ethanporcaro/eric-fulltext-meta huggingface dataset:
Ensuring America's Future: Federal Policy and Latino College Completion
Author: Santiago, Deborah A.
Date: 2010-09-00
Type: Reports - Evaluative
Subjects: Academic Persistence,Educational Attainment,Young Adults,Public Policy,Hispanic American Students,Federal Legislation,Student Financial Aid,Institutional Characteristics,Access to Education,Profiles,Federal Programs,Disproportionate Representation,School Readiness,Developmental Studies Programs,Graduation Rate

In today's knowledge driven economy a college degree is critical to the success of a competitive workforce. Yet in 2008, only 19 percent of Latinos, 29 percent of blacks, and 39 percent of whites 25 and over had earned an associate degree or higher. At a time when all students will have to accelerate success to meet national degree completion goals, improving Latino success in postsecondary education is vital. Analysis shows it will be nearly impossible to reach national goals without significantly increasing Latino college completion. However, too often policy discussions perpetuate traditional approaches and the status quo while neglecting to consider the changing student population to be served in higher education. Given the current educational attainment levels for Latinos, demands for economic competitiveness, and projected demographic growth of the U.S. Latino population, increasing U.S. college degree attainment requires a policy focus on young adults, generally and on Latino students, specifically. Accelerating Latino college degree completion requires: (1) intentionality in serving this group of students; (2) delineation of degree completion goals and measures of progress; (3) commitment to practices that produce positive results; and, (4) clarity about the federal, state and institutional policy environments that affect Latino student success. This issue brief provides an overview of recent federal public policy efforts in academic preparation, institutional capacity, and, financial aid. It also considers how these policy efforts might impact Latino college completion and presents questions beyond the scope of this brief. The brief concludes by offering several points for consideration in federal policy efforts to increase Latino college completion. (Contains 1 table and 30 endnotes.)
National Institute of Statistical Sciences Data Confidentiality Technical Panel: Final Report. NCES 2011-608
Author: Karr, Alan
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Information Dissemination,Confidentiality,Databases,Users (Information),Access to Information,Statistical Data,Disclosure,Risk

NCES asked the National Institute of Statistical Sciences (NISS) to convene a technical panel of survey and policy experts to examine the NCES current and planned data dissemination strategies for confidential data with respect to: mandates and directives that NCES make data available; current and prospective technologies for protecting and accessing confidential data, as well as for breaking confidentiality; and the various user communities for NCES data and these communities' uses of the data. The principal goals of the technical panel were to review the NCES current and planned data dissemination strategies for confidential data, assessing whether these strategies are appropriate in terms of both disclosure risk and data utility, and then to recommend to NCES any changes that the task force deems desirable or necessary. The NISS technical panel delivered its report to NCES in 2008. The report included four principal recommendations, the first three of which confirmed existing NCES strategies and practices. They are: (1) The technical panel recommended that all NCES analyses and publications be based on restricted databases produced by applying data swapping operations to original data as collected and edited; (2) The technical panel also recommended that access to restricted databases be controlled under license from NCES; (3) The panel recommended that NCES produce public databases whenever possible (by applying further appropriate statistical disclosure limitation techniques) and provide access to the public databases electronically by means of a data access system (DAS); and (4) The panel recommended that NCES tailor the user interfaces of data access systems to user communities. Appended is The Czech Auto Worker Database (Contains 1 table, 7 figures, and 15 footnotes.)
Report to the White House Council on Women and Girls. U.S. Department of Education Agency Report
Author: Department of Education (ED)
Date: 2010-07-06
Type: Reports - Descriptive
Subjects: Civil Rights,Females,Federal Programs,Federal Government,Government Employees,Working Hours,Educational Opportunities,Equal Education,Family Work Relationship,Employment Opportunities,Politics of Education,Grants,Success

On March 16, 2009, President Obama issued Executive Order (EO) 13506 establishing the White House Council on Women and Girls (Council) for the purpose of providing a &quot;coordinated Federal response to issues that particularly impact the lives of women and girls... [and] to ensure that Federal programs and policies address and take into account the distinctive concerns of women and girls, including women of color and women with disabilities.&quot; As a member agency of the Council, the U.S. Department of Education (ED) submits this report to highlight its ongoing efforts that address these distinctive concerns through employee programs and policies, enforcement of civil rights laws, and implementation of grant programs. Though the majority of ED's programs and policies are intended to support all people, this report provides overviews of those that address the persistent challenges faced by America's women and girls. The report describes key internal programs for employees to promote a healthy work-life balance, including flexible work schedules and leave options, family care and accommodations, health benefits, and employment opportunities. The report also highlights laws enforced and implemented by ED to ensure that all women and girls have equal access to educational opportunities, and describes several grant programs and projects that benefit women and girls around the country. Finally, the report discusses the next steps for ED to take to further support women in the workplace, as well as for expanding its efforts to address barriers to success for women and girls in education across the nation. (Contains 21 footnotes.)
Assessment 2.0: &quot;Next-Generation&quot; Comprehensive Assessment Systems. An Analysis of Proposals by the Partnership for the Assessment of Readiness for College and Careers and SMARTER Balanced Assessment Consortium
Author: Tamayo, Joaquin R., Jr.
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Careers,Federal Legislation,State Standards,Academic Achievement,Consortia,Politics of Education,Public Education,Partnerships in Education,Evaluation,Higher Education,Accountability,Formative Evaluation,Summative Evaluation,Job Training,Language Arts,Mathematics Achievement

On September 2, 2010, the U.S. Department of Education announced the winners of the $350 million Race to the Top Comprehensive Assessment Systems Competition: the Partnership for the Assessment of Readiness for College and Careers (PARCC) and the SMARTER Balanced Assessment Consortium (SMARTER). In his announcement, Secretary of Education Arne Duncan asserted that these &quot;next-generation&quot; assessments are &quot;an absolute game-changer in public education.&quot; Designed to replace individual state tests in English language arts and mathematics currently mandated by the No Child Left Behind Act (NCLB), the PARCC and SMARTER assessment systems will usher in a new and different approach to assessment system design to complement the adoption and implementation of the Common Core State Standards (CCSS). These new standards and assessments have significant implications for how states and districts organize and support the challenging work of principals and teachers to improve student outcomes. By the 2014-2015 school year, for the first time in the history of American education, the daily work of teachers in PARCC and SMARTER consortia states will be driven by common standards and assessments designed to prepare all students for success in college and the workplace. States and districts need to build a &quot;next-generation&quot; policy infrastructure to ensure that school-based professionals have the resources they need to take full advantage of the PARCC and SMARTER assessment systems. This side-by-side comparative brief describes the system proposed by each consortium in order to assist state and district-level leaders in planning for implementation. (Contains 5 tables and 1 footnote.)
State Higher Education Finance FY 2009
Author: State Higher Education Executive Officers
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Taxes,Tax Effort,Income,Educational Finance,Tax Allocation,Enrollment Trends,Public Policy,Tuition,Trend Analysis,Financial Support,Comparative Analysis,State Government,Public Education,Public Colleges,State Aid,Educational Trends,Costs,Productivity,Educational Opportunities,College Attendance,Student Financial Aid,Enrollment,Resource Allocation,Expenditure per Student,Educational Quality,Operating Expenses,Medical Schools,Rural Extension,Local Government,Evaluation Methods,Policy Formation

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. This report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for Higher Education, including state tax and non-tax revenue, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, graphs, and two-dimensional displays to locate and compare states; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account in making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. While the main body of the SHEF report reviews financial and enrollment trends in American higher education without editorial commentary, the data clearly indicate the adverse effects of the most recent two recessions. Following the conclusion of the main study, State Higher Education Finance, FY 2009 includes appropriations data for FY 2010 from "Grapevine" and an essay, "What Next?" which considers the implications of these enrollment and financial trends for the United States. Each technical paper includes footnotes. Appended are: (1) Glossary of Terms; (2) Data Collection Form; and (3) List of State Data Providers. (Contains 12 figures, 15 tables and 6 footnotes.) [For "State Higher Education Finance FY 2008", see ED506259.]
State Higher Education Finance FY 2010
Author: State Higher Education Executive Officers
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Taxes,Tax Effort,Income,Educational Finance,Tax Allocation,Enrollment Trends,Public Policy,Tuition,Productivity,Educational Opportunities,Financial Support,State Aid,College Attendance,Student Financial Aid,Trend Analysis,Evaluation Methods,Enrollment,Comparative Analysis,Policy Formation,Resource Allocation,State Government,Local Government,Expenditure per Student,Educational Quality,Operating Expenses,Educational Trends,Costs,Public Colleges,Public Education,Medical Schools,Rural Extension

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. This report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for Higher Education, including state tax and non-tax revenue, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, graphs, and two-dimensional displays to locate and compare states; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account in making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Tables 1 and 2; (2) Glossary of Terms; and (3) State Data Providers. (Contains 13 tables, 12 figures and 13 footnotes.) [For "State Higher Education Finance FY 2009", see ED517205.]
Children's Outcomes and Program Quality in Head Start. FACES 2003 Research Brief
Author: Zill, Nicholas
Date: 2006-12-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Quality,Outcomes of Education,Family Characteristics,Student Characteristics,Educational Experience,Institutional Characteristics,Preschool Evaluation,Preschool Education,Educational Practices,Educational Assessment,Educational Indicators,Cohort Analysis,Teacher Qualifications,Achievement Gains,Measurement Techniques

The Head Start Family and Child Experiences Survey (FACES) provides longitudinal data on a periodic basis on the characteristics, experiences, and outcomes of children and families served by Head Start as well as the characteristics of the Head Start programs that serve them. Each round of FACES is a study with a nationally representative sample of Head Start children and their families. Data collection for the first FACES cohort began in fall of 1997 and for the second cohort in fall of 2000. Data collection for the most recent FACES cohort began in the fall of 2003. This cohort includes a nationally representative sample of approximately 2,400 newly entering 3- and 4-year-old children and their families from 63 Head Start programs. The FACES data provide information for the Head Start program on important aspects of outcomes, quality, and practices. This Research Brief summarizes key findings related to children's outcomes and program quality from FACES 2003. Data collection instruments are appended. (Contains 3 figures and 3 footnotes.)
Data Tables for FACES 2006: A Year in Head Start Report. ACF-ORPRE Report
Author: Hulsey, Lara
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Family Life,Parent Participation,Academic Achievement,Family Environment,Educational Environment,Family Characteristics,Student Characteristics,Teacher Characteristics,Participant Satisfaction,Program Effectiveness,Program Evaluation,Outcomes of Education,Child Development,Classroom Environment,Achievement Gains,Gender Differences,Racial Differences,Educational Quality,Interviews,Classroom Observation Techniques,Teacher Attitudes,Parent Attitudes,Population Trends,Tables (Data),Statistical Data,Demography,Student Records,Preschool Evaluation

The Head Start Family and Child Experiences Survey (FACES) was first launched in 1997 as a periodic longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population served; staff qualifications, credentials, beliefs and opinions; classroom practices and quality measures; and child and family outcomes. FACES includes a battery of direct child assessments across multiple domains. It also comprises interviews with the child's parents, teachers and program managers, as well as direct observations of classroom quality. This set of tables is designed to accompany a research brief which profiles the 3- and 4-year-old Head Start children and families who were newly enrolled in the program in fall 2006 and are still attending in spring 2007 (see Aikens et al. 2010). Following an introduction to the study methodology and sample, the tables in the first section provide information on the children's characteristics, family demographics, and home life, including language background, educational environment of the home, family routines, and socioeconomic risk status in spring 2007. These tables also include information on parent involvement in Head Start and level of satisfaction with their own and their children's Head Start experiences. The next sections, on cognitive and social-emotional/health outcomes in spring 2007, chronicle children's developmental progress over the Head Start year. They examine whether these outcomes vary by age, gender, race/ethnicity, or risk status. The following section presents the characteristics of their teachers and classrooms, including measures of observed quality in spring 2007. Subsequent sections provide information on fall-spring change in family environment, child cognitive, social-emotional, and health outcomes. The next section examines the relationships among child, family, and classroom factors and children's outcomes; the methods used for those analyses appear in advance of the tables in that section. The final section provides tables of standard deviations and standard errors. (Contains 183 tables and 12 footnotes.) [For related report, &quot;A Year in Head Start: Children, Families and Programs. ACF-ORPRE Report&quot;, see ED517213.]
A Year in Head Start: Children, Families and Programs. ACF-ORPRE Report
Author: Aikens, Nikki
Date: 2010-10-00
Type: Reports - Research
Subjects: Family Life,Parent Participation,Academic Achievement,Educational Environment,Family Characteristics,Student Characteristics,Educational Assessment,Educational Indicators,Participant Satisfaction,Interviews,Standardized Tests,Parent Attitudes,Teacher Attitudes,Student Records,Classroom Observation Techniques,Achievement Gains,Child Development,Educational Quality,Outcomes of Education,Teacher Characteristics,Preschool Evaluation,Program Effectiveness,Program Evaluation

The Head Start Family and Child Experiences Survey (FACES) was first launched in 1997 as a periodic longitudinal study of program performance. Successive nationally representative samples of Head Start children, their families, classrooms, and programs provide descriptive information on the population served; staff qualifications, credentials, beliefs and opinions; classroom practices and quality measures; and child and family outcomes. FACES includes a battery of direct child assessments across multiple domains. It also comprises interviews with the child's parents, teachers and program managers, as well as direct observations of classroom quality. This brief profiles the 3- and 4-year-old Head Start children and families who were newly enrolled in the program in fall 2006 (see Tarullo et al. 2008) and are still attending in spring 2007. The first section of the report provides background on the study methodology and sample. The next offers information on the children's characteristics, family demographics, and home life, including language background, educational environment of the home, family routines, and socioeconomic risk status. It includes information on parent involvement in Head Start and level of satisfaction with their own and their children's Head Start experiences. The following section chronicles children's developmental progress over the Head Start year, considering whether these outcomes vary by age, gender, race/ethnicity, or risk status. Changes in children's skills and development during the program year reflect a range of influences, including maturation, program and family influences, and other influences in children's lives. Presented next are the characteristics of their teachers and classrooms, including measures of observed quality. Finally, the last section examines the relationships among child, family, and classroom factors and children's outcomes. (Contains 2 tables, 16 figures and 52 notes.) [For related report, &quot;Data Tables for FACES 2006: A Year in Head Start Report. ACF-ORPRE Report&quot;, see ED517209.]
FACES Findings: New Research on Head Start Outcomes and Program Quality
Author: Administration for Children and Families (DHHS), Office of Planning, Research & Evaluation
Date: 2006-12-00
Type: Reports - Research
Subjects: Class Activities,Learning Activities,Disadvantaged Youth,Young Children,Rating Scales,Teaching Methods,Surveys,Educational Quality,Program Effectiveness,Outcomes of Education,Literacy,Mathematics Skills,English (Second Language),Second Language Learning,Achievement Gains,Measures (Individuals),Student Diversity,Special Needs Students,Fathers,Parent Role

The Head Start Family and Child Experiences Survey (FACES) collects data on a nationally representative sample of Head Start programs, classrooms, teachers, parents, and children examining the quality and effects of Head Start. Three waves of data collection have occurred: in 1997, 2000, and 2003. Information presented in this publication is primarily based on the 2003 cohort, however, 1997 and 2000 data are also presented. Unless otherwise noted, the sample for the 2003 child outcomes analyses includes all 3-, 4-, and 5-year-old children who passed an English-language screener. All findings presented are statistically significant. Instruments used to collect data are presented in this paper: (1) The Peabody Picture Vocabulary Test, Third Edition (PPVT); (2) Selected scales from the Woodcock Johnson Psycho-Educational Battery (Revised); (3) Social Skills Scale; (4) Preschool Learning Behavior Scale (PLBS); (5) Problem Behaviors Scale; (6) Early Childhood Longitudinal Survey-Kindergarten Cohort (ECLS-K) Reading and General Knowledge Scales; (7) Parent Interview; (8) The Early Childhood Environment Rating Scale-Revised (ECERS-R); and (9) Classroom Activities Scale.