ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Head Start Participants, Programs, Families, and Staff in 2006
Author: Center for Law and Social Policy
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Pregnancy,Females,Health Services,Eligibility,Low Income Groups,Preschool Children,Disadvantaged Youth,Parent Participation,Early Intervention,At Risk Students,Federal Programs,Access to Education,Access to Health Care,Individual Characteristics

In 1994, the federal Early Head Start program was created to address the comprehensive needs of low-income children under age 3 and pregnant women. Since 1965, the Head Start program has served low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Programs provide services focused on the "whole child," including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities and referrals to social service providers for the entire family; and mental health services. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. Based on information reported through the PIR, this fact sheet describes the characteristics of Early Head Start children and families and the services provided to them during the 2005-2006 program year. In 2006, the Early Head Start program served 85,831 children under age 3 and 10,825 pregnant women through 745 grantees throughout the country. Seven percent of all funded Head Start slots were in Early Head Start. Nationally, just 2.4 percent of eligible children were served by Early Head Start. (Contains 4 footnotes.)
Head Start Participants, Programs, Families, and Staff in 2006
Author: Center for Law and Social Policy
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Pregnancy,Females,Health Services,Preschool Education,Low Income Groups,Preschool Children,Disadvantaged Youth,Mental Health Programs,Parent Participation,Parent School Relationship,Childhood Needs,Dental Evaluation,Referral,Social Services,Family Characteristics,Individual Characteristics,Migrant Education,Migrant Children,Federal Programs

Since 1965, the Head Start program has served low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Programs provide services focused on the "whole child," including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities and referrals to social service providers for the entire family; and mental health services. In 1994, the federal Early Head Start program was created to address the comprehensive needs of low-income children under age 3 and pregnant women. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. Based on information reported through the PIR, this fact sheet describes the characteristics of Head Start children and families (including children in Early Head Start, the Head Start preschool program, and Migrant and Seasonal Head Start) and the services provided to them during the 2005-2006 program year. In 2006, the Head Start program served 1,080,627 young children and 10,825 pregnant women through 2,696 grantees throughout the country--about 26,000 more children and 340 more pregnant women than in 2005. (Contains 4 footnotes.)
We Dream a World: The 2025 Vision for Black Men and Boys
Author: Tsoi-A-Fatt, Rhonda
Date: 2010-12-00
Type: Reports - Descriptive
Subjects: Minority Groups,African Americans,Males,United States History,Social Attitudes,Social Influences,Advocacy,Aspiration,Empowerment,Access to Education,Fathers,Social Bias,Social Change,Public Policy,Cultural Relevance,Social Justice,Intervention,Low Income Groups,Equal Education,Equal Opportunities (Jobs),Public Health,Achievement Gap,Disproportionate Representation,Educational Quality,Whites,Hispanic Americans,Public Education,Employment Level,Social Discrimination,Health Promotion,Access to Health Care,Crime

Black men are vital and important members of American society, especially in their communities. Black families suffer a great loss when Black men are unable to thrive. Throughout modern American history, Black men have struggled to gain their footing and fulfill their destinies as strong, caring and productive members of society and their families. The 2025 Campaign for Black Men and Boys seeks to shape a new future for Black men and boys in which the social and economic realities of this country accommodate the pursuit of their dreams. The campaign strives to create conditions to enable Black boys, youth and men to realize their goals and contribute greatly to their families, communities and the nation. By 2025, the campaign members dream of a world where Black boys are highly educated, Black men are anchored in the economic mainstream, Black boys see in their fathers promising futures, and entire communities of Black families are physically and emotionally healthy. There is huge disparity in outcomes for Black people, particularly men and youth, in all major areas of American life--education, employment, justice, health, housing and family well-being. The community and the nation can no longer afford to ignore Black men's plight. The United States Census projects that by the year 2042, the population will be majority of people of color with Blacks being the second largest minority population group. Changing the landscape for Black men, youth, and boys requires tremendous commitment from all sectors and levels of government and society. It is a commitment that is both necessary and long overdue. The 2025 Campaign for Black Men and Boys focuses its work in five key areas: education, fatherhood and families, employment and wealth, health, and criminal justice. Across all of these areas, the campaign believes that four key things need to happen: (1) Evaluate and amend existing public policies to support of the needs of Black males, their families and their communities; (2) Support communities' need to create sustainable, systemic solutions to address the needs of Black males; (3) Think differently about the manner in which programming and services are rendered and work more diligently to ensure that approaches are culturally appropriate and of high quality; and (4) Increase the level of investment for services and interventions that help low-income individuals and aid their implementation so these services actually reach Black males. (Contains 28 figures and 72 endnotes.)
Infants and Toddlers in CCDBG: 2008 Update
Author: Matthews, Hannah
Date: 2009-12-17
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Infants,Toddlers,Federal Aid,Low Income Groups,Employed Parents,Quality Assurance,Age Differences,Financial Support

Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. CCDBG provides child care assistance to children from birth to age 13. In fiscal year 2010, states received a total of $5 billion in federal CCDBG funds. States are expected to contribute an additional $2.2 billion to draw down all federal funds. This fact sheet highlights key information about infants and toddlers and CCDBG. These include: (1) Fewer than a third of children served in CCDBG are under the age of 3; (2) More than half of infants and toddlers in CCDBG are cared for in center-based settings; (3) The CCDBG infant/toddler earmark funds a range of services; and (4) Funds earmarked for infants and toddlers comprise a small portion of CCDBG spending. (Contains 2 figures, 1 table, and 7 endnotes.)
School-Age Children in CCDBG: 2008
Author: Matthews, Hannah
Date: 2009-12-17
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Primary Sources,Federal Aid,Low Income Groups,Employed Parents,Quality of Life,Young Children,Children,Early Adolescents,State Aid,Financial Support,Resource Allocation

Child Care and Development Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. CCDBG provides child care assistance to children from birth to age 13. In fiscal year 2010, states received $5 billion in federal CCDBG funds. States are expected to contribute an additional $2.2 billion to draw down all federal funds. This fact sheet highlights key information about school-age children and CCDBG. These include: (1) A third of children served in CCDBG are between ages 6 and 13; (2) More than half of school-age children in CCDBG are served in center-based care; (3) The CCDBG school-age earmark funds a range of services; and (4) Funds earmarked for school-age care comprise a small portion of CCDBG spending. (Contains 2 figures, 1 table, and 9 endnotes.)
Getting What We Pay for: State Community College Funding Strategies that Benefit Low-Income, Lower-Skilled Students
Author: Choitz, Vickie
Date: 2010-11-00
Type: Reports - Descriptive
Subjects: Educational Finance,Community Colleges,Expenditures,Funding Formulas,Income,Tuition,State Colleges,Financial Support,Low Income Groups,At Risk Students,State Policy,Policy Formation,Educational Policy,Economic Development,State Aid,Taxes,Resource Allocation,Access to Education,Student Personnel Services

Community colleges across the nation appear to be facing a "perfect storm" during which surging enrollments, tepid state funding, and strong accountability forces are colliding to severely threaten access to and completion of postsecondary education and credentials by lower-skilled and low-income students. In the last few years, record enrollments have resulted in classes filling up faster, colleges closing courses sooner, and institutions capping enrollments. Many community colleges have been able to escape funding cuts and actually receive small funding increases. These increases, however, have not kept up with the overall record jump in enrollment and have resulted in "net" funding decreases at most institutions. One approach to survive this perfect storm is to consider how states can fund community colleges differently to improve access and outcomes, further state economic goals, and ensure lower-skilled and low-income students are served effectively. State funding is a powerful tool to influence institutional priorities and practices. This policy brief describes strategies state policymakers can use to realign community college financing--including tuition policies--to improve postsecondary access and success for lower-skilled and low-income students and to achieve stronger state economic health. To provide a common understanding of the issues, the brief begins with an overview of how community colleges are currently funded. It focuses specifically on state strategies for funding community colleges since they are the type of institution many lower-income students attend. Appended are: (1) State-by-State Breakdown of Community College Revenue Sources (2008); (2) State Appropriations to Community Colleges as a Percentage of Total State Expenditures (FY 2008); (3) State Tax Appropriations to Community Colleges (Fiscal Years 2007-2009); (4) State Spending by Function as a Percent of Total State Expenditures (FY 2008); and (5) State Use of Formula Funding for Community Colleges (2007). (Contains 1 figure and 43 endnotes.)
United States Head Start by the Numbers: 2009 PIR Profile
Author: Center for Law and Social Policy
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Pregnancy,Children,Disadvantaged Youth,Females,Enrollment,Federal Programs,Early Childhood Education,Preschool Children,Health Services,Migrants

This fact sheet is based on the 2009 Program Information Report (PIR) data, which all Head Start programs are required to complete on an annual basis. The total number of grantees/delegates for 2009 was 2,574 of which 727 were Early Head Start grantees/delegates, 1,787 Head Start (preschool) grantees/delegates and 60 migrant/seasonal grantees/delegates. The total actual enrollment reached 1,056,789 which consisted of children and pregnant women. The total number of families served was 967,764 of which 57% were single-parent families. The total number of staff for this year were 226,448 of which 55,896 were teachers. (Contains 14 endnotes.)
Immigrant Families and Child Care Subsidies: What Federal Law and Guidance Says
Author: Matthews, Hannah
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Eligibility,Immigrants,Civil Rights,Child Care,Civil Rights Legislation,Limited English Speaking,Block Grants,Guidance,Welfare Services,Federal Legislation,Financial Support,Social Discrimination,Social Justice,Children,Childrens Rights,Federal Programs

One in four young children in the United States lives in an immigrant family. Federal law establishes policies on immigrant eligibility for child care assistance, yet questions regarding eligibility remain at the state and local level. Most child care assistance is funded through the Child Care and Development Block Grant (CCDBG) and the Temporary Assistance for Needy Families (TANF) block grant, which have differing rules regarding immigrant eligibility. This fact sheet lays out rules and guidance related to immigrant eligibility for child care subsidies through both funding streams. In addition, it should be noted that all programs that receive federal funds are required to comply with Title VI of the Civil Rights Act of 1964, which prohibits agencies that receive federal financial assistance from discriminating based on race, color, or national origin and requires such agencies to take reasonable steps to provide limited English proficient (LEP) individuals with meaningful access to their programs, activities, and services. (Contains 14 endnotes.)
State CCDBG Plans to Promote Opportunities for Babies and Toddlers in Child Care. Policy Brief
Author: Lim, Teresa
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Certification,Child Care,Block Grants,Infants,Low Income Groups,Toddlers,State Policy,Educational Quality,Financial Support,Federal Programs,Competence,Access to Education,State Programs,Child Development,Cultural Pluralism,Employment Qualifications,Child Health,Safety,Access to Health Care

State child care policies--including licensing, subsidy, and quality enhancement strategies--can promote the quality and continuity of early childhood experiences and foster the healthy growth and development of babies and toddlers in child care settings, especially if they are informed by research. One of the policy levers states may use to improve care for vulnerable children is the Child Care and Development Block Grant (CCDBG)--the largest source of federal funding for child care available to states. Twenty-nine percent of children who receive child care paid with CCDBG funds are under age 3--nearly 500,000 children in an average month in fiscal year 2007, although this percentage varied dramatically from state to state. In addition, CCDBG includes an earmark for investments in infants and toddlers, totaling $99.5 million in fiscal year 2009. Every two years, states must lay out their plans for using all CCDBG funds to help low-income families access child care and to improve the quality of child care for all children, including infants and toddlers. What do these state CCDBG plans reveal about state policies that can promote opportunities for babies and toddlers in child care to experience the positive care that will help them thrive? The Center for Law and Social Policy (CLASP) analyzed what the 50 states and the District of Columbia reported in their state CCDBG plans for FFY 2008-2009 using a policy framework that guides CLASP's &quot;Charting Progress for Babies in Child Care&quot; project. The framework is based on a set of key principles that establish what all babies and toddlers in child care need. CLASP's analysis looks at state CCDBG plans through the lens of this framework, highlighting examples of promising child care licensing, subsidy, and quality enhancement policies and initiatives for babies and toddlers as reported by states. This policy brief summarizes key findings from that analysis, including some illustrative state examples. (Contains 8 endnotes.) [For the full report, &quot;State CCDBG Plans to Promote Opportunities for Babies &amp; Toddlers in Child Care,&quot; see ED537512.
State CCDBG Plans to Promote Opportunities for Babies &amp; Toddlers in Child Care
Author: Lim, Teresa
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Child Care,Block Grants,Infants,Child Care Centers,Low Income Groups,Toddlers,State Policy,Caregiver Child Relationship,Child Development,Financial Support,Federal Aid,Caregivers,Early Intervention,Competence,Guidelines,State Programs,Educational Environment,Child Health,Safety

State child care policies can promote the quality and continuity of early childhood experiences and foster the healthy growth and development of babies and toddlers in all child care settings, especially if they are informed by research. The quality of the relationship between children and those who care for them influences every aspect of young children's development, including intelligence, language, emotions, and social competence. Research has found that children in both child care centers and family child care homes benefit when their providers are sensitive and responsive to their individual needs. The Child Care and Development Block Grant (CCDBG) is the largest source of federal funding for child care available to states and touches the lives of many low-income infants and toddlers and their families. Twenty-nine percent of children who receive child care paid with CCDBG funds are under age 3--nearly 500,000 children in an average month in fiscal year 2007. The infant/toddler earmark in CCDBG, $99.5 million in fiscal year 2009, is an important source of funding for many innovative state investments to improve the supply of high-quality infant/toddler child care, and supports programs and initiatives for children and families who receive a subsidy and those who do not. Every two years, states must lay out their plans for using CCDBG funds to help low-income families access child care to improve the quality of child care for all children including infants and toddlers. What do state CCDBG plans reveal about state policies that can promote opportunities for babies and toddlers in child care to experience the positive care that will help them thrive? This policy report analyzes what the 50 states and the District of Columbia reported in their state CCDBG plans for FFY 2008-2009 using a Policy Framework that guides the Center for Law and Social Policy's Charting Progress for Babies in Child Care project. The framework is based on a set of key principles that establish what all babies and toddlers in child care need. To achieve the principles of the framework, CLASP offers 15 policy recommendations to help state leaders progress toward achieving these principles in their states. This report analyzes state CCDBG plans through the lens of this framework, highlighting promising policies and initiatives for babies and toddlers. (Contains 12 endnotes.) [For the &quot;State CCDBG Plans to Promote Opportunities for Babies &amp; Toddlers in Child Care. Policy Brief,&quot; see ED537511.]
How Teens Do Research in the Digital World
Author: Purcell, Kristen
Date: 2012-11-01
Type: Reports - Research
Subjects: Writing Skills,Internet,Social Networks,Secondary School Teachers,Search Engines,Research Methodology,Search Strategies,Educational Technology,Middle School Students,High School Students,Research Skills,Computer Uses in Education,Telecommunications,Handheld Devices,Teacher Competencies,Student Research,Advanced Placement

Three-quarters of Advanced Placement (AP) and National Writing Project (NWP) teachers say that the internet and digital search tools have had a "mostly positive" impact on their students' research habits, but 87% say these technologies are creating an "easily distracted generation with short attention spans" and 64% say today's digital technologies "do more to distract students than to help them academically." This research was developed to understand more fully the unique opportunities and challenges facing today's middle and high school teachers in training students how to write and "do research" in a rapidly evolving digital environment. In particular, the study was designed to explore teachers' assessments of students' research and writing habits, the broad impacts of digital technologies on their students, and the extent to which teachers incorporate digital technologies into classroom pedagogy, particularly for teaching research and writing skills. This study builds on prior Pew Internet research on the growing use of search engines and mobile tools to gather information, the rise of social networks and texting, and the increasingly immersive digital world in which today's teens live. (Contains 12 footnotes.)
Younger Americans' Reading and Library Habits
Author: Zickuhr, Kathryn
Date: 2012-10-23
Type: Numerical/Quantitative Data
Subjects: Library Services,Public Libraries,Young Adults,Research Needs,Reading Habits,Adolescents,High School Students,College Students,Electronic Libraries,Handheld Devices,Reading Material Selection,National Surveys,Telecommunications,Computers,Newspapers,Periodicals,Assignments,School Libraries

More than eight in ten Americans between the ages of 16 and 29 read a book in the past year, and six in ten used their local public library. At the youngest end of the spectrum, high schoolers in their late teens (ages 16-17) and college-aged young adults (ages 18-24) are especially likely to have read a book or used the library in the past 12 months. And although their library usage patterns may often be influenced by the requirements of school assignments, their interest in the possibilities of mobile technology may also point the way toward opportunities of further engagement with libraries later in life. The Pew Research Center's Internet & American Life Project has taken a special look at readers between the ages of 16 and 29 because interest in them is especially high in the library world and the publishing world. This report examines how they encounter and consume books in different formats. It flows out of a larger effort to assess the reading habits of all Americans ages 16 and older as e-books change the reading landscape and the borrowing services of libraries. The main findings in this report, including all statistics and quantitative data, are from a nationally-representative phone survey of 2,986 people ages 16 and older that was administered from November 16-December 21, 2011. This report also contains the voices and insights of an online panel of library patrons ages 16-29 who borrow e-books, fielded in the spring of 2012. Among the main findings: (1) 83% of Americans between the ages of 16 and 29 read a book in the past year; (2) Among Americans who read e-books, those under age 30 are more likely to read their e-books on a cell phone (41%) or computer (55%) than on an e-book reader such as a Kindle (23%) or tablet (16%); (3) Overall, 47% of younger Americans read long-form e-content such as books, magazines or newspapers; (4) 60% of Americans under age 30 used the library in the past year; (5) Many of these young readers do not know they can borrow an e-book from a library, and a majority of them express the wish they could do so on pre-loaded e-readers; (6) High schoolers (ages 16-17) are especially reliant on the library for their reading and research needs; (7) College-aged adults (ages 18-24) show interesting shifts in their reading habits compared with high schoolers (ages 16-17); and (8) Adults in their late twenties (ages 25-29) exhibit different patterns when compared with younger age groups. (Contains 2 tables and 22 footnotes.)