ethanporcaro/eric-fulltext-meta huggingface dataset:
Untapped Potential: Fulfilling the Promise of Big Brothers Big Sisters and the Bigs and Littles They Represent
Author: Bridgeland, John M.
Date: 2010-06-00
Type: Numerical/Quantitative Data
Subjects: Organizations (Groups),Youth Programs,Role Models,At Risk Persons,Mentors,Interpersonal Relationship,Volunteers,Advocacy,Disadvantaged Youth,Child Development,Adolescent Development,Strategic Planning,Well Being

American children represent a great untapped potential in our country. For many young people, choices are limited and the goal of a productive adulthood is a remote one. This report paints a picture of who these children are, shares their insights and reflections about the barriers they face, and offers ways forward for Big Brothers Big Sisters as it undergoes a nationwide strategic planning process to initiate an engagement and advocacy strategy that will provide at-risk children with the tools they need to achieve success. (Contains 34 notes and a bibliography.) [This is a report by Civic Enterprises in association with Peter D. Hart Research Associates.]
Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After 6 Years. First Look. NCES 2011-151
Author: Radford, Alexandria Walton
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Educational Attainment,Employment Experience,Academic Persistence,School Holding Power,Undergraduate Students,Enrollment,Longitudinal Studies,College Transfer Students,National Surveys,Graduation Rate,Higher Education

This &quot;First Look&quot; presents findings from the 2004/09 Beginning Postsecondary Students Longitudinal Study (BPS:04/09), which collected information over a period of 6 years that describes the enrollment and employment experiences of a national sample of undergraduates who began their postsecondary education for the first time in the 2003-04 academic year. The focus of the tables in this report is on rates of certificate and degree completion among students of different backgrounds starting their postsecondary education at different types of institutions. BPS:04/09 is the third in a series of studies of beginning postsecondary students that have previously covered the years 1990-94 (BPS: 90/94) and 1996-2001 (BPS: 96/01). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. As a result only selected findings are presented. These findings have been chosen to demonstrate the range of information available when using BPS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Appendices include: (1) Glossary; and (2) BPS:04/09 Technical Notes and Methodology. (Contains 15 tables and 16 footnotes.) [To access &quot;Persistence and Attainment of 2003-04 Beginning Postsecondary Students: After Three Years. First Look. NCES 2007-169&quot;, see ED497838.]
Closing the College Completion Gap: A Guidebook for the Faith Community
Author: Moore, Laura A.
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Disadvantaged Youth,Church Role,Guidance,Social Networks,Role Models,Education Work Relationship,College Preparation,Campuses,Student Financial Aid,Strategic Planning,High School Students,Standardized Tests

A degree beyond high school has become an essential element of opportunity in America and is a proven pathway out of poverty. However, the majority of our nation's young people, especially low-income Americans, are finding it difficult to complete this pathway to success. Every day, there are faith communities throughout the country that are creating social networks for disconnected youth, providing positive role models for students, improving their self-esteem, providing academic tutoring for class subjects and state standardized tests, hosting FAFSA (Free Application for Federal Student Aid) and college awareness nights, providing opportunities to visit college campuses, and partnering with postsecondary institutions to secure admissions and financial aid packages. Outstanding examples of how faith-based communities are engaging to help more students earn a degree beyond high school exist, but are still not sufficient to meet a growing need. As one pastor in Ohio told us, &quot;Faith-based organizations are a sleeping giant in our city and our country. We could rouse this sleeping giant to get more students into and graduating from college. But we need guidance on how best to do that.&quot; This guidebook highlights the stories of those faith communities that are successfully increasing the number of students who graduate from college and provides faith leaders with the guidance they need to effectively partner with K-12 and postsecondary institutions to close the college completion gap. (Contains 62 footnotes.)
Predicting Children's Transitions from Head Start to Low-Performing Schools in Chicago: The Roles of Exposure to Poverty-Related Risk and to Early Childhood Intervention
Author: Zhai, Fuhua
Date: 2010-00-00
Type: Reports - Research
Subjects: Control Groups,School Readiness,Poverty,Low Income,Disadvantaged Youth,Academic Achievement,Risk,Kindergarten,Preschool Children,Early Intervention,Mothers,Educational Attainment,Intervention,Disadvantaged Schools,Educational Quality,Prediction

This paper investigates the socioeconomic contexts navigated by low-income children   enrolled in the Chicago School Readiness Project (CSRP), as they made the transition from   preschool to elementary school. The authors focus on the following two questions. First, do families' exposure to poverty-related risks (i.e., low income, maternal education, and employment engagement) change for the better or for the worse, from the fall of preschool to the fall of kindergarten? Second, they examine the share of CSRP-enrolled preschoolers who subsequently attended kindergarten in low-performing elementary schools. They ask whether children's chances of entry into a lower-performing school differ as a function of (a) their current or past exposure to poverty-related risks, (b) having attended a program randomly assigned to treatment versus control group during the intervention year of CSRP, and (c) having attended a Head Start program that was assessed to be lower-quality at pre-treatment baseline. Overall 602 children and 94 teachers participated in CSRP. Children on average were 4 years old and about half were boys. In this study the authors find that even in the period prior to the economic recession (2004-2006), families with young children in Chicago were facing high levels of poverty-related risk. On average, the CSRP-enrolled children had high rates of attending low-performing schools in the transition from Head Start to kindergarten. Their preliminary evidence shows that the CSRP intervention may set children on more positive educational trajectory since children in the treatment group were less likely to attend low-performing schools compared to their peers in the control group. To sustain the benefits of the CSRP intervention as well as those of Head Start, more help should be provided to these disadvantaged children throughout their subsequent school years. (Contains 3 tables.)
Teacher Labor Markets, Segregation and Salary-Based Policies to Combat Inequity across Schools
Author: Clotfelter, Charles T.
Date: 2010-00-00
Type: Reports - Research
Subjects: Racial Segregation,Salary Wage Differentials,Teacher Recruitment,Teaching Experience,Labor Market,Equal Education,Teachers,Disadvantaged Youth,Teacher Qualifications,Labor Turnover,Teacher Salaries,Intervention

The purpose of this paper is to examine the potential for salary-based policies to generate a more equitable distribution of teachers characterized by strong qualifications across schools. The analysis is based on rich longitudinal administrative data on teachers and schools in the state of North Carolina. The authors' analysis first confirms the findings in the extent literature that teachers are reluctant to remain in schools with high proportions of nonwhite students, even after they control for the proportion of students eligible for free lunch. Second, they find that in making their decisions to leave a school, teachers are quite responsive to salary differentials. Taken together, these results suggest that salary differentials are potentially useful as a tool for retaining teachers in the schools serving disadvantaged students. Importantly, however, the authors find that  teachers with the stronger qualifications are both more responsive to the racial characteristics of the students and less responsive to salary differentials than are their counterparts with weaker qualifications. As a result the salary differentials required to retain the teachers with strong qualifications are far larger than those for weaker teachers.
The Magnitude, Destinations and Determinants of Mathematics and Science Teacher Turnover
Author: Ingersoll, Richard
Date: 2010-00-00
Type: Reports - Research
Subjects: Teacher Salaries,Teacher Persistence,Labor Turnover,Teacher Shortage,Science Teachers,Faculty Mobility,Mathematics Teachers,Teacher Transfer,Teaching (Occupation),Science Instruction,Mathematics Instruction,Enrollment,Professional Autonomy

The objective of this study is to use nationally representative data to examine the rates, destinations and sources of math and science teacher turnover. There are four sets of research questions the authors address concerning the departure of mathematics and science teachers from their schools: (1) At what rates do mathematics/science teachers move from or leave their teaching jobs? How do their turnover rates compare to those of other teachers? Have their turnover rates changed over time? What is the magnitude of both math science teacher mobility and attrition?; (2) Which types of schools have higher levels of mathematics/science teacher turnover?; (3) What are the destinations of mathematics/science teachers who move from or leave their teaching jobs? What proportions of those departing move to other schools, quit to raise families, go to graduate school, go into non-teaching occupations within education (e.g., school administration, higher education, etc) or go into non-educational occupations?; and (4) Which particular factors, aspects, and conditions of schools and of teachers' jobs are most tied to the turnover of mathematics and science teachers? This study utilizes nationally representative data on teachers, and therefore the setting is the whole United States. Findings suggest that schools are not simply victims of inexorable demographic trends and that there is a significant role for the management of schools in both the genesis of, and solution to, school staffing problems. The data suggest that improvements in these conditions of the teaching job, such as increased teacher salaries, and enhanced faculty input into school decision making, would all contribute to lower rates of turnover, in turn, diminish school staffing problems, undermine the so-called teacher shortage and, hence, ultimately, aid the performance of schools.
All Volunteer Force: From Military to Civilian Service
Author: Yonkman, Mary McNaught
Date: 2009-11-11
Type: Numerical/Quantitative Data
Subjects: Freedom,Community Relations,Foreign Countries,Volunteers,Veterans,Military Personnel,Citizen Participation,War,Military Service,Surveys

The central message of this report is that a new generation of veterans is returning home from Iraq and Afghanistan without sufficient connections to communities, is enthusiastic to serve again, and points the way forward for how our nation can better integrate them into civilian life. Although the 1.8 million veterans are from every corner of our nation, they are strongly united in their perspectives regarding civic responsibilities and opportunities as they return home. What's more, the findings show that Operation Iraqi Freedom (OIF)/Operation Enduring Freedom (OEF) veterans are underutilized assets in our communities, and their continued service is likely to improve their transition home. The authors believe there is significant potential to increase volunteering and civic engagement among this generation of veterans. This report is based on the first-ever nationally representative survey of OIF/OEF veterans and aims to elevate their voices and share perspectives on their civic lives as they transition from battlefields abroad to communities at home. (Contains 38 notes and a bibliography.) [Funding for this report was provided by the Target Community Relations and Case Foundation.]
The Horizon Report: 2009 Australia-New Zealand Edition
Author: Johnson, L.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Foreign Countries,Technological Advancement,Influence of Technology,Technology Uses in Education,Colleges,Higher Education,Handheld Devices,Internet,Computer Software,Information Technology,Computer Networks,Social Networks,Open Source Technology,Computer Simulation

The New Media Consortium's Horizon Project is an ongoing research project that aims to identify and describe emerging technologies likely to have a large impact on teaching, learning, or creative inquiry within education around the globe over a five-year time period. The project's central products are the &quot;Horizon Reports&quot;, an annual series of publications that describe promising emerging technologies and highlight their relevance to education. This edition, the &quot;Horizon Report: 2009 Australia-New Zealand Edition&quot;, is the second in the ANZ series and focuses on emerging technologies as they appear in and affect education in Australia and New Zealand particularly. The six technologies detailed in this report are placed along three adoption horizons that indicate likely timeframes for their widespread adoption on university and college campuses--defined here as penetration rates of greater than 16-20% both within and among institutions. The first adoption horizon assumes the likelihood of broad adoption within the next year; the second, adoption within two to three years; and the third, adoption within four to five years. These technologies are: (1) Mobile Internet Devices; (2) Private Clouds; (3) Open Content; (4) Virtual, Augmented, and Alternate Realities; (5) Location-Based Learning; and (6) Smart Objects and Devices.
The Horizon Report: 2010 Australia-New Zealand Edition
Author: Johnson, L.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Advisory Committees,Foreign Countries,Data Analysis,Technological Advancement,Influence of Technology,Technology Uses in Education,Handheld Devices,Internet,Open Source Technology,Computer Simulation

The internationally recognized series of &quot;Horizon Reports&quot; is part of the New Media Consortium's Horizon Project, a comprehensive research venture established in 2002 that identifies and describes emerging technologies likely to have a large impact over the coming five years on a variety of sectors around the globe. This volume, the &quot;2010 Horizon Report: Australia-New Zealand Edition&quot;, examines emerging technologies for their potential impact on and use in teaching, learning, and creative enquiry within higher education in Australia and New Zealand over a five-year time period. This is the third in the annual series of reports focused on higher education in the region. Each edition of the &quot;Horizon Report&quot; introduces six emerging technologies or practices that are likely to enter mainstream use within three adoption horizons over the next five years. Key trends and challenges that will affect current practice over the same time frame add context to these discussions. Over the course of just a few weeks, the Advisory Board came to a consensus about the six topics that appear here in the &quot;2010 Australia-New Zealand Edition&quot;. The six technologies featured in this report are placed along three adoption horizons that indicate likely time frames for their entrance into mainstream use for teaching, learning, or creative enquiry. The near-term horizon assumes the likelihood of entry into the mainstream for institutions within the next twelve months; the mid-term horizon, within two to three years; and the far-term, within four to five years. On the near-term horizon--that is, within the next 12 months--are &quot;electronic books&quot; and &quot;mobiles&quot;. The second adoption horizon is set two to three years out, where everyone will begin to see widespread adoptions of two well-established technologies--&quot;augmented reality&quot; and &quot;open content&quot;. On the far-term horizon, set at four to five years away for widespread adoption, but clearly already in use in some quarters, are &quot;gesture-based computing&quot; and &quot;visual data analysis&quot;. [To access &quot;The Horizon Report: 2009 Australia-New Zealand Edition&quot;, see ED513478.]
Horizon Report: 2009 Economic Development Edition
Author: Johnson, L.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Small Businesses,Trend Analysis,Technological Advancement,Internet,Information Technology,Influence of Technology,Information Management,Information Storage,Handheld Devices,Work Environment,Economic Development,Geographic Location,Geographic Information Systems,Computer Oriented Programs,Physical Environment,Electronic Publishing,Orientation,Business Administration,Semantics,Data Interpretation,Context Effect

The New Media Consortium's Horizon Project is an ongoing research project that seeks to identify and describe emerging technologies likely to have a large impact in education and other industries around the world over a five-year time period. The chief products of the project are the &quot;Horizon Reports&quot;, an annual series of publications that describe promising emerging technologies and highlight their relevance. This special edition, the &quot;Horizon Report: 2009 Economic Development Edition&quot;, explores the landscape of emerging technologies as it pertains to small to medium-sized businesses. Like the &quot;Horizon Report&quot; itself, this special edition follows a specific format to describe six technologies or practices that will impact businesses within three adoption horizons over the next five years. Each topic opens with an overview describing the technology at hand, followed by a discussion of its relevant applications for small to medium businesses. Examples of how the technology is currently employed, or how it could be applied to commerce, illustrate its potential. Finally, an annotated list of materials for further reading is provided for those who would like to explore a topic in greater depth. The technologies featured in this report are: (1) Cloud Computing; (2) Mobiles; (3) Augmented Reality; (4) Location-Based Services; (5) Semantic-Aware Applications; and (6) Smart Objects. Online resources are included. [This publication was sponsored by the Economic and Workforce Development (EWD) Program's Multimedia and Entertainment Initiative, a division of the California Community Colleges Chancellor's Office.]
What Is Summer Vacation Costing Us?
Author: Henkel, Tara
Date: 2010-11-16
Type: Opinion Papers
Subjects: Vacations,School Schedules,Comparative Analysis,Foreign Countries,Developed Nations,Year Round Schools,Lunch Programs,Breakfast Programs

This paper explores the standard traditional summer vacation model; this includes the accompanying food insecurity, loss of nutrition and the lost knowledge that must be re-taught at the beginning of each new academic year. It compares the number of academic days attended in various Industrialized Nations compared to the United States. Also, discussed is a more year-round approach called the &quot;Tract&quot; method; there are both &quot;single&quot; and &quot;multi&quot; track models. The &quot;single&quot; track model has the student entire student body attends classes for 45 days then has a 15 day break, this could also be 60 educational days with a 20 day break. The &quot;multi&quot; track model breaks the student body into equal part. With a student body of 1500 there would be 3 equal tracks of 500. At any given time two of the tracks would be attending class and the third would be on break. This method allows for the increasing student bodies to utilize a facility that was built to accommodate the smaller student bodies of the past.
Speak up and Listen
Author: Roberts, Terry
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Communication Skills,Verbal Ability,Listening Skills,Employment Opportunities,Citizen Participation,Quality of Life,Critical Thinking,Problem Solving,Interdisciplinary Approach,Difficulty Level,Cooperation,Classroom Communication,Interpersonal Communication,Skill Development

In the volatile, global environment of the 21st century, being able to communicate successfully is the key to employment, to citizenship, and to a quality life. The Partnership for 21st Century Skills--a coalition of American businesses with an international focus, funded in part by the U.S. Department of Education--recently released &quot;A Resource and Policy Guide&quot; entitled &quot;21st Century Skills, Education and Competitiveness&quot;. In this Guide, the Partnership argued that &quot;advanced 21st century skills... are the indispensible currency for participation, achievement and competitiveness in the global economy.&quot; The Guide lists six fundamental 21st century skills, including these three: (1) Thinking critically and making judgments; (2) Solving complex, multidisciplinary, open-ended problems; and (3) Communicating and collaborating. Teachers are left with the question of whether it is possible to teach competent and respectful interaction. The first step in answering the challenge is to understand how the 21st Century skills described in this report are related. In this report, the authors examine two types of instructional conversation. The first type of conversation is &quot;Socratic&quot;, teacher-centered discussion, and the second is the more &quot;maieutic&quot;, student-centered discussion. Both types challenge students to practice their speaking and listening skills; both teach critical thinking about the curriculum. (Contains 3 footnotes.)