear how many students left the schools over the course of the study. If attrition was high, any observed differences between the groups may have resulted from the types of students remaining in each group. [The following study is reviewed in this quick review: Fryer, R. G. (2010). &quot;Financial incentives and student achievement: Evidence from randomized trials&quot; (NBER Working Paper 15898). Cambridge, MA: National Bureau of Economic Research. This report may be found at ED509178.]