ethanporcaro/eric-fulltext-meta huggingface dataset:
Direct Certification in the National School Lunch Program: State Implementation Progress School Year 2010-2011. Report to Congress. Nutrition Assistance Program Report Series. Special Nutrition Programs Report Number CN-11-DC
Author: Moore, Quinn
Date: 2011-10-00
Type: Numerical/Quantitative Data
Subjects: Lunch Programs,Nutrition,Certification,Program Effectiveness,Federal Programs,Eligibility,School Districts,Federal Legislation,State Agencies,Program Implementation,Comparative Analysis,Program Evaluation,Best Practices

This report responds to the legislative requirement of the Food, Conservation, and Energy Act of 2008 (P.L.110-246) to assess the effectiveness of State and local efforts to directly certify children for free school meals under the National School Lunch Program (NSLP). Direct certification is a process conducted by the States and by local educational agencies (LEAs) to certify certain children for free school meals without the need for household applications. The Child Nutrition and WIC Reauthorization Act of 2004 required all LEAs to establish, by school year (SY) 2008-2009, a system of direct certification of children from households that receive Supplemental Nutrition Assistance Program (SNAP) benefits. The mandate was phased in over three years. The largest LEAs were required to establish direct certification systems by SY 2006-2007; all were required to directly certify SNAP participants by SY 2008-2009. Eighty-five percent of LEAs that participate in the NSLP directly certified some SNAP participants in SY 2010-2011. These LEAs enroll 97 percent of all students in schools that participate in the NSLP. This is an increase from SY 2004-2005, when 56 percent of LEAs, enrolling 77 percent of all students in NSLP schools, directly certified some SNAP-participant students. Nationally, the number of school age SNAP participants was 16 percent higher at the start of SY 2010-2011 than it was at the start of SY 2009-2010, and States and LEAs directly certified 1.9 million more students in SY 2010-2011 than in the previous year. Analysis in this report estimates that 78 percent of children in SNAP households were directly certified for free school meals, substantially higher than last year's rate of 72 percent. Eight States achieved direct certification rates higher than 90 percent, whereas three had direct certification rates lower than 60 percent. Appended are: (1) Additional Tables and Figures; (2) Verification Summary Report; (3) Estimation of Component Statistics; (4) Data Limitations; and (5) Corrections. A glossary of acronyms and abbreviations is included. (Contains 12 tables, 16 figures and 54 footnotes.) [For "Direct Certification in the National School Lunch Program State Implementation Progress, School Year 2010-2011. Report to Congress--Summary," see ED528249.]
Review of a Proposal to Establish a School of Medicine at the University of California, Riverside. Commission Report 08-16
Author: California Postsecondary Education Commission
Date: 2008-09-00
Type: Reports - Evaluative
Subjects: Public Colleges,Medical Schools,Educational Finance,Medicine,Program Proposals,Research Reports,Feasibility Studies,Change Strategies,Planning Commissions,State Legislation,Guidelines,Design Requirements,Design Preferences,College Planning

Pursuant to Education Code 66903, the California Postsecondary Education Commission is charged with reviewing proposals for new academic and vocational programs at California's public colleges and universities and with making recommendations to the Legislature and the Governor. The Commission finds that the University of California's proposal to establish a School of Medicine at the Riverside campus fully meets the Commission's Guidelines for Approval of New Programs. It is recommended, however, the University consider establishing the medical school at a later date when the state's economic and fiscal conditions are more favorable.
Overview of Governor Schwarzenegger's Proposed 2008-09 State Budget. Commission Report 08-02
Author: California Postsecondary Education Commission
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Educational Finance,Research Reports,Planning Commissions,Budgets,State Government,State Legislation,Expenditures,Operations Research,Program Proposals,Budgeting,Fiscal Capacity,State Aid

On January 10, 2008, Governor Arnold Schwarzenegger released his proposed budget for the 2008-09 fiscal year. State revenues for the 18 months covering the last half of 2007-08 and 2008-09 are projected to be nearly $16 billion below planned expenditures. The budget seeks to close this shortfall by cutting 2008-09 funding for most programs by 10% below initial allocations based on workload growth and cost factors. Current-year spending will be  cut by $217 million. Proposed General Fund spending is $2.4 billion (2.3%) below 2007-08. The total budget, including the public transportation account and other special funds, will be $141 billion, $4.2 billion (2.9%) lower than estimated 2007-08 spending. This paper provides an overview of Governor Schwarzenegger's proposed 2008-09 state budget.
The Nexus between Postsecondary Education and Workforce Development--Conclusions and Policy Options. Commission Report 07-22
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Labor Force Development,Education Work Relationship,Alignment (Education),Vocational Education,Career Development,College School Cooperation,Best Practices,General Education,School Community Relationship,Educational Cooperation,Data,Educational Policy

This report is the fourth and final paper in the research series by the Commission on the nexus between postsecondary education and workforce development. Prior reports have reviewed the overall context, considered employers' concerns with whether postsecondary education is doing enough to ensure California has a competitive workforce, and examined the existing workforce activities of the state's postsecondary institutions. This final report summarizes conclusions that can be drawn from the research. It also offers some policy options that the Commission may wish to consider, including fostering collaboration and regional approaches, and improving data.
Meeting the K-14 Challenge: Examining the Case for Doctoral Programs in Educational Leadership. Commission Report 07-25
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: State Legislation,Doctoral Programs,Leadership Training,Instructional Leadership,Administrator Education,Program Proposals,College Programs,Planning Commissions,Curriculum Development,Instructional Development,Educational Policy,Accountability,Federal Legislation,Educational Needs,Educational Research,Elementary Secondary Education,Federal State Relationship,Academic Achievement

State law requires the California Postsecondary Education Commission to review and comment on the need for new degree and certificate programs proposed by the public higher education systems. This report contains three policy recommendations intended to increase the likelihood that current and proposed doctoral programs in educational leadership will achieve desired results and consequences. Recommendations for enhancing leadership proposals are also provided.
Improving Teacher Quality 2007 Grant Awards. Commission Report 07-23
Author: California Postsecondary Education Commission
Date: 2007-12-00
Type: Reports - Descriptive
Subjects: Evaluation Research,Teacher Effectiveness,Competition,Faculty Development,Professional Development,Educational Quality,Teacher Education Programs,Program Proposals,Science Course Improvement Projects,Mathematics Education,Science Education,Improvement Programs,Teacher Improvement,Grants,Profiles

The Improving Teacher Quality Program recently concluded its 2007 competition to select grantees who will provide high-quality teacher professional development over the next several years. Teachers in grades K-2 were the focus of this year's Request for Proposals (RFP). As required in the last two rounds of competition, the selected projects must also conduct rigorous evaluation research on their results. Most of the new projects awarded in 2007 are in the subjects of science and mathematics, showing a great need for professional development in these core content areas. This report summarizes each of the new grants that began work in late autumn.
The Book Review Genre: A Structural Move Analysis
Author: Salmani Nodoushan, Mohammad Ali
Date: 2012-00-00
Type: Journal Articles
Subjects: Book Reviews,Rhetoric,English (Second Language),Native Speakers,English,Authors,Applied Linguistics,Periodicals,Computational Linguistics

The current study aimed at showing whether native, ESL and EFL book review authors differed in terms of types of rhetorical moves the employ in the reviews they write. 60 book reviews  (N = 60) from applied linguistics journals were randomly selected from a pool of 87 book reviews published in &quot;Asian EFL Journal,&quot; &quot;ESP,&quot; &quot;System,&quot; and &quot;TESOL Quarterly&quot; between 2004 and 2010. The reviews were converted into *txt files and submitted to the AntMover software for move analysis. Two human coders used the Motta Roth's (1995) framework for the analysis of the moves. The intercoder reliability of the study was estimated through a Spearman's &quot;rho&quot; at 0.819 (&quot;rho&quot; = 0.819), and the convergent validity of the instruments by another Spearman's &quot;rho&quot; at 0.782 (&quot;rho&quot; = 0.782). The data were submitted to a set of Kruskal-Wallis H Test. The results of the study indicated that writers' linguistic backgrounds have a statistically significant role in their choice of book review moves and move structures. It was also found that book reviews fall into the two categories of &quot;informative&quot; and &quot;evaluative&quot; reviews with the difference between the two lying in the presence or absence of writers' focused evaluation of the books under review in terms of their advantages and/or disadvantages. Two appendixes present: (1) Table for Determining Minimum Returned Sample Size for a Given Population Size for Continuous and Categorical Data; and (2) Desiree Motta Roth Framework and Sample BR Analysis. (Contains 3 figures and 11 tables.)
English Language Necessity: What It means for Korea and Non-English Speaking Countries
Author: Jambor, Paul Z.
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Grade Point Average,Graduates,Aptitude Tests,Foreign Countries,Boards of Education,Educational Environment,Communicative Competence (Languages),English (Second Language),Second Language Learning,Second Language Instruction,Employment Opportunities,Standardized Tests,Language Tests,Interviews,Higher Education,Corporations,Outsourcing,Official Languages,Required Courses,Employment Interviews

It has long been asserted that the English language is imperialist, however, the overwhelming effect it has on Education has long reaching consequences for people worldwide. That is to say, since English language teaching (ELT) is so fundamental for the financial and academic development of individuals on a global scale, it ought to be proposed that government provided access to communicative ELT is necessary for genuine democratization to occur in any given state. Whether you are a university student, a professor, a doctor, a businessman or a mere company employee, English language education is becoming a requirement for people in all walks of life across the globe. For university graduates, merely to gain employment in a developed country like South Korea, English communicative proficiency is a key determiner of employability. What should be of essence is that if boards of education implement English language education for the sole purposes of preparing students for multiple choice based Standardized Aptitude Tests, with little focus on improving their collective &quot;bona fide&quot; communicative ability, then the same learners' English language abilities will likely fail to bridge the gap between actual learner L2 communicative competence and the desired target L2 skills needed for success in an English mediated post-secondary educational environment. This paper proposes this phenomenon to be known as &quot;The GPA Wall Hypothesis&quot;. An appendix presents: Interviews Conducted by Korean Companies - Percentages by Languages. (Contains 2 figures and 3 tables.)
Decolonizing the Navajo Nation: The Lessons of the Naabaahii
Author: Lee, Lloyd L.
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Navajo,Navajo (Nation),American Indian Education,Cultural Awareness,American Indian Culture,Indigenous Knowledge,Story Telling,Federal Indian Relationship,Problem Solving

This paper discusses ways Dine peoples can use cultural knowledge to rebuild and decolonize the Navajo Nation. In the past, leaders, warriors, and all peoples worked together to sustain their community's way of life. These stories and strategies can be helpful in rectifying and resolving many challenges and problems Dine peoples face in the twenty-first century. (Contains 22 notes.)
Trends in Young People's Wellbeing and the Effects of the School-to-Work Transition. Longitudinal Surveys of Australian Youth. Briefing Paper 27
Author: Nguyen, Nhi
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Trend Analysis,Social Life,Life Satisfaction,Family Life,Mental Health,Young Adults,Education Work Relationship,Foreign Countries,Longitudinal Studies,Well Being,Mental Disorders,Interviews,Income,Labor Force,Surveys,Evaluation Methods,Adolescents

The Longitudinal Surveys of Australian Youth (LSAY) ask participants how satisfied they are with aspects of their lives. Their answers give us a measure of the subjective wellbeing of our youth and can be used to explore the link between education, employment and wellbeing. Yet, wellbeing is broader than satisfaction with life. It also encompasses physical, mental and emotional health, as well as social aspects of life. Therefore, to gain a better understanding of the state of young people's wellbeing, this briefing paper uses national statistics from the Australian Bureau of Statistics (ABS) to examine the major trends that can affect their participation in education and employment. Based on this broader definition of wellbeing, young people are generally disability-free and rate their state of health as &quot;excellent&quot;, &quot;very good&quot; or &quot;good&quot;. However, there are some concerning trends in their wellbeing over time; for instance, one in four young people suffers from a mental health disorder and over 30% are overweight or obese. This paper also analyses the responses of LSAY participants interviewed between 1995 and 2006 to explore how subjective wellbeing changes during the transition from school to work, and finds evidence of notable changes to the average life satisfaction ratings of the cohort between ages 16 to 25. The period between their late teens and early 20s is a particularly happy time for young people. They are finishing school and embarking on early work experiences or post-school study. The majority of them are still living at home and enjoying their social lives. This is also a time when young people's satisfaction with their future and their level of independence begin to grow. By age 25, young people are less happy with their social life, home life, and career prospects and work. This may be related to unmet expectations or not having a satisfying career. Data from the Household, Income and Labour Dynamics in Australia (HILDA) survey indicate that this downward trend in life satisfaction continues beyond age 25. Previous research on the relationship between education, employment and wellbeing is summarised and we discuss some of the measures of wellbeing, particularly those used in LSAY. This discussion highlights the need for further work on definitions of wellbeing and the development of a consistent framework for measuring this complex construct. (Contains 3 tables, 11 figures and 6 footnotes.)
Initial Training for VET Teachers: A Portrait within a Larger Canvas
Author: Guthrie, Hugh
Date: 2011-00-00
Type: Reports - Research
Subjects: Higher Education,Education Courses,Outcomes of Education,College Graduates,Program Effectiveness,Profiles,Teaching Skills,Vocational Education,Vocational Education Teachers,Teacher Education,Beginning Teacher Induction,Beginning Teachers,Mentors,Professional Development,Foreign Countries,Teacher Certification,Teacher Qualifications

This study focuses on a critical aspect of the vocational education and training (VET) workforce: initial VET teacher training. It has identified the generic teacher education courses offered both by the VET and higher education sectors, ranging from the Certificate IV in Training and Assessment (now the Certificate IV in Training and Education) to graduate diplomas. The certificate IV is not only the most significant in student number terms, but it is also the one true initial qualification. All the others are post-initial and targeted at teachers with some experience. Findings include: (1) Student numbers are very high for the certificate IV. Numbers are modest for the VET diploma programs, and the total numbers in higher education courses are declining; (2) The certificate IV is delivered well by some providers. However, more stringent regulation of this qualification is required, given its current pivotal role in providing initial teaching skills; (3) Initial teachers also need access to a sound induction process and support from more experienced mentors to underpin, increase and help cement their foundational teaching skills; and (4) There needs to be an increased emphasis on high-quality continuing professional development. This should come in a variety of forms: formal courses at diploma level and above; effective non-formal learning; and a supportive and challenging learning culture and practices within the providers themselves. Universities are losing their importance in VET teacher development, and this is having undesirable consequences on the depth of VET teacher professionalism. However, to strengthen their role, they need to offer flexible programs, given the competing priorities on time-poor VET teachers. Specifically, they need to develop strong connections with the VET sector and build partnerships with those providing teacher preparation programs in the VET sector itself. Appended are: (1) 2008 Certificate IV in Training and Assessment: number of RTOs and course enrolments by type and state; (2) Key initial teacher training course enrolments and completions, 2006, 2007 &amp; 2008; (3) Diploma of Training and Assessment: number of RTOs and course enrolments by type and state, 2008; (4) Commencing client profile all key initial teacher training courses, 2006-08; (5) Commencing client profile in selected courses, 2008; (6) Certificate IV Graduates Student Outcomes Survey data; (7) Diploma graduates Student Outcome Survey data; (8) &quot;Key&quot; higher education students and completions by state and provider, 2006, 2007 &amp; 2008; and (9) &quot;Key&quot; higher education courses learner profile, 2008. (Contains 14 tables, 3 figures and 2 footnotes.)
Outlook. Number 371
Author: Council for American Private Education
Date: 2012-01-00
Type: Collected Works - Serial
Subjects: Private Education,State Legislation,Constitutional Law,Religious Discrimination,Parochial Schools,State Aid,Federal Legislation,Educational Legislation,Elementary Secondary Education,Federal Aid,Scholarships,Court Litigation,Tax Credits,School Choice,Private Schools

Council for American Private Education (CAPE) is a coalition of national associations serving private schools K-12. &quot;Outlook&quot; is published monthly by CAPE. This issue contains the following articles: (1) Repeal of Blaine Amendment on Florida Ballot in November; (2) Top Private Education Events of 2011; (3) New Guidance Issued on ESEA Flexibility; (4) Congress Approves Spending Bill; and (5) CAPE Notes.
The Gender Gap at Connecticut Colleges and Universities. Facts
Author: Connecticut Department of Higher Education
Date: 2008-05-00
Type: Numerical/Quantitative Data
Subjects: College Students,Enrollment Trends,Gender Differences,Educational Attainment,Higher Education

The disparity in the college enrollment and graduation of women and men is persistent and troubling but not unique to Connecticut. Across the country, women college students outnumber men by almost 2.6 million and they earn 1.4 times more degrees. A snapshot of gender across colleges in Connecticut reveals the following findings: (1) Men first became a minority of college students in the late 1970s; (2) The gap cannot be explained by demographics; (3) Men disappear at every point along the educational pipeline; (4) Little is known about what men are doing instead of going to college; and (5) The gap is not likely to disappear soon.
Connecticut Public Higher Education: 2008 System Trends
Author: Connecticut Department of Higher Education
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Student Financial Aid,Enrollment Trends,Public Colleges,Funding Formulas,Fees,Trend Analysis,Educational Finance,Student Costs,Context Effect,Expenditure per Student,Academic Degrees,Budgets,In State Students,Educational Indicators,Operating Expenses,State Surveys,Comparative Analysis,Financial Support,College Faculty,Enrollment Rate,Tuition

This paper presents the public higher education system trends in Connecticut for 2008. This report contains the following sections: (1) FY 2007-2009 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget. [For &quot;Connecticut Public Higher Education: 2007 System Trends,&quot; see ED516843.]