ethanporcaro/eric-fulltext-meta huggingface dataset:
An Exploratory Evaluation of the Data from the Pilot Teacher Compensation Survey: School Year 2005-06. Research and Development Report. NCES 2008-440
Author: Johnson, Frank
Date: 2008-04-00
Type: Numerical/Quantitative Data
Subjects: Teacher Salaries,Public School Teachers,Elementary School Teachers,Secondary School Teachers,Teaching Experience,Data Collection,Surveys,Ethnicity,Racial Differences,Gender Differences,Teacher Employment Benefits,Expenditures,Educational Attainment,State Departments of Education,Public Agencies

The Common Core of Data (CCD) is an annual collection of public elementary and secondary education data administered by the National Center for Education Statistics (NCES) and its collection agent, the U.S. Census Bureau. Data for CCD surveys are provided by state education agencies (SEAs). This report presents summary data from the Pilot Teacher Compensation Survey (TCS), which collected data for school year 2005-06. This pilot collection is a research and development effort to see if it is possible to collect and publish teacher-level data from the administrative records residing in state departments of education. Seven states participated in this survey: Arizona, Arkansas, Colorado, Florida, Iowa, Missouri, and Oklahoma. These states provided data on salaries, years of teaching experience, highest degree earned, race/ethnicity, and gender for each public school teacher. Data on government expenditures on employee benefits were also solicited, but only three states were able to provide even partial employee benefits data. Since this is a universe survey of administrative records for all teachers in participating states, no statistical testing was required. SEAs participate in the CCD voluntarily, following standard definitions for the data items they report. Two appendices include: (1) Methodology and Technical Notes; and (2) Common Core of Data Glossary.
Getting Ready for College: Financial Concerns and Preparation among the High School Senior Class of 2003-04. Issue Tables. NCES 2010-204
Author: Chen, Xianglei
Date: 2010-04-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Postsecondary Education,Paying for College,Longitudinal Studies,Costs,Student Financial Aid,Two Year Colleges,Parent Role,Parents,College Bound Students,High School Graduates,High School Seniors,Surveys,Student Records,Data Analysis

With college tuition rising significantly over the past three decades (Snyder, Dillow, and Hoffman 2009), students and parents have become increasingly concerned about college affordability, financial aid, and financial preparations for postsecondary education. This set of Issue Tables, one of a series examining students' preparation for college, draws upon data from the Education Longitudinal Study of 2002 (ELS:02) to address these concerns. Tables 1 and 2 present data on how high school seniors and their parents rated the importance of low college expenses and the availability of financial aid in choosing a college, distinguishing between students who planned to attend 2-year or 4-year postsecondary institutions. Tables 3 and 4 examine the various financial preparations that parents had made as of 2002 for their children's future education. Table 3 looks at parents of students who planned to attend 4-year postsecondary institutions after high school, and table 4 focuses on parents of students who planned to attend 2-year institutions. Table 5 examines whether high school seniors in 2004 who had applied to college by 2006 had applied for financial aid and, if not, their reasons for not applying. Estimates in all tables are shown for all specified students in the high school senior class of 2004 and by a wide range of student, family, and high school characteristics. A glossary and technical notes are included.
An Exploratory Analysis of the Content and Availability of State Administrative Data on Teacher Compensation. Research and Development Report. NCES 2008-601
Author: Pantal, Michel-Ange
Date: 2008-04-00
Type: Reports - Research
Subjects: Public School Teachers,Teacher Salaries,Teacher Employment Benefits,Teacher Recruitment,Teacher Persistence,Educational Policy,Comparative Analysis,State Departments of Education,Telephone Surveys,Internet,Online Searching,Teacher Characteristics,Demography,Teaching Experience,Educational Attainment,Confidentiality,Full Time Equivalency,Data Collection

Salaries and benefits for instruction are the largest component of school operating costs for public schools (U.S. Department of Education 2007). The level and structure of this compensation can play an important role in the recruitment and retention of a high-quality teaching workforce. Thus, detailed and reliable data on teacher pay and benefits are important in making informed education policy. Unfortunately, available data do not readily permit reliable comparisons of teacher pay between states or accurate estimates of changes over time. While the sophistication of data systems maintained by states is growing rapidly, no systematic inventory of state-level data collection on teacher compensation has been undertaken. This report identifies state education agencies (SEAs) that maintain records on pay for public school teachers, the comparability of these records, and whether the data might be available to the research community. Based on a initial feedback from 40 SEAs, follow-up telephone conversations, and internet searches, the following was found: (1) At least 34 states maintain teacher-level records with earnings and other teacher characteristics, such as teacher demographics, experience, and educational attainment, that are linkable over time; (2) At least 25 states indicate a willingness to share these data with researchers using appropriate confidentiality safeguards; and (3) Most states with teacher salary data also collect basic employment data, such as job title (100 percent) and full-time-equivalent (FTE) status (91 percent). It is feasible to use teacher employment and compensation data collected by SEAs to conduct large multistate comparative studies of teacher pay. These studies would not only permit overall comparisons of pay, but also comparisons of teacher pay at various points along typical career trajectories (e.g., bachelor's degree with no experience, master's degree with 10 years' experience), with breakdowns by teacher demographics and state or district characteristics. Three appendices are included: (1) Data Collection Materials; (2) Sources of Information; and (3) Data Tables.
NAEP Year-at-a-Glance 2001. 2nd Edition. NCES 2002-487
Author: National Center for Education Statistics (ED)
Date: 2002-06-00
Type: Reports - Descriptive
Subjects: National Competency Tests,Academic Achievement,Federal Legislation,Educational Legislation,Educational Assessment,Web Sites,Courses,Intellectual Disciplines,Elementary School Students,Secondary School Students,Statistical Surveys

This document highlights National Assessment of Educational Progress (NAEP) related milestone events, meetings, and publication dates in the year 2001. This is followed by a brief description of important aspects of &quot;No Child Left Behind&quot; relevant to NAEP participation. Next, a tally of 2001 NAEP assessment booklets processed, items administered, and responses scored by subject is provided. Information is then presented about NAEP assessment sample sizes of students, sessions, and schools, categorized by grade (4, 8, and 12). A final fact sheet highlights select pages of the NAEP web site and monthly usage statistics for 2001.
Characteristics of the 100 Largest Public Elementary and Secondary School Districts in the United States: 2001-02. Statistical Analysis Report. NCES 2003-353
Author: Sable, Jennifer
Date: 2003-09-00
Type: Reports - Evaluative
Subjects: Public Schools,School Districts,Elementary Schools,Secondary Schools,Institutional Characteristics,School District Size,Teacher Student Ratio,Student Characteristics,Educational Finance,Income,Expenditure per Student,School Personnel,Disadvantaged Schools,Magnet Schools,Charter Schools,Minority Group Students,Racial Composition,Economically Disadvantaged,Disabilities,Individualized Education Programs,Dropout Rate,Poverty,Educational Attainment,Language Proficiency,English (Second Language),Migrant Children,English Language Learners,Tables (Data)

This publication provides descriptive information about the 100 largest school districts in the United States. Almost one in every four public school students in this nation is served by one of these large districts. They are distinguished from the average district by characteristics, in addition to sheer size, such as pupil-teacher ratios, high school graduates, and minority enrollment as a proportion of total enrollment. Appendix A presents the mailing addresses and phone numbers of the 500 largest school districts by rank according to membership size. Appendix B is an alphabetical listing of the 500 largest school districts. Appendix C presents data on the 2001-02 school year. This table presents the number of the 100 largest school districts by state. Appendix D presents data for the 1991-92 school year. This table presents the name, city, state and county of the 100 largest districts, as well as the number of students, teachers, graduates, and schools. Appendices E, F, and G present standard errors for estimates presented in tables 15, 16, and 17.
Documentation for the NCES Comparable Wage Index Data Files, 2005. EFSC 2007-397
Author: Taylor, Lori L.
Date: 2007-08-00
Type: Reports - Research
Subjects: College Graduates,Salaries,School Districts,Labor Market,Comparative Analysis,Data

The Comparable Wage Index (CWI) is a measure of the systematic, regional variations in the salaries of college graduates who are not educators. It can be used by researchers to adjust district-level finance data at different levels in order to make better comparisons across geographic areas. This documentation describes four geographic levels of the CWI, which are presented in four separate files. These files are the school district, labor market, state, and a combined regional and national file. For this study, 800 labor markets in the U.S. were identified. Except in Hawaii, each labor market includes one or more public school districts. Hawaii has a single, state-wide school district which includes three separate labor markets, so the state-level index was used for this district. The following are appended: (1) Record Layout and Descriptions of Data Elements: NCES District CWI Data File; (2) Record Layout and Descriptions of Data Elements: NCES Labor Market CWI Data File; (3) Record Layout and Descriptions of Data Elements: NCES State CWI Data File; (4) Record Layout and Descriptions of Data Elements: NCES Regional CWI Data File; (5) Glossary; (6) Variable Frequencies; and (7) Places of work names and constituent counties.
Participation in Technology-Based Postcompulsory Education. Issue Brief. NCES 2004-020
Author: Hudson, Lisa
Date: 2003-12-00
Type: Reports - Research
Subjects: Postsecondary Education,Adult Education,Corporate Education,Inplant Programs,Information Technology,National Surveys,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Educational Attainment,Income,Geographic Location,Occupations,Disproportionate Representation,Participation

This Issue Brief examines participation in formal, post compulsory learning activities (such as college programs and courses, employer-provided training, and other coursework) in which computer technologies were used to deliver instruction. The analysis uses the 2001 Adult Education and Lifelong Learning Survey of the National Household Education Surveys Program to examine overall participation in these activities, as well as differences in the extent to which learners with various characteristics (by gender, race/ethnicity, occupation, education level, income, and locale) participate in technology-based activities.
The President&apos;s Budget: New Investments, a Vision for Vulnerable Youth
Author: Bird, Kisha
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Investment,Youth Opportunities,Budgets,Program Proposals,Federal Aid,Federal Programs,Youth Employment,Access to Education,Dropout Programs,Federal Legislation,Strategic Planning

President Obama&apos;s Fiscal Year (FY) 2015 budget, released on March 4, reflects the Administration&apos;s commitment to helping low-income individuals and vulnerable families access pathways to economic mobility, healthy development, and high quality of life. The budget proposal adheres to spending levels established in the Bipartisan Budget Act of 2013, but includes additional investments through the Opportunity, Growth, and Security Initiative that make concrete the President&apos;s vision for an economy that works for everyone. This includes a particular focus on investments for disadvantaged and disconnected youth across multiple federal agencies. The proposal calls for additional resources to advance pathways for boys and young men of color and connect communities of color to economic and educational opportunity. In addition, the budget highlights the Administration&apos;s strong support for helping low-income workers earn wages and income to better support themselves and their families. The President proposes strengthening the EITC and expanding eligibility to youth and childless adults, including 3.3 million working young adults ages 21 to 24. The budget also calls for investments in paid leave and an increased minimum wage, as well as new resources to enforce the current minimum wage. This brief document reports on how the President&apos;s budget supports disconnected youth, addresses youth unemployment, and provides investments to help low-income youth and struggling students stay connected to school.
Child Care and Development Block Grant Participation in 2012
Author: Matthews, Hannah
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Low Income Groups,Family Work Relationship,Participation,Participant Characteristics,State Aid,Educational Vouchers,Statistical Distributions,Preschool Children,Elementary School Students,Toddlers

The Child Care and Development Block Grant (CCDBG) is the primary funding source for federal child care subsidies to low-income working families, as well as improving child care quality. Based on preliminary state-reported data from the federal Office of Child Care, this fact sheet provides a snapshot of CCDBG program participation in 2012, noting the great variability in child care assistance programs among states.
The Unrelenting Challenge of Young Black Male Unemployment
Author: Harris, Linda
Date: 2013-08-27
Type: Reports - Descriptive
Subjects: Youth Employment,Unemployment,African Americans,Males,Youth Opportunities,Trend Analysis,Economic Impact,Disproportionate Representation,Ethnicity,Racial Differences,Gender Differences,Educational Attainment,Public Policy,Change Strategies,Employment Opportunities,Employment Statistics

Today, young black men in many low income communities are finding themselves virtually locked out of employment opportunity. The confluence of poor schooling, low education attainment, lack of early work experience or career exposure, over-zealous arrests and incarceration, and employer reluctance to hire have rendered a substantial segment of black men unemployable very early in their adult life, with few options available to get back on track. There are 3 million black men age 16 to 24. Many of them are enrolled in school and doing well. But far too many are struggling. In 2011, there were 663,211 who were either a high school dropout, in school but overage, or incarcerated. Add to that number the thousands who graduated high school with insufficient academic skills for postsecondary labor market success and there is a substantial segment of this young black male population in need of additional education and labor market assistance. The facts and recommendations (along with the charts and graphs) in this document are taken from a soon-to-be-released CLASP publication, &quot;Feel the Heat! The Unrelenting Challenge of Young Black Male Unemployment: Policies and Practices that Can Make a Difference.&quot;
Head Start Participants, Programs, Families and Staff in 2012
Author: Schmit, Stephanie
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Early Intervention,Early Childhood Education,Disadvantaged Youth,At Risk Students,Low Income Groups,Holistic Approach,Preschool Education,Student Characteristics,Family Characteristics,School Health Services,Screening Tests,Disabilities,Racial Differences,Minority Group Children,English (Second Language),Spanish Speaking,Educational Finance,Welfare Services,Family Structure,Teacher Characteristics,Preschool Teachers

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 &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 (including Head Start preschool programs, Early Head Start, and Migrant and Seasonal Head Start) are required to complete the Program Information Report (PIR) on an annual basis. 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. This fact sheet uses information reported through PIR to describe the children and families enrolled in the Head Start preschool program and the services provided to them during the 2011-2012 program year. The 2012 appropriation for Head Start totaled $8 billion. In 2012, the Head Start preschool program served 946,011 young children through 1,765 grantees nationwide. Additional key findings from the 2012 PIR are included herein.
Early Head Start Participants, Program, Families and Staff in 2013
Author: Walker, Christina
Date: 2014-08-00
Type: Reports - Research
Subjects: Federal Programs,Early Childhood Education,Preschool Children,Disadvantaged Youth,Low Income Groups,Parent Participation,Mental Health Programs,Social Services,Screening Tests,Childhood Needs,Cognitive Development,Social Development,Emotional Development

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 launched 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 2012-2013 program year. EHS spending in 2013 totaled $1.3 billion. In 2013, the EHS program served 150,100 children under age 3 and 15,459 pregnant women through 1,020 grantees/delegates throughout the country. Additional key findings from the 2013 PIR are provided herein.
Infants and Toddlers in CCDBG: 2012 Update
Author: Matthews, Hannah
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Infants,Toddlers,Block Grants,Federal Aid,Financial Support,Child Care,Low Income Groups,Employed Parents,Quality Control,Age Differences,Wages,Geographic Location,Child Care Centers

The 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 for low-income families. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about infants and toddlers and CCDBG. This information includes: (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; and (3) The CCDBG infant/toddler earmark funds a range of services, but comprises just a small portion of CCDBG funding.
School-Age Children in CCDBG: 2012 Update
Author: Matthews, Hannah
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Block Grants,Federal Aid,Child Care,Low Income Groups,Employed Parents,Educational Quality,Financial Support,Infants,Toddlers,Young Children,Early Adolescents,Child Care Centers,Resource Allocation,Age Differences,Geographic Location

The Child Care and Development Block Grant (CCDBG) is the primary funding source for federal child care subsidies to low-income working families, as well as improving child care quality. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about school-age children and CCDBG. This information includes: (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; and (3) The CCDBG school-age earmark funds a range of services.
SNAP Cuts Put Youth at Risk
Author: Lower-Basch, Elizabeth
Date: 2013-11-18
Type: Reports - Evaluative
Subjects: Nutrition,Young Adults,Late Adolescents,Budgets,Federal Legislation,Welfare Services

In a typical month in 2011, the Supplemental Nutrition Assistance Program (SNAP, formerly known as the Food Stamp Program) served 4.3 million low-income young adults ages 18-24, helping them buy needed groceries. This brief report demonstrates the detrimental impact the cuts proposed to SNAP in the House-passed Farm bill (H.R. 3102)--which is now being considered by a conference committee--would have on young adults.
The United States Head Start by the Numbers: 2012 PIR Profile
Author: Center for Law and Social Policy (CLASP)
Date: 2014-03-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Preschool Education,Annual Reports,School Statistics,Statistical Distributions,Participant Characteristics,Family Characteristics,Professional Personnel,School Activities,Early Childhood Education

This fact sheet is based on the 2011 Program Information Report (PIR) data, which all Head Start programs are required to complete on an annual basis. It provides statistical charts and tables on 2011 Head Start programs, participants, families, and staff.
Public High School Dropouts and Completers from the Common Core of Data: School Years 1998-99 and 1999-2000. NCES 2002-382
Author: Young, Beth Aronstamm
Date: 2002-08-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,High School Students,Dropout Rate,Dropouts,Educational Indicators,High School Graduates,State Standards,Statistical Data,Academic Persistence

Two of the most important indicators of the educational system's success are the rates that young people complete and drop out of school each year. The Common Core of Data (CCD) survey system of the National Center for Education Statistics (NCES) annually collects information about public school dropouts and completers. This report presents the number and percentage of students dropping out and completing public school (among states that reported dropouts) for school years 1998-99 and 1999-2000.