ethanporcaro/eric-fulltext-meta huggingface dataset:
Academic Performance, Retention, and Alcohol Use. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-05-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Student Attrition,Drinking,Career Development,Academic Persistence,College Students,Surveys,Alcohol Abuse,Risk,Correlation,Program Descriptions,Prevention

Drinking remains a significant part of the college experience for many students across the nation. The 2010 Monitoring the Future survey found that 65 percent of college students reported alcohol use in the past 30 days, 37 percent reported occasions of heavy drinking (five or more drinks in a row in the past two weeks), and nearly half (44 percent) reported having been drunk in the prior 30 days. The effect of high-risk and heavier drinking on academic performance has been well documented in a number of studies. However, research demonstrating its effect on retention is limited. The multiple factors influencing a student's decision to leave college make it difficult to directly correlate students' alcohol use to the ability to succeed in college. This paper discusses studies conducted on the correlation of student attrition, retention and alcohol use. Lessons learned from a program used by the University of Connecticut are discussed.
AOD Screening Tools for College Students. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Prevention,Alcoholism,Screening Tests,Drinking,Drug Use,Risk Assessment,College Students,Intervention,Interviews

According to the National Institute on Alcohol Abuse and Alcoholism (NIAAA), the goal of screening in student health or other college settings is to reduce alcohol-related harm. NIAAA points out that identifying those students at greatest risk for alcohol problems is the first step in prevention. Colleges and universities have used a number of screening tests that have been evaluated. This paper describes these screening tools. It also discusses the studies conducted on the effectiveness of several interventions for alcoholism. Lessons learned from a program implemented by the Fordham University in New York City are also discussed.
Prevention at Community Colleges. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Health Services,Prevention,Evidence,Substance Abuse,Drinking,Community Colleges,Drug Use,Researchers,College Students,Surveys,Program Development

According to "Community College Student Alcohol Use: Developing Context-Specific Evidence and Prevention Approaches," community colleges have traditionally had a threefold mission that includes preparing students for transfer to four-year colleges, developmental education, and workforce preparation. The researchers point out that the demographic characteristics of community colleges and their unique organizational context and culture are important factors when it comes to alcohol consumption and the reduction of associated harms. In addition, institutional student health and service capacity is significantly smaller at community colleges than at four-year institutions. Participants in a survey about student substance use, and infrastructure (staff and funding), programs, and collaborations dedicated to substance use prevention of 100 administrators, faculty, and health services staff at 100 community colleges reported a number of alcohol- and other drug-related concerns. Participating community colleges reported implementing a number of programs, although many are not implementing some of the programs popular at traditional four-year colleges, and collaborating with a number of on- and off-campus groups on substance abuse issues and services. According to the researchers, the findings of this survey indicate that administrators are quite concerned about student alcohol and other drug use and are developing programs despite limited staff and funding.
Violence Prevention among Lesbian, Gay, Bisexual, and Transgender College Students. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Higher Education,College Faculty,Prevention,Homosexuality,Institutional Mission,Violence,College Students,Social Isolation,Fear,Educational Environment,Academic Achievement,Academic Persistence,Access to Education,Productivity,Health

A 2010 report from Campus Pride called "State of Higher Education for Lesbian, Gay, Bisexual & Transgender People" is the most comprehensive national research study of its kind to date. It documents experiences of more than 5,000 students, faculty members, staff members, and administrators who identify as LGBTQQ (lesbian, gay, bisexual, transgender, questioning, and queer) at colleges and universities across the United States. It says that "two decades of limited research suggests that academe has been unwelcoming of LGBT students, faculty members, and staff members." Key findings of the "State of Higher Education" report indicate that "the overwhelming majority of LGBTQQ students, of every race, color and ethnicity, report harassment, isolation and fear on campus. Transmasculine, transfeminine and gender non-conforming students are the most likely to experience overt and blatant oppression and hostility." The report points out that academic communities expend a great deal of effort fostering campus climates that nurture their institutional mission with the understanding that climate has a profound effect on the academic community's ability to excel in teaching, research, and scholarship. Campus climate also influences access and retention, students' academic success and healthy development, as well as faculty and staff productivity. (Contains 4 resources.)
Drug Free Communities Support Program. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Health Services,Prevention,Substance Abuse,Federal Aid,Grants,Mental Health Programs,Volunteers,Financial Support,Federal Legislation,Program Evaluation,Drinking,Smoking,Marijuana,Program Implementation,Universities,Colleges

Administered by the Office of National Drug Control Policy (ONDCP), in partnership with the Substance Abuse and Mental Health Services Administration (SAMHSA), the Drug Free Communities Support Program (DFC) is a federal grant program that provides funding to community-based coalitions that organize to prevent youth substance use. Since the passage of the "DFC Act in 1997," the DFC program has funded nearly 2,000 coalitions and currently mobilizes nearly 9,000 community volunteers across the country. This paper describes the findings of the "Drug Free Communities Support Program National Evaluation 2011 Interim Findings Report" (2012), which is based on DFC national evaluation data on alcohol, tobacco, and marijuana use that DFC grantees report every two years. Lessons learned from colleges and universities that adopted DFC programs are presented.
The Age 21 Minimum Legal Drinking Age Law. Prevention Update
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Drinking,Laws,Prevention,Age,Purchasing,Federal Legislation,Biochemistry,Responsibility,Public Policy

Currently, all 50 states limit alcohol purchases to people aged 21 and over. But that hasn't always been the case. In fact, it was July 17, 1984, when President Ronald Reagan signed the national 21 minimum legal drinking age (MLDA) legislation into law. At that time, only 23 states had minimum alcohol purchasing ages of 21 years old. The legislation called for withholding federal highway funds from the remaining 27 states if they did not follow suit. By 1988, all states had set 21 as the MLDA. MLDA 21 laws have many components that target outlets that sell alcohol to minors; adults who provide alcoholic beverages to minors; and minors who purchase or attempt to purchase, possess, or consume alcohol. In addition, there are companion laws that provide for lower blood alcohol concentration (BAC) limits for underage drivers and other legislation, such as laws that require registration of beer keg purchases and make hosts liable for the actions of underage drinking guests. (Contains 3 resources.)
Teacher-Administrator Ratios: A Decade of Change. BCTF Research Report. Section IV. 2009-TD-01
Author: White, Margaret
Date: 2009-05-00
Type: Reports - Research
Subjects: Educational Finance,Administrators,Full Time Equivalency,Teachers,Foreign Countries,Assistant Principals,Principals,Tables (Data),Employment,Personnel Selection,School Administration

This research report examines changes in FTE teachers, FTE administrators, and teacher-administrator ratios, drawing on two data sources over two time periods. The Ministry of Education collects statistics about administrators from two different data sources. Teacher Statistics, an annual report published by the ministry uses data collected in Forms 2001 and 2003. Form 1530: FTE Employees by Program collects data to assist school districts in planning staffing levels and for budgeting purposes. Administrators are defined differently in each data collection form. Each of these measures provides unique insights into changes in the employment of school-based and district-level administrators. A glossary is included. Appended are: (1) Teacher/Administrator Ratio: 2004-205 to 2008-09 (FTE Public Schools only); and (2) Teacher/Administrator Ratios, 2001-02 and 2007-08--Form 1530 data. (Contains 3 tables and 5 footnotes.)
Poverty and Education Report: Students Are Not to Blame--Understanding the Structural Causes of Family Poverty. BCTF Research Report. Section XII. 2009-EI-01
Author: White, Margaret
Date: 2009-03-00
Type: Reports - Research
Subjects: Foreign Countries,Educational Research,Income,Public Education,Poverty,Low Income Groups,Economic Climate,Student Attitudes,Teacher Attitudes,Educational Policy,Statistical Data,Comparative Analysis,Barriers,Indigenous Populations,Employment Patterns,Housing,Educational Attainment,Education Work Relationship

In 2006, there were an estimated 181,000 low-income children in the province, with British Columbia (BC) reporting the highest before-tax child poverty rate (21.9%) in Canada (15.8%) for the fifth year in a row. This was the news in the &quot;2008 Child Poverty Report Card&quot; recently released by the First Call: BC Child and Youth Advocacy Coalition. Many of these families lived on incomes that were at least $11,000 below the before-tax low-income threshold. These figures tell that thousands of BC families are struggling economically, whose children are dealing with the effects of poverty. The current economic recession will further intensify the challenges many families face in earning an income sufficient to support their families. Part 1 of this paper discusses why it is important for educators to challenge assumptions and beliefs about the structural causes of poverty. How one thinks, feels, and communicates about poverty makes a difference in how students feel about themselves and their school community. This section also draws on educational research to explore conceptual issues around the framing of poverty and children. Part 2 of this paper draws on current policy and statistical reports to examine how economic, political, and social changes over the past decade have contributed to child and family poverty. Improving one's understanding of the structural determinants of poverty can help to raise awareness of the external factors that undermine the efforts of many families to achieve economic security. The response of the BC government to the issue of child and family poverty is compared to that of other Canadian provinces. This section concludes by describing poverty reduction strategies proposed by social policy advocates. Implications for the public education system are discussed throughout the paper. (Contains 1 table and 3 charts.)
Instruction, Assessment, and Learning: From Standardization to a Focus on Students. A Position Paper from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2009-08-00
Type: Opinion Papers
Subjects: Academic Achievement,Educational Policy,Student Evaluation,Educational Opportunities,Teaching Methods,Foreign Countries,Public School Teachers,Public Education,Students,Curriculum Development,Student Development,Student Needs,Teacher Responsibility,Stress Variables,Accountability,Standardized Tests,Testing

A fundamental goal of teachers in public schools in British Columbia (BC) is to ensure all students of every age, through the principle of continuous learning, have an equal opportunity to develop their full capacity for artistic, cultural, emotional, intellectual, and physical growth. BC public school teachers believe that the primary purpose of assessment is to support and promote students' learning. They know it is important to use a variety of methods to assess students' progress and meet students' needs. Classroom instruction and assessment practices must be congruent with a belief that learning happens when the individual child is central to, engaged in, and excited by learning. With this focus, and through a series of finely tuned and complex decisions, the teacher's responsibility is to make curricular, instructional, and assessment choices to foster the growth of the whole child. Ongoing classroom assessment allows students to demonstrate, in a variety of ways, what they are learning and thereby informs teaching and learning. Teachers know that learning is a complex process, and that students learn in different ways and at different rates. The proliferation of mandated, district-wide, and provincial testing has taken time away from teaching and learning and has had an effect on the &quot;taught&quot; curriculum, by both narrowing it and making it shallower. The workload on teachers has increased dramatically, adding stress to the job, and forcing some to choose to teach part-time in order to be able to comply with the requirements imposed on the system. The misguided use of school district data has not improved the learning conditions of children nor increased the resources necessary for effective instruction to ensure success for students. The so-called accountability or achievement agenda has not produced any tangible improvements for the education system as a whole nor for the children who attend schools. Teachers are committed to ensuring the best possible education for every child. It is because of this commitment that they are so concerned about the current practices in, and direction of, the public education system. If teachers are being pressured to act in ways that are harmful to children, causing children undue stress, short-changing them on exciting educational opportunities, labeling them as failures because of their language, class, or gender then there is a need to change what is being done. This paper contends that educational policy and practice must shift away from standardization and return to focusing on student's individual learning needs.
Children in Care: A Report to the Representative for Children and Youth from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Advisory Committees,Foreign Countries,Teacher Associations,Child Care,Intervention,Educational Planning,Change Strategies,Educational Change,Research Reports,Delivery Systems,Performance Factors,Needs Assessment,Position Papers

Teachers in the public schools of British Columbia have a special responsibility to help ensure that the aesthetic, emotional, intellectual, physical, and social development of children in care is met. Representatives of the British Columbia Teachers' Federation (BCTF) from the Aboriginal Education Advisory Committee, the Committee for Action on Social Justice, and the Professional Issues Advisory Committee have read the reports from the Representative for Children and Youth entitled, &quot;Joint Special Report, 2007&quot; and &quot;Kids, Crime and Care, 2009,&quot; and responded by making a series of recommendations to the Executive Committee of the BCTF. The BCTF has considered this advice and submits this report to the Representative for Children and Youth for her consideration. This report contains the following sections: (1) Supporting children in care; (2) Specific supports and interventions for children in care; and (3) Common education plans for children in care.
Cancellation of the Annual Facility Grant Creates More Shortfalls for School Districts. BCTF Research Report. Section V. 2009-EF-02
Author: White, Margaret
Date: 2009-09-01
Type: Reports - Descriptive
Subjects: Web Sites,Grants,Boards of Education,School Districts,Educational Finance,Budgets,Foreign Countries

The Ministry of Education recently announced the cancellation of the Annual Facility Grant (AFG) for 2009-10, resulting in a loss of $110 million dollars in revenue to school districts. This decision comes after Boards of Education submitted their 2009-10 balanced budgets by June 30, based on expected revenues for the coming school year. Boards of Education are now scrambling to deal with more potential shortfalls with very little notice. This paper discusses the following: (1) Do Boards of Education really carry a surplus with respect to this grant?; (2) Does it make educational sense to cancel the Annual Facility Grant?; (3) Does it make economic sense to cancel the Annual Facility Grant during a recession?; and (4) Where to find information about the Annual Facility Grant for your district. A table of links to school-district financial-information web pages is appended. (Contains 3 sources.)
A Brief to the Government of Canada Copyright Consultation from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Copyrights,Internet,Web Sites,Legislation,Resource Units,Compliance (Legal),Instructional Materials,Educational Media

Copyright laws are of great significance to teachers. The resources that they use in the classroom are an important element of the learning environment. The rapid adoption of digital formats for resources opens up many educational possibilities. On the other hand, the lack of access to these resources will increasingly challenge the relevance of education. Teachers recognize that there has to be a balance of the interests of both producers and users. This brief discusses six educational issues that should be a part of the balancing process: (1) recognition that all levels of education serve Canada's public interest and that new media have become a crucial part of that education; (2) the need for a broad definition of &quot;fair dealing&quot; that facilitates the use of a diversity of materials in education; (3) regulations that do not limit the ability to use resources from websites in the educational process; (4) the need for clear and simple processes and reasonable costs for approval to use materials for education outside the fair-dealing provisions; (5) the ability to reuse online resources in the offering of courses after the initial course has been completed; and (6) the right to unlock anticircumvention features for uses of resources in ways that do not contravene copyright.
Education Program Funding: A Comparison of the September 2009 Budget Update to the February 2009 Budget Estimates. BCTF Research Report. Section V. 2009-EF-03
Author: White, Margaret
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Educational Finance,Public Education,Budgets,Financial Support,Comparative Analysis,School Districts,Grants,Operating Expenses

This paper reports that the Education Program funding for 2009-2010 in the September 2009 budget update is about $128 million less than the funding allocated in the February 2009 budget announcement. As public-school funding comprises 95% of all Education Program Funding, this will have a significant impact on public education budgets. Instead of a 73.2-million-dollar funding increase to Education Programs as announced in February 2009, Education Program funding decreased by $54.8 million in the September 2009 updated budget. After accounting for the transfer of $50 million in CommunityLINK funding to the Ministry of Housing and Social Development, there is still a funding decrease of $5 million since 2008-2009 and $78 million less funding than was allocated in the February 2009 budget. (Contains 2 charts, 1 table and 16 footnotes.)
Standardized Testing Moratorium and Task Force Brief 2009. A Brief to the Minister of Education from the British Columbia Teachers' Federation
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Testing,Standardized Tests,Foreign Countries,College Transfer Students,Student Evaluation,Secondary School Students,Teachers,High Stakes Tests

The British Columbia Teachers' Federation (BCTF) seeks to foster a constructive discussion on the issue of standardized testing. To that end, the Federation urges the BC Ministry of Education to adopt a two-year moratorium on all standardized tests, including the Foundation Skills Assessment (FSA) and the Grade 10, 11, and 12 provincial examinations. The BCTF further calls for government to establish a Testing and Assessment Task Force to explore the issues and information about assessment and to make recommendations to government before the conclusion of the moratorium. This task force should have on it a majority of teachers selected by the BCTF on a representative basis. This paper explains the purpose why a moratorium is needed. It also discusses the need for a testing and an assessment task force. Issues that should be examined by the task force are presented.
The Prevalence of Stress-Related Disorders in BC School Districts. BCTF Research Report: Part of the BCTF Information Handbook. Section XII. 2009-WLC-01
Author: Naylor, Charlie
Date: 2009-02-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Incidence,School Districts,Stress Variables,Research Reports,Statistical Data,Tables (Data),Workers Compensation,Anxiety Disorders

This paper presents British Columbia Teachers' Federation's (BCTF) research report that has produced tables which allow the BCTF and its locals to consider the prevalence of Salary Indemnity Plan (SIP) claims by school district. While the data shown in this report indicate high prevalence of stress in some school districts, they actually under-report the total prevalence of stress-related disorders in BC teachers. The tables show each district's teacher full-time equivalent (FTE) totals as a percentage of provincial FTEs, as well as their SIP claims as a percentage of provincial SIP claims. Using the 2003-08 data, 34 BC districts have more teachers above age 50 than the 39% provincial average while 26 have below average numbers. Eight districts have over 50% of their teachers over 50, yet only three of these (Sunshine Coast, Gulf Islands, Vancouver Island North) incur proportionately higher SIP claims than the provincial average. This report is a result of co-operation and data-sharing between BCTF departments and areas: Research, Health and Safety, and Income Security. (Contains 2 tables.)