ethanporcaro/eric-fulltext-meta huggingface dataset:
Congressionally Mandated Studies of College Costs and Prices. NCES 2003-171
Author: National Center for Education Statistics (ED)
Date: 2002-00-00
Type: Reports - Research
Subjects: Student Costs,Expenditures,Student Financial Aid,Tuition,Public Colleges,Private Colleges,Two Year Colleges,Research Reports,Educational Research

In its 1998 Amendments to the Higher Education Act, Congress directed the Commissioner of Education Statistics to conduct a study of higher education costs paid by institutions and prices paid by students and their families for a postsecondary education. (For the full law, see: http://www.ed.gov/legislation/HEA/sec101C.html). Section 131 of the 1998 amendments also required that the National Center for Education Statistics (NCES) standardize definitions, redesign data systems to improve timeliness and usefulness, and provide consumer information to students and their families about college prices and student financial aid. The congressionally-mandated study was influenced by the work and report of the National Commission on the Cost of Higher Education, Straight Talk About College Costs and Prices, which was delivered to Congress in 1998 after an intensive 6-month study of the trends and causes of tuition increases. The Commission distinguished between prices and costs, and found that prices (what students pay) had been increasing faster than inflation in both the public and private not-for-profit sectors. Costs (what institutions spend) were also increasing, but at a slower rate than prices. This overview presents the findings of three studies commissioned by the National Center for Education Statistics as part of its report to Congress: &quot;Study of College Costs and Prices, 1988-89 to 1997-98&quot;; &quot;What Students Pay for College: Changes in Net Price of College Attendance Between 1992-93 and 1999-2000&quot;; and &quot;A Study of Higher Education Instructional Expenditures: The Delaware Study of Instructional Costs and Productivity&quot;. The first study, &quot;What Students Pay for College,&quot; examines how increases in financial aid have helped students and their families meet the growing price of a postsecondary education. This &quot;net price&quot; study examines the relationship between price and various forms of student financial aid in order to consider &quot;affordability&quot; for low- and middle-income students. The second study, &quot;A Study of Higher Education Instructional Expenditures,&quot; focuses exclusively on instructional costs, which, on average, account for 80 percent of institutional expenditures. The study examines direct instructional expenditures within the disciplinary mix of an institution and for academic disciplines across institutional types. &quot;The Study of College Costs and Prices&quot; examines the relationship between costs and prices and attempts to determine the extent to which spending (expenditure) patterns contribute to tuition increases in higher education.
Head Start Participants, Programs, Families and Staff in 2013
Author: Walker, Christina
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Economically Disadvantaged,Federal Programs,Preschool Education,Migrant Education,Children,Family (Sociological Unit),Preschool Teachers,Participant Characteristics,Teacher Characteristics

Head Start programs provide poor children and their families with comprehensive early education and support services. Each year, programs are required to submit a Program Information Report (PIR) to the Office of Head Start on participating children, pregnant women, and families, as well as the staff serving the Head Start population. In 2013, the Head Start program served more than 1.1 million children, approximately 166,000 of whom were under the age of 3, and 15,400 pregnant women through Head Start (HS) preschool, Early Head Start (EHS), and Migrant and Seasonal Head Start (MSHS) programs combined. HS preschool served 85 percent of all federally funded slots, with EHS and MSHS each serving 12 and 3 percent of slots respectively. The 2013 appropriation for all Head Start programs was just over $8 billion; however, federal budget cuts (known as sequestration) were in effect during this school year, resulting in reduced funding for this and other federal programs. While some Head Start programs managed sequestration by reducing the number of children served, others cut back schedules or made other cuts in their budgets.
Investing in Young Children: A Fact Sheet on Early Care and Education Participation, Access, and Quality
Author: Schmit, Stephanie
Date: 2013-11-00
Type: Reports - Evaluative
Subjects: Young Children,Child Care,Early Childhood Education,At Risk Persons,Poverty,Federal Aid,State Aid,Federal Programs,Preschool Education,Public Policy,Educational Quality

Across the U.S., large numbers of young children are affected by one or more risk factors that have been linked to academic failure and poor health. High quality early care and education can play a critical role in promoting young children&apos;s early learning and success in life, while also supporting families&apos; economic security. Young children at highest risk of educational failure--those experiencing poverty and related circumstances that may limit early learning experiences--benefit the most from high quality early care and education programs. This fact sheet provides information about the percentages of young children in each state experiencing risks related to poor educational outcomes. It then shows trends in federal and state investments in early care and education programs and state policies related to both access and quality.
Migrant and Seasonal Head Start Participants, Programs, Families and Staff in 2013
Author: Schmit, Stephanie
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Economically Disadvantaged,Migrant Education,Child Care,Federal Programs,Children,Family (Sociological Unit),Participant Characteristics,Preschool Teachers,Teacher Characteristics

Migrant and Seasonal Head Start (MSHS) was created to respond to the needs of migrant farm worker families. MSHS provides child care services to migrants to ensure that young children are not with their parents in the fields, where they can be exposed to pesticides, hazardous equipment, extreme heat, and other health dangers. MSHS has served migrant children and families since 1969 and seasonal children and families since 1999. Just like Head Start and Early Head Start, MSHS provides services focused on the &quot;whole child,&quot; including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities; referrals to social service providers for the entire family; and mental health services. MSHS programs serve children from birth to five years old. All Head Start programs are required to complete the Program Information Report (PIR) on an annual basis. This fact sheet uses information reported through the PIR to describe the children and families served in Migrant and Seasonal Head Start and the services provided to them during the 2012-2013 program year. In 2013, the MSHS program served 31,907 children ages 5 and younger and 175 pregnant women through 56 grantees/delegates nationwide.
Early Head Start Participants, Programs, Families and Staff in 2012
Author: Schmit, Stephanie
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Early Intervention,Low Income Groups,At Risk Persons,Holistic Approach,Federal Programs,Reports,Access to Health Care,Disabilities,Pregnancy,Minority Groups,Young Children,English (Second Language),Federal Aid,Program Content,Family Programs,Family Characteristics,Preschool Teachers,Home Visits,Itinerant Teachers,Teacher Characteristics

In 1994, the federal Early Head Start (EHS) program was created to address the comprehensive needs of low-income pregnant women and children under age 3. EHS was created almost 30 years after Head Start was established in 1965 to serve low-income 3- and 4-year-old children and their families with comprehensive early education and support services. Both programs provide services focused on the &quot;whole child,&quot; including early education addressing cognitive, developmental, and socio-emotional needs; medical and dental screenings and referrals; nutritional services; parental involvement activities; 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. This fact sheet uses information reported through the PIR to describe the children and families served in Early Head Start and the services provided to them during the 2011-2012 program year. EHS spending in 2012 totaled $1.3 billion. In 2012, the EHS program served 151,342 children under age 3 and 16,175 pregnant women through 1,015 grantees/delegates throughout the country. The PIR collects data on all children and pregnant women who participate in Head Start at any point during the program year, including those who do not complete the year. Eleven percent of all federally funded Head Start slots were in EHS. Nationally, about 4 percent of eligible children were served by EHS.
Child Poverty in the U.S.: What New Census Data Tell Us about Our Youngest Children
Author: Center for Law and Social Policy (CLASP)
Date: 2013-09-18
Type: Reports - Descriptive
Subjects: Children,Poverty,Employed Parents,Economically Disadvantaged,Low Income Groups,Young Children,Public Policy,Census Figures

This fact sheet examines children and poverty in the U.S. based on 2012 census data. Highlighted findings include: (1) one in five U.S. children is poor; (2) young children are more likely to be poor; (3) four out of every 10 children live in low-income households; and (4) many children in poverty have working parents. The fact sheet concludes with the following three public policy solutions that can address child poverty: (1) improve income and work supports such as the Earned Income Tax Credit, Child Tax Credit, Unemployment Insurance, and Supplemental Nutrition Assistance Program (SNAP, or food stamps), so working parents are not poor; (2) increase access to quality jobs, including raising the minimum wage, allowing workers to earn paid sick days, providing paid family and medical leave, and giving workers advance notice of scheduling; and (3) increase access to affordable, quality child care and early education to support both healthy development for children and their parents&apos; ability to work.
Job Schedules That Work for Students
Author: Ben-Ishai, Liz
Date: 2014-07-22
Type: Reports - Descriptive
Subjects: Student Employment,Working Hours,Undergraduate Students,Federal Legislation,Labor Legislation,Work Environment

The price tag on a college education is higher than ever--but not having a degree is even more costly, according to recent studies. However, for lower-income students, getting to a college degree isn&apos;t so simple. Student financial need after grant aid (commonly referred to as &quot;unmet need&quot;) averages $6,000 for students, even at lower-cost community colleges. For low-income students--and many moderate-income students, too--this can mean that paying for higher education may require holding a job while studying or taking out loans to meet college costs. Yet, employers&apos; scheduling practices can wreak havoc on working students&apos; ability to succeed in school. Particularly in lower-wage jobs, unpredictable and unstable schedules are becoming the norm. This means that many workers receive their schedules at the last minute--days or hours before they are required to work; few have input into their schedules; the timing of their shifts fluctuates from week-to-week; and the number of hours they receive (along with their paychecks) rises and falls unpredictably. For students, this has a host of implications, ranging from limitations on course choices, including those required for completion of their degrees; challenges in regularly attending classes; inability to complete out-of-class work; difficulty budgeting to cover tuition and expenses; and ultimately, greater obstacles to completing post-secondary programs. Policymakers are taking note of the challenges these job scheduling practices are presenting for students. A new bill introduced in Congress, the &quot;Schedules That Work Act,&quot; would help all workers, while offering special protections to working students and others with special needs. This brief report provides statistics on the number of students balancing school, work, and family and the types of work schedule challenges they face. It also explains how the new legislation could help working students synchronize their work and school schedules.
The Condition of Education 2003 in Brief. NCES 2003-068
Author: Livingston, Andrea, Ed.
Date: 2003-06-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Enrollment,Family Characteristics,Poverty,School Districts,Language Minorities,Undergraduate Students,Reading Achievement,Mathematics Achievement,Geography,United States History,Academic Achievement,College Transfer Students,Community Colleges,School Holding Power,Academic Persistence,Time to Degree,Educational Attainment,Grants,Federal Aid,Student Financial Aid,Mathematics Instruction,Mathematics Activities,Middle School Teachers,Secondary School Teachers,High Schools,Student Diversity,Disabilities,Academic Accommodations (Disabilities),College Faculty,Tenure,Teacher Selection,Family Literacy,Family Environment,Kindergarten,Young Children,Educational Finance,Financial Support,Grade 4,Grade 8,Grade 12,Urban Schools,Rural Schools,National Competency Tests,Cross Cultural Studies,Foreign Countries,Bachelors Degrees,English Curriculum,Modern Language Curriculum,Course Selection (Students)

This publication contains a sample of the 44 indicators in &quot;The Condition of Education 2003.&quot; The indicators in this publication are numbered sequentially, rather than according to their numbers in the complete edition. The Contents page offers a cross reference between the two publications. Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report on the status and progress of education in the United States. &quot;The Condition of Education&quot; includes data and analysis on a wide variety of issues. The indicators in the 2003 edition are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Educational Progress; (4) Contexts of Elementary and Secondary Education; (5) Contexts of Postsecondary Education; and (6) Societal Support for Learning. The indicators in &quot;The Condition of Education&quot; use data from government and private sources. The complete publication (see ED479294) includes a special analysis on children's reading achievement and classroom experiences in kindergarten and 1st grade. It also contains additional tables and notes related to each indicator.
A Brief Profile of America's Public Schools. NCES 2003-418
Author: National Center for Education Statistics (ED)
Date: 2003-06-00
Type: Reports - Evaluative
Subjects: Public Schools,Private Schools,Urban Schools,Suburban Schools,Rural Schools,Elementary Schools,Secondary Schools,Charter Schools,American Indian Education,Federal Programs,Lunch Programs,School Security,Principals,Administrator Characteristics,Teaching Conditions,School Libraries

&quot;A Brief Profile of America's Public Schools&quot; summarizes important findings from the 1999-2000 Schools and Staffing Survey (SASS). This document looks at differences between public and private schools and also examines public schools, and how they differ by community type (urban, suburban, and rural), and by school level (elementary, secondary, and combined). The SASS is an integrated set of surveys that collects information on a wide range of topics about the characteristics of schools, staff and student populations, school climate, and staff perceptions. The School District Questionnaire focuses on teacher supply and demand in various subject areas and district hiring practices, and also includes questions about high school graduation requirements and programs offered. The Public School Questionnaire includes questions about their students, programs offered, and policies. The Principal Questionnaire collects data on principals' prior professional experience, administrative decisions, and goals for their students. The Teacher Questionnaire seeks information such as teacher workload, education and experience, and perceptions of working conditions and school climate. The Library Media Center Questionnaire asks for information about the library collection, resources, services, and policies. SASS data are published in a variety of reports. The data presented are from the 1999-2000 Schools and Staffing Survey (SASS) and have been previously published as part of a larger report.
College-Bound Communities. Lumina Foundation Focus™. Summer 2014
Author: Giegerich, Steve
Date: 2014-07-00
Type: Reports - Descriptive
Subjects: College Bound Students,Higher Education,Municipalities,Educational Attainment,Education Work Relationship,Quality of Life,Access to Education,Hispanic American Students,Educational Change,Leadership,Counseling,Dropout Prevention,Scholarships,Partnerships in Education

Research shows a direct correlation between thriving cities and high levels of college-level learning. Regions with robust levels of educational attainment have stronger economies, greater individual earning power, and better quality of life. The Lumina Foundation is actively supporting large-scale efforts in 55 metro regions--to help adults return to higher education, to increase college access and attainment among Latino students, and to give all underserved populations a greater chance for postsecondary success. This issue of &quot;Lumina Foundation Focus&quot; explores the work under way in three of those 55 cities. The first city is Columbus, Indiana, where the organizations comprising the Community Education Coalition have, for nearly two decades, served as a model of cooperation and efficiency in fostering education reform and improving college attainment. The second city is Buffalo, New York, where local leaders of all stripes have put aside their individual agendas to support and sustain a comprehensive package of reforms offered under the banner &quot;Say Yes to Education.&quot; The third and final city presented in this issue is Santa Ana, California, where the city motto, &quot;Education First,&quot; plays out all along the education pipeline--beginning with an annual outreach effort to kindergarteners on the campus of Santa Ana College. Extra features for this issue can be found on Lumina Foundation's web site--including audio clips from students and community representatives, a story that explores the importance of committed leadership, and a photo slide show featuring Uriel Lopez of Columbus, Indiana, a sophomore engineering student at Purdue Tech who also works full time as an apprentice draftsman at Cummins Inc.
Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report. NCEE 2015-4000
Author: Feldman, Jill
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Scholarships,School Choice,Educational Vouchers,Federal Programs,Private Schools,Institutional Characteristics,Participation,Educational Demand,Student Characteristics,Economically Disadvantaged,Program Effectiveness,Elementary Secondary Education,Urban Schools,Federal Legislation,Educational Legislation

This report explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first two years after Congress reauthorized it with some changes under the SOAR Act of 2011. Key findings include the following: (1) Just over half of all DC private schools participated in the OSP, with current schools more likely to have published tuition rates above the OSP scholarship amounts than did participating schools in the past; (2) OSP applicants under the SOAR Act represent between three and four percent of the estimated 53,000 children in DC who meet the eligibility criterion; and (3) A number of awarded scholarships go unused, with students from disadvantaged schools and families using awarded scholarships at lower rates than others. The following are appended: (1) Statistical Aspects of the Evaluation; (2) Planned Data Collection and Report Schedule; and (3) Weighted Participating School Data. [For the Executive Summary, see ED547164.]
Evaluation of the DC Opportunity Scholarship Program: An Early Look at Applicants and Participating Schools under the SOAR Act. Year 1 Report, Executive Summary. NCEE 2015-4000
Author: Feldman, Jill
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Scholarships,School Choice,Educational Vouchers,Federal Programs,Private Schools,Institutional Characteristics,Participation,Educational Demand,Student Characteristics,Economically Disadvantaged,Program Effectiveness,Elementary Secondary Education,Urban Schools,Federal Legislation,Educational Legislation

This report explores implementation of the District of Columbia Opportunity Scholarship Program (OSP) in the first two years after Congress reauthorized it with some changes under the SOAR Act of 2011. Key findings include the following: (1) Just over half of all DC private schools participated in the OSP, with current schools more likely to have published tuition rates above the OSP scholarship amounts than did participating schools in the past; (2) OSP applicants under the SOAR Act represent between three and four percent of the estimated 53,000 children in DC who meet the eligibility criterion; and (3) A number of awarded scholarships go unused, with students from disadvantaged schools and families using awarded scholarships at lower rates than others. [For the full report, see ED547163.]
Impact of Government Shutdown on Child Care and Early Education Programs
Author: Center for Law and Social Policy (CLASP)
Date: 2013-10-01
Type: Reports - Descriptive
Subjects: Child Care,Early Childhood Education,Federal Government,Federal Aid,Educational Finance,Federal Programs,Block Grants,Federal Legislation,Educational Legislation

Congress did not enact a continuing resolution bill by midnight September 30, 2013, thereby triggering a partial government shutdown effective October 1, 2013. October 1 began the federal fiscal year 2014. Most discretionary programs, those that are subject to the annual Congressional appropriations process, will not receive 2014 funding. Most, but not all, mandatory programs--those entitlement programs not subject to annual appropriations, including Medicaid, the Children's Health Insurance Program (CHIP), and Social Security--will continue unaffected. Certain programs that directly ensure public health and safety will also continue. This report discusses the impact the government shutdown will have on the following child care and early education programs: Child Care and Development Block Grants, Temporary Assistance for Needy Families, Head Start, Child and Adult Care Food Program, IDEA Part B, and Title I of ESEA.