ethanporcaro/eric-fulltext-meta huggingface dataset:
ESEA Reauthorization: The Importance of a World-Class K-12 Education for Our Economic Success. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Eleventh Congress, Second Session on Examining Elementary and Secondary Education Act (ESEA) Reauthorization, Focusing on K-12 Education for Economic Success (March 9, 2010). Senate Hearing 111-885
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Educational Quality,Elementary Secondary Education,Economic Development,Education Work Relationship,Accountability,Public Education,Educational Change,STEM Education,Achievement Gap

This hearing of the Committee of Health, Education, Labor and Pensions focused on the reauthorization of the Elementary and Secondary Education Act. This hearing on the economic importance of having a world-class K-12 education system should remind everyone of the critical importance of this reauthorization. Well-educated Americans are the single most important factor in maintaining this nation's productivity and global leadership, and in preparing children to contribute to their communities and this nation at their full potential. Statements were presented by: Honorable Tom Harkin, Chairman, Committee on Health, Education, Labor, and Pensions; Honorable Michael B. Enzi, a U.S. Senator from the State of Wyoming; Andreas Schleicher, Head of Indicators and Analysis Division, Education Directorate, Organisation for Economic Co-operation and Development, Paris, France; Dennis Van Roekel, President, National Education Association, Washington, DC; Charles Butt, Chairman and CEO, H-E-B, San Antonia, Texas; John Castellani, President, Business Roundtable, Washington, DC; Honorable Christopher J. Dodd, a U.S. Senator from the State of Connecticut; Honorable Lamar Alexander, a U.S. Senator from the State of Tennessee; Honorable Patty Murray, a U.S. Senator from the State of Washington; Honorable Jack Reed, a U.S. Senator from the State of Rhode Island; Honorable Bernard Sanders, a U.S. Senator from the State of Vermont; Honorable Jeff Merkley, a U.S. Senator from the State of Oregon; Honorable Al Franken, a U.S. Senator from the State of Minnesota; and Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado. Additional materials include a prepared statement from Senator Brown, a prepared statement from Senator Casey, response by Andreas Schleicher to questions of Senator Mikulski and Senator Casey, response by Dennis Van Roekel to questions of Senator Casey, response to questions of Senator Casey by Charles Butt, and response by John Castellani to questions of Senator Dodd and Senator Casey. (Individual statements contain footnotes.)
Streamlining Federal Education and Workforce Programs: A Look at the GAO Report on Government Waste. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (April 6, 2011). Serial Number 112-16
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Federal Programs,Federal Government,Duplication,Expenditures,Cost Effectiveness,Hearings,Program Effectiveness,Efficiency

The purpose of this hearing was to shed light on wasteful federal government spending. At a time when the nation faces a historic fiscal crisis, everyone must make a concerted effort to reduce federal spending. A necessary step in this process is to eliminate and streamline federal programs. Now more than ever, it is critical to ensure taxpayer dollars are spent wisely. Members testifying before the committee were: Honorable John Kline, Chairman, Committee on Education and the Workforce; Honorable George Miller, senior Democratic member, Committee on Education and the Workforce; and Honorable Todd Rokita, a Representative in Congress from the State of Indiana. A witness who testified before the committee was Honorable Gene Dodaro, a Comptroller General from the U.S. Government Accountability Office. (Individual statements contain footnotes.)
Removing Inefficiencies in the Nation's Job Training Programs. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and  the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (May 11, 2011). Serial Number 112-21
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Job Training,Labor Force Development,Program Effectiveness,Competition,Efficiency,Global Approach,Economic Development,Higher Education,Unemployment,Employment Opportunities

This hearing reviewed ways individuals can make federal job training programs more efficient and effective. Such programs are critical to fostering a competitive workforce and assisting unemployed citizens. However, serious concerns about program fragmentation and potential duplication exist that could result in significant waste. This Committee was dedicated to improving job training opportunities by streamlining unnecessary bureaucracy, eliminating duplicative programs, fostering economic development and encouraging the creation of high-skill and high-wage opportunities for workers in the global economy. Members testifying before the committee were: Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training; Honorable Ruben Hinojosa, ranking member, Subcommittee on Higher Education and Workforce Training; and Honorable John F. Tierney, a Representative in Congress from the State of Massachusetts. Witnesses testifying before the committee were: Evelyn Ganzglass, director, Workforce Development Center for Law and Social Policy; Bert &quot;Van&quot; Royal, owner/broker, Magnolia Point Realty, K&amp;V Investment Group, Inc., chairman, WorkSource; Andrew Sherrill, Director for Education, Workforce, and Income Security, U.S. Government Accountability Office; and Larry Temple, executive director, Texas Workforce Commission. (Individual statements contain footnotes, endnotes, and references.)
Examining the Costs of Federal Overreach into School Meals. Hearing before the Subcommittee on Early Childhood, Elementary and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (May 13, 2011). Serial Number 112-23
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Costs,Federal Programs,Nutrition,Lunch Programs,Breakfast Programs,Obesity,Child Health,Federal Legislation

This paper presents the Committee on Education and the Workforce's hearing on the costs associated with the recent reauthorization of federal child nutrition programs. Individuals typically think of costs in terms of dollars and cents; however, as is often the case with federal laws and regulations, there is an additional cost that can't be measured by any agency, bureaucrat or budget office. When it comes to the nation's schools, that additional cost comes in the form of already scarce resources directed away from the classroom and energy spent complying with federal mandates instead of providing children with the quality education they need to succeed in life. Members testifying before the Committee were: Honorable Richard L. Hanna, a Representative in Congress from the State of New York; Honorable Duncan Hunter, Chairman, Subcommittee on Early Childhood, Elementary and Secondary Education; and Honorable Dale E. Kildee, ranking member, Subcommittee on Early Childhood, Elementary and Secondary Education. Witnesses testifying before the committee were: Karen Castaneda, director of food service, Pennridge School District; Kenneth Hecht, California Food Policy Advocates; Barry Sackin, owner, B. Sackin and Associates; and Sally Spero, food services planning supervisor, San Diego Unified School District.
Education Regulations: Roadblocks to Student Choice in Higher Education. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 17, 2011). Serial Number 112-13
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Regulation,Education Work Relationship,Student Financial Aid,Proprietary Schools,College Choice,Access to Education

This paper presents the fourth Committee on Education and the Workforce hearing on the federal rules and regulations that undermine the strength of this nation's education system. Congress has purposely never defined the term "gainful employment," despite its presence in the statute for the past 50 years. It was decided that any attempt to define such an evolving concept could have unintended consequences. However, some in the administration seem to believe they know better than Congress. Last year, the Department of Education issued a new regulation that attempts for the first time to define "gainful employment." Under the regulation, proprietary colleges would be required to seek pre-approval from the federal government before creating new programs and adhere to a confusing formula that utilizes the debt-to-income ratio and loan repayment rates of program graduates to determine eligibility for federal student aid. Additionally, these institutions would face a host of new and unprecedented reporting requirements. This gainful employment regulation is yet another example of federal overreach into the nation's colleges and universities that will reduce access to higher education for millions of students, undercut efforts to re-energize the economy and, frankly, destroy jobs. Members testifying before the committee were: Honorable Joseph J. Heck, a Representative in Congress from the State of Nevada; Honorable John Kline, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education. Witnesses testifying before the committee were: Catherine Barreto, graduate, Monroe College; Jeanne Herrmann, chief operating officer, Globe University/Minnesota School of Business; Travis Jennings, electrical test department supervisor, Orbital Sciences Corp., Launch Systems Group; and Arnold Mitchem, president, Council for Opportunity in Education. (Individual statements contain footnotes.)
Education Regulations: Federal Overreach into Academic Affairs. Hearing before the Subcommittee on Higher Education and Workforce Training, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 11, 2011). Serial Number 112-11
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Regulation,Federal Legislation,Higher Education,Accreditation (Institutions),Credits,Distance Education,Student Financial Aid

The purpose of this hearing was to examine the burdensome regulations imposed on institutions of higher education and accrediting bodies by the Department of Education. In late 2010 the administration introduced regulations on 14 separate higher education issues. While many of these new regulations inject the federal government into areas that have historically been the responsibility of the states or institutions of higher education. Two of them are particularly alarming; the new state authorization regulation forces states to follow federal requirements when deciding whether to grant a college or university permission to operate within the state. Many institutions fear this is only the beginning of the federal government and states exercising more control over their colleges and universities. Members testifying before the committee were: Honorable Robert E. Andrews, a Representative in Congress from the State of New Jersey; Honorable Virginia Foxx, Chairwoman, Subcommittee on Higher Education and Workforce Training; Honorable Ruben Hinojosa, ranking member, Subcommittee on Higher Education and Workforce Training; and Honorable Glenn Thompson, a Representative in Congress from the State of Pennsylvania. Witnesses testifying before the committee were: G. Blair Dowden, president, Huntington University; John Ebersole, president, Excelsior College; Kathleen S. Tighe, Inspector General, U.S. Department of Education; and Ralph A. Wolff, president, the Accrediting Commission for Senior Colleges and Universities of the Western Association of Schools and Colleges (WASC). (Individual statements contain footnotes.)
Critical Choices: How Colleges Can Help Students and Families Make Better Decisions about Private Loans
Author: Reed, Matthew
Date: 2011-07-00
Type: Reports - Research
Subjects: Student Financial Aid,Paying for College,Student Loan Programs,Decision Making Skills,Interviews,Student Financial Aid Officers,Position Papers,Content Analysis,Best Practices,Educational Practices,Student Personnel Services,Guidance Programs,Financial Services,Financial Aid Applicants,Need Analysis (Student Financial Aid),Change Strategies,Grantsmanship

Every year millions of students and families sit around their kitchen tables and grapple with how they are going to pay for college. All too often they approach what may be the most important financial decision of their lives armed with incomplete, confusing, or inaccurate information about their options. College financial aid offices have a unique opportunity--and responsibility--to help students and families make informed and careful decisions about both how, and how much, to borrow. This report attempts to shed light on ways that colleges can help students and their families avoid unnecessarily risky and costly debt. To learn about current college practices, the author and his colleagues interviewed financial aid administrators at 22 varied colleges around the country and examined financial aid award letters from several additional colleges. Currently, most private student lenders require colleges to confirm basic information about the student's enrollment and costs before the lender will issue a private loan. This "school certification" process gives colleges a powerful opportunity to help students make sound borrowing decisions. They focused primarily on college practices related to school certification, and in the process identified some additional notable practices. In short, they learned that a college's actions and involvement at crucial decision points in the borrowing process can have an enormous impact on whether students and their families make sound and informed choices about private student loans. Their findings clearly demonstrate that colleges of various types, sizes and locations have taken meaningful steps to provide prospective private student loan borrowers with timely information about their options, and that such efforts can help reduce unnecessarily risky borrowing. Appended are: (1) U.S. Department of Education "Self-Certification" Form; (2) Alternative Loan Processing Certification Form, Loyola University of New Orleans; (3) San Diego State University Alternative Loan Procedures; and (4) San Diego State University Alternative Loan Counseling. (Contains 62 footnotes.) [This paper was written with contributions from Lauren Asher, Seth Frotman, and Debbie Cochrane. Funding for this paper was provided by the FINRA Investor Education Foundation.]
Family Literacy and the New Canadian: Formal, Non-Formal and Informal Learning: The Case of Literacy, Essential Skills and Language Learning in Canada
Author: Eaton, Sarah Elaine
Date: 2011-03-26
Type: Reports - Evaluative
Subjects: Foreign Countries,Immigrants,Family Literacy,Informal Education,Nonformal Education,Language Skills,Second Language Learning,Tutoring,Native Language,Literacy Education,Lifelong Learning

This paper examines literacy and language learning across the lifespan within the context  of immigrants in the Canadian context. It explores the process of improving literacy skills and  acquiring second or third language skills through the systems of formal, non-formal and informal learning, as defined by the OECD [Organisation for Economic Cooperation and Development]. Volunteer literacy tutoring programs and heritage language programs in Canada are among the examples highlighted. (Contains a bibliography.)
Helping Students Succeed. Annual Report, 2010
Author: New Mexico Higher Education Department
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,Higher Education,State Departments of Education,Universities,Outreach Programs,Community Education,Adult Basic Education,Information Systems,Educational Change,Accountability,Teacher Effectiveness,Teacher Salaries,Educational Policy,Policy Formation,Educational Legislation,American Indian Education,Labor Force Development,Dual Enrollment,College Credits,Educational Administration,Student Diversity,Elementary Secondary Education,Kindergarten,Preschool Education

This annual report contains postsecondary data that has been collected and analyzed using the New Mexico Higher Education Department's Data Editing and Reporting (DEAR) database, unless otherwise noted. The purpose of the DEAR system is to increase the reliability in the data and to make more efficient efforts by institutions and the New Mexico Higher Education Department staff in the reporting process. The Adult Basic Education data in this report is collected by the Literacy and Community Education System (LACES) which is the database system for Adult Basic Education programs across New Mexico. LACES is the web-based product from LiteracyPro Systems, Inc. and has been in use by New Mexico Adult Basic Education since July 1, 2006. The dual credit data in this report is a data-matching effort between the New Mexico Higher Education Department's DEAR database and the New Mexico Public Education Department's Student-Teacher Accountability Reporting System (STARS) database. STARS is a comprehensive student, staff, and course information system that provides a standard data set for each student service by New Mexico's public education system. The faculty salary data in this report is provided by the New Mexico Council of University Presidents. The Council supports New Mexico's seven public universities through information sharing, collaboration, strategic planning, policy development, and community outreach. (Contains 51 tables.) [For &quot;Helping Students Succeed. Annual Report, 2009,&quot; see ED510239.]
Australian Vocational Education and Training Statistics: Completion and Attrition Rates for Apprentices and Trainees, 2010
Author: National Centre for Vocational Education Research
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Apprenticeships,Dropout Rate,Graduation Rate,Prediction,Student Attrition,Contract Training,Contracts,Foreign Countries,Statistical Surveys,Time Factors (Learning),Statistical Data,Educational Research

By tracking the outcome of a contract of training over time, individuals can measure contract completion and attrition rates. This method requires enough time to pass to accurately report on outcomes for the majority of contracts. This publication presents completion and attrition rates for apprentices and trainees using three different methodologies: (1) contract completion and attrition rates--based on the outcomes of contracts of training; (2) individual completion rates--uses contract completion rates and adjusts this figure, based on average recommencement data; and (3) projected contract completion and attrition rates for the latest commencing apprentice and trainee cohorts, based on a &quot;life tables&quot; methodology. (Contains 9 tables and 13 notes.)
Rochester City School District Peer Assistance Review
Author: Chierichella, Patrick
Date: 2010-07-07
Type: Reports - Evaluative
Subjects: Urban Schools,School Districts,Program Evaluation,Alignment (Education),State Standards,Beginning Teacher Induction,Mentors,Faculty Development,Supervisor Supervisee Relationship,Internship Programs,Beginning Teachers,Teacher Effectiveness

In this paper the author evaluates the Peer Assistance and Review (PAR) program in the Rochester City School District, Rochester, NY. The author evaluates the system's strengths and weaknesses and discusses the program's alignment with New York State requirements.
The Budget and Policy Proposals of the U.S. Department of Education. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (March 9, 2011). Serial Number 112-9
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Government,Economic Climate,Financial Problems,Debt (Financial),Educational Finance,Politics of Education,Hearings,Federal Legislation,Educational Responsibility

The U.S. is facing a historic fiscal crisis. After years of neglect and mismanagement, the national debt has exceeded $14 trillion and continues to climb at a rapid pace. Despite this year's projected budget deficit of $1.6 trillion, the administration has put forward a plan for the next decade that includes $8.7 trillion in new spending, $1.5 trillion in new taxes, and $13 trillion in new debt. Proposing a budget that once again spends too much, taxes too much, and borrows too much is not the kind of leadership that America deserves. This paper presents the Committee on Education and the Workforce's  hearing on budget and policy proposals of the US Department of Education. Members testifying before the committee were: Honorable Virginia Foxx, a Representative in Congress from the State of North Carolina; Honorable Richard L. Hanna, a Representative in Congress from the State of New York; Honorable John Kline, Chairman, Committee on Education and the Workforce; Honorable Carolyn McCarthy, a Representative in Congress from the State of New York; Honorable George Miller, senior Democratic member, Committee on Education and the Workforce; Honorable Kristi L. Noem, a Representative in Congress from the State of South Dakota; Honorable Donald M. Payne, a Representative in Congress from the State of New Jersey; Honorable Edolphus Towns, a Representative in Congress from the State of New York; Honorable Thomas E. Petri, a Representative in Congress from the State of Wisconsin; Honorable Todd Rokita, a Representative in Congress from the State of Indiana; and Honorable Robert C. Scott, a Representative in Congress from the State of Virginia. Honorable Arne Duncan, Secretary, U.S. Department of Education, stood as a witness before the committee.
Education in the Nation: Examining the Challenges and Opportunities Facing America's Classrooms. Hearing before the Committee on Education and the Workforce. U.S. House of Representatives, One Hundred Twelfth Congress, First Session (February 10, 2011). Serial Number 112-3
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2011-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Federal Legislation,Achievement Rating,Global Approach,Status,Educational Practices,Barriers,Opportunities,Academic Achievement,Federal Government

This paper presents the Committee on Education and the Workforce's hearing on the challenges and opportunities facing America's classrooms. Members testifying before the committee were: Honorable John Kline, Chairman, Committee on Education and the Workforce; and Honorable George Miller, senior Democratic member, Committee on Education and the Workforce. Witnesses testifying before the committee were: Honorable Tony Bennett, Ph.D., Indiana Superintendent of Public Instruction; Andrew J. Coulson, director, Center for Educational Freedom, Cato Institute; Lisa Graham Keegan, founder, Education Breakthrough Network; and Ted Mitchell, president and CEO, Newschools Venture Fund. (Contains 4 figures and 5 footnotes.)