ethanporcaro/eric-fulltext-meta huggingface dataset:
Public Education Finances: 2014. Economic Reimbursable Surveys Division Reports. G14-ASPEF
Author: US Census Bureau
Date: 2016-06-00
Type: Reports - Evaluative
Subjects: Educational Finance,Surveys,Preschool Education,Elementary Secondary Education,Income,Geographic Location,Public Schools,Elementary Schools,Secondary Schools,Expenditures,Institutional Characteristics,Expenditure per Student,Tables (Data),Federal Aid,State Aid,Debt (Financial),School Size,Enrollment,Population Trends,State Government,Federal Government,Local Government,Census Figures

The U.S. Census Bureau conducts the Census of Governments and the Annual Surveys of State and Local Government Finances as authorized by law under Title 13, U.S. Code, Sections 161 and 182. The Census of Governments has been conducted every 5 years since 1957, while the annual survey has been conducted annually since 1977 in years when the Census of Governments is not conducted. The 2014 Annual Survey of School System Finances, similar to previous annual surveys and censuses of governments, covers the entire range of government finance activities--revenue, expenditure, debt, and assets (cash and security holdings). This report contains financial statistics relating to public elementary-secondary prekindergarten through grade 12 education. It includes national and state financial aggregates and displays data for the 100 largest school systems by enrollment in the United States. The following are appended: (1) Definitions of Selected Terms; (2) Notes Relating to Education Finance Data; (3) Two-Letter State Abbreviations; and (4) Survey Form. [For the 2013 report, &quot;Public Education Finances: 2013. Economic Reimbursable Surveys Division Reports. G13-ASPEF,&quot; see ED571885.]
State and Local Expenditures on Corrections and Education. A Brief from the U.S. Department of Education, Policy and Program Studies Service
Author: Stullich, Stephanie
Date: 2016-07-00
Type: Reports - Research
Subjects: Expenditures,Correctional Education,Institutionalized Persons,Correctional Institutions,Educational Finance,Geographic Location,Trend Analysis,State Government,Local Government,Financial Support,Elementary Secondary Education,Postsecondary Education,Higher Education,Preschool Education,Public Education

This policy brief examines state-by-state trends to compare the extent to which state and local governments are investing in education and in corrections. More specifically, this brief uses extant data from the Bureau of Justice Statistics, National Center for Education Statistics, U.S. Census Bureau, and other sources to present a snapshot of the changes in state and local expenditures for corrections and education from 1979-80 to 2012-13, both nationally and by state. Key findings include: From 1979-80 to 2012-13, state and local government expenditures on corrections rose by 324 percent (from $17 billion to $71 billion), after adjusting for inflation, and considerably outpaced funding growth for elementary and secondary education, which grew by 107 percent from $258 billion to $535 billion. Even after adjusting for population changes, growth in corrections spending outpaced PK-12 spending growth in all but two states. Comparing corrections spending to postsecondary education funding shows a similar pattern: between 1989-90 and 2012-13 (a shorter time period, based on data availability), state and local expenditures for corrections increased by 89 percent, from $37 billion to $71 billion, while state and local appropriations for higher education remained essentially flat, rising by just 5 percent from $67 billion to $71 billion. Indeed, most states reduced higher education appropriations per full-time equivalent (FTE) student. On average, state and local higher education funding per FTE student fell by 28 percent, while per capital spending on corrections increased by 44 percent. The following are appended: (1) Supplemental Exhibits; and (2) Data Sources.
The State of Racial Diversity in the Educator Workforce
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-07-00
Type: Reports - Evaluative
Subjects: Diversity (Faculty),Whites,Minority Group Teachers,National Surveys,Student Diversity,Culturally Relevant Education,Black Colleges,Alternative Teacher Certification,Elementary Secondary Education,Principals,College Attendance,Postsecondary Education,Teacher Education Programs,Bachelors Degrees,Beginning Teachers,Labor Force Development,Teacher Persistence

Diversity is inherently valuable. Research shows that diversity in schools, including racial diversity among teachers, can provide significant benefits to students. While students of color are expected to make up 56 percent of the student population by 2024, the elementary and secondary educator workforce is still overwhelmingly white. The most recent U.S. Department of Education Schools and Staffing Survey (SASS), a nationally representative survey of teachers and principals, showed that 82 percent of public school teachers identified as white. Improving teacher diversity can help all students. Teachers of color are positive role models for all students in breaking down negative stereotypes and preparing students to live and work in a multiracial society. A more diverse teacher workforce can also supplement training in the culturally sensitive teaching practices most effective with today's student populations. The purpose of this report is to provide a current snapshot of the racial diversity of educators in our nation's elementary and secondary public schools. While not comprehensive, the report reviews trends in the diversity of students, teachers, and education leaders; it examines the teacher pipeline from enrollment in postsecondary education, hiring, and teacher retention. This examination spotlights Historically Black Colleges and Universities (HBCUs), as well as participation in alternative certification programs. The report also includes statistics on postsecondary completion, placement, and retention of new teachers of color in the workforce. While the focus of this report is on racial diversity, the Department acknowledges that other forms of diversity such as socioeconomic background, gender, sexual orientation, disability status, religion, and multilingualism are also important and should be examined. Finally, the report provides examples of places that are working to address the diversity issue in a variety of ways; other communities may find these efforts instructive. The report also includes endnotes.
Issue Brief: Early Warning Systems
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2016-09-00
Type: Reports - Research
Subjects: High School Students,Graduation Rate,Dropouts,At Risk Students,Low Achievement,Dropout Prevention,National Surveys,Incidence,Public Schools,Poverty,Geographic Location,School Size,Attendance Patterns,Data Collection,Grade 9,Grade 10,Grade 11,Grade 12,Achievement Tests,Scores,Homeless People,Limited English Speaking,Social Services,Foster Care,Substance Abuse,Age Differences,Pregnancy,Early Parenthood,Immigrants

In 2013-14, the high school graduation rate reached a record high of 82 percent (U.S. Department of Education 2015a). Despite the gains, over half a million students still drop out of high school each year (U.S. Department of Education 2015b). High schools have adopted various strategies designed to keep students who are at risk of not graduating in school and on track for earning the credits required to graduate. &quot;At-risk&quot; students are defined as those failing to achieve basic proficiency in key subjects or exhibiting behaviors that can lead to failure and/or dropping out of school. Dropout prevention strategies are diverse; they vary in type of program, services offered, frequency, intensity, and duration of contact with target students. The U.S. Department of Education (Department) sponsored the National Survey on High School Strategies Designed to Help At-Risk Students Graduate (HSS), which aimed to provide descriptive information on the prevalence and characteristics of dropout prevention strategies for at-risk students. The survey collected data in the 2014-15 school year from a nationally representative sample of 2,142 public high schools and focused on 13 specific high school improvement strategies identified by a panel of external experts and senior Department officials. This brief on Early Warning Systems is the first in a series of briefs being released this fall with key findings about these high school improvement strategies. The report includes the appendix: Early Warning Systems (Survey Excerpt).
Post-9/11 Veterans Educational Assistance Improvements Act of 2010 (Public Law 111-377)
Author: US Congress
Date: 2011-01-04
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans Education,Veterans,Compliance (Legal),Funding Formulas,Federal Aid,Student Financial Aid,Part Time Students,Housing,Certification,National Competency Tests,Skill Development,Specialization,Technical Assistance,Educational Improvement

The Post-9/11 Veterans Educational Assistance Improvements Act of 2010 (Public Law 111-377) was put in place to amend title 38, United States Code, to improve educational assistance for veterans who served in the Armed Forces after September 11, 2001, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Short title; table of contents; (2) Sec. 2. Reference to title 38, United States Code; and (3) Sec. 3. Statutory Pay-As-You-Go Act compliance. (A) Title I--Post-9/11 Veterans Educational Assistance: (4) Sec. 101. Modification of entitlement to educational assistance; (5) Sec. 102. Amounts of assistance for programs of education leading to a degree pursued at public, non-public, and foreign institutions of higher learning; (6) Sec. 103. Amounts of assistance for programs of education leading to a degree pursued on active duty; (7) Sec. 104. Educational assistance for programs of education pursued on half-time basis or less; (8) Sec. 105. Educational assistance for programs of education other than programs of education leading to a degree; (9) Sec. 106. Determination of monthly housing stipend payments for academic years; (10) Sec. 107. Availability of assistance for licensure and certification tests. Sec. 108. National tests; (11) Sec. 109. Continuation of entitlement to additional educational assistance for critical skills or specialty; (12) Sec. 110. Transfer of unused education benefits; (13) Sec. 111. Bar to duplication of certain educational assistance benefits; and (14) Sec. 112. Technical amendments. (B) Title II--Other Educational Assistance Matters: (15) Sec. 201. Extension of delimiting dates for use of educational assistance by primary caregivers of seriously injured veterans and members of the Armed Forces; (16) Sec. 202. Limitations on receipt of educational assistance under National Call to Service and other programs of educational assistance; (17) Sec. 203. Approval of courses. Sec. 204. Reporting fees; (18) Sec. 205. Election for receipt of alternate subsistence allowance for certain veterans with service-connected disabilities undergoing training and rehabilitation; and (19) Sec. 206. Modification of authority to make certain interval payments.
Working with Creativity of Gifted Students through Ludic Teaching
Author: Piske, Fernanda Hellen Ribeiro
Date: 2016-07-00
Type: Journal Articles
Subjects: Gifted,Creativity,Educational Practices,Teacher Effectiveness,Instructional Effectiveness,Early Childhood Education,Foreign Countries

Educational practices that develop creativity depend on good teacher training. Teachers should be able to value the potential of their students. Teacher can promote a work with creative educational practices for this which it is necessary to develop in their students the ability to think in terms of possibility to explore various consequences and suggest changes and improvements to their own ideas. Teacher is a facilitator of the teaching-learning process and encourages the interests of their students. He/she should respect their feelings and emotions, allowing that each student has the freedom to express themselves in class in a positive emotional climate. Teacher should respect his/her students in accordance with their needs. Needs can be cognitive, social or emotional. It is possible to emphasize the importance of ludic teaching to attend psychological, cognitive, emotional and social needs of gifted students. Through ludic teaching, teachers can incite the desire to learn of these children and help them to develop their creative potential.
College Graduation Rates Depend Mainly on the Students--But Colleges Matter Too. Here's How Much.
Author: Joy, Stephen P.
Date: 2017-01-10
Type: Reports - Evaluative
Subjects: Undergraduate Students,Graduation Rate,Student Characteristics,College Readiness,College Entrance Examinations,Scores,Grants,Student Financial Aid,Eligibility,Private Colleges,Universities,Geographic Regions,Black Colleges,Academic Achievement,STEM Education,Regression (Statistics)

College graduation rates are a source of concern; many students fail to complete degree programs and therefore miss out on the socioeconomic benefits accruing to college graduates. Some have proposed that colleges be evaluated based on their graduation rates, with financial aid dollars directed away from poor performers. However, none of these proposals have taken student characteristics into account. Drawing data from the federal government's college scorecard, graduation rates were analyzed in terms of student academic readiness (SAT scores) and financial instability (percentage eligible for Pell grants) for every private four-year college and university in the Northeastern United States, excluding certain highly specialized schools or those (mostly for-profit institutions) that failed to report adequate data. The results were cross-validated on two other populations: colleges situated in the Midwestern United States and those in a selection of Southeastern states. All told, the samples included 558 colleges located in 24 states (plus the District of Columbia) end enrolling slightly over 1,500,000 undergraduates. SAT scores and Pell-eligible population account for 74-83% of the variance in graduation rates. Analysis of residuals enables identification of relatively more (or less) successful colleges: those graduating a higher (or lower) proportion of their students than would be expected given the qualities of those students. This leads to a number of interesting findings. For example, historically Black institutions tend to do quite well at guiding students through to graduation, while those focusing on STEM fields tend to have lower graduation rates. The most important conclusion is that any attempt to evaluate colleges based on graduation rates needs to begin with the characteristics of their entering students.
STEM Education Act of 2015 (Public Law 114-59)
Author: US Congress
Date: 2015-10-07
Type: Legal/Legislative/Regulatory Materials
Subjects: STEM Education,Federal Legislation,Definitions,Scholarships,Informal Education,Educational Policy,Educational Change

The STEM Education Act of 2015 (Public Law 114-59) was put in place to define Science Technology Engineering and Mathematics (STEM) education to include computer science, and to support existing STEM education programs at the National Science Foundation. The act is organized into the following sections: (1) Short Title; (2) Definition of STEM Education; (3) Informal STEM Education; and (4) Noyce Scholarship Program Amendments.
Mobile Chatting Behaviour of Arts and Science College Students
Author: Ramakrishnan, N.
Date: 2016-07-00
Type: Journal Articles
Subjects: College Students,Computer Mediated Communication,Handheld Devices,Social Media,Time Perspective,Student Behavior,Social Behavior,Rating Scales,Hypothesis Testing,Interpersonal Communication,Foreign Countries

Mobile connectivity is the order of the day. Personas irrespective of their socio-economic status possess mobile device either basic or advanced android or windows or IOS. The chat applications have become popular with younger generation. It has started trickling down to children below the age of eighteen. The behaviour has influenced the aged also. The mobile chat applications have no barriers with regard to age group, nativity, social status and economic status. The increasing dominance of these mobile chat applications need to be studied. It has been eating away our young people's time and mind. The recent election in Tamil Nadu is the best example. Parties have used these chat applications to make their comments, appeals, abuses and pleas. Wherever we go it is obvious that the students sit with mobile apps ignoring the presence of others. It has become the natural quest of everyone who is penchant in doing research to take up a study on this behaviour. Hence, the investigators have taken up this study to find out arts and science college students mobile chatting behaviour like use of chat applications, time of chatting and chatting with the people associated with them. The study has used simple random sampling technique of 300 arts and science college students of Chennai area. The findings of the study reveal that there are four chat applications namely WhatsApp, Messenger, Skype and Hang out occupying first, second, third and fourth places respectively among arts and science college students.
Higher Education Technical Corrections (Public Law 111-39)
Author: US Congress
Date: 2009-07-01
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Teacher Qualifications,Institutional Characteristics,Science Programs,Agency Cooperation,Student Financial Aid,Student Loan Programs,Grants,Need Analysis (Student Financial Aid),Compliance (Legal),Scheduling,College Programs,Graduate Students

The Higher Education Technical Corrections (Public Law 111-39) was put in place to make technical corrections to the Higher Education Act of 1965, and for other purposes. The table of contents for this Act is as follows: (1) Sec. 1. Table of contents; (2) Sec. 2. References; and (3) Sec. 3. Effective date. (A) Title I--General Provisions: (4) Sec. 101. General provisions. (B) Title II--Teacher Quality Enhancement: (5) Sec. 201. Teacher quality enhancement. (C) Tittle III--Institutional Aid: (6) Sec. 301. Institutional aid; and (7) Sec. 302. Multiagency study of minority science programs. (D) Title IV--Student Assistance: (8) Sec. 401. Grants to students in attendance at institutions of higher education; (9) Sec. 402. Federal Family Education Loan Program; (10) Sec. 403. Federal work-study programs; (11) Sec. 404. Federal Direct Loan Program; (12) Sec. 405. Federal Perkins Loans; 13) Sec. 406. Need analysis; (14) Sec. 407. General provisions of title IV; (15) Sec. 408. Program integrity; and (16) Sec. 409. Waiver of master calendar and negotiated rule-making requirements. (E) Title V--Developing Institutions: (17) Sec. 501. Developing institutions. (F) Title VI--International Education Programs: (18) Sec. 601. International education programs. (19) Title VII--Graduate and Postsecondary Improvement: (20) Sec. 701. Graduate and postsecondary improvement programs. (G) Title VIII--Additional Programs (21) Sec. 801. Additional programs; and (22) Sec. 802. Amendments to other higher education Acts.
Need-Based Educational Aid Act of 2015 (Public Law 114-44)
Author: US Congress
Date: 2015-08-06
Type: Legal/Legislative/Regulatory Materials
Subjects: Need Analysis (Student Financial Aid),Financial Policy,Federal Legislation,Federal Aid

The Need-Based Educational Aid Act of 2015 (Public Law 114-44) was put in place to improve and reauthorize provisions relating to the application of the antitrust laws to the award of need-based educational aid. The contents for this Act is as follows: (1) Short Title; and (2) Extension Relating to the Application of the Antitrust Laws to the Award of Need-Based Educational Aid.
Creative Educational Practices for Inclusion
Author: Piske, Fernanda Hellen Ribeiro
Date: 2014-00-00
Type: Journal Articles
Subjects: Academically Gifted,Inclusion,Creativity,Educational Practices,Art Education

Inclusion of gifted students depends on several aspects to happen in the school context, and one of the most important aspects to include these children at school is creative educational practices. Teaching with art is a good possibility to make children feel motivated to attend school. In the school context, the inclusion of these children could mean an important progress for science in various fields of knowledge. But many schools are still not prepared to attend gifted, and without even realizing it, they have exclusive and discouraging educational practices for attending these students. In this sense, this research aims to emphasize the importance of good teacher training for developing creativity of gifted students at school. The method of this research was based on a study of national and international bibliographic researches focused on the area of High Abilities/Giftedness, inclusive education and Creativity. It is concluded that the inclusion of gifted students depends on a good teacher work developing creativity during their classes. The teacher as a principal mediator of the teaching-learning process should provide creative educational practices emphasizing artistic activities such as painting, drawings, theater among other practices for attending gifted children. Only in this way can these students develop their curiosity and desire to attend classes at school.
Creative Education for Gifted Children
Author: Piske, Fernanda Hellen Ribeiro
Date: 2014-00-00
Type: Journal Articles
Subjects: Gifted,Creative Activities,Creative Development,Creativity,Student Characteristics,Inclusion,Definitions,Ability Identification,Educational Practices,Creative Thinking,Children,High Achievement

Creativity is an essential attribute for the development of creative potential. However, it is not always developed properly in the school context, especially when it is about gifted students education. Because these children need a specialized service to attend their special needs. In this sense, this study aims to contribute in order that education professionals reflect and become aware of the importance of creativity in education. The method of this research was based on national and international studies which focused on the area of High Abilities/Giftedness and creativity in the school context. The conclusion is that the development of creativity depends on a good teacher education in preparing activities that arouse curiosity and interest of each gifted, enabling the student creative and independent, investigative and critical thinking. Furthermore, teachers should provide new opportunities of reflection on the process of teaching and learning.