ethanporcaro/eric-fulltext-meta huggingface dataset:
A Stronger Nation through Higher Education: How and Why Americans Must Achieve a Big Goal for College Attainment. A Special Report from Lumina Foundation
Author: Matthews, Dewayne
Date: 2012-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Attainment,Metropolitan Areas,Research Reports,Educational Quality,College Planning,Academic Degrees,Graduation Rate,College Outcomes Assessment,Educational Indicators,Achievement Gains,Statistical Data,Achievement Gap,Education Work Relationship,National Surveys,State Surveys,Educational Improvement,Economic Impact,Educational Trends,Trend Analysis,Human Capital,Achievement Need

In 2009, Lumina Foundation officially adopted its Big Goal that 60 percent of Americans obtain a high-quality postsecondary degree or credential by 2025. That same year, Lumina began reporting on progress toward the Big Goal in a series of reports titled &quot;A Stronger Nation through Higher Education&quot;. The core of the reports is Census data on the higher education attainment rate--the percentage of the U.S. adult population that holds a two- or four-year college degree. The attainment rate remains the key metric for the Big Goal. This is the third &quot;Stronger Nation&quot; report, and it contains several additions and improvements designed to make it more pertinent and useful: (1) An assessment of higher education attainment in the nation and in every state, showing recent progress toward the Big Goal; (2) The attainment rate for every county in the United States; (3) Various breakdowns of the attainment data, including by race and ethnicity, age, and level of education; (4) A new report on the attainment rate for the nation's 100 largest metropolitan areas; and (5) A scenario for how to close the gap and reach 60 percent attainment by 2025. As in past years, this report also attempts to get behind the data--to understand higher education attainment and its ramifications for the future of this nation. This year this report discusses individuals' deepening understanding of the relationship between higher education attainment and the nation's economy, particularly job growth and employment. This report also discusses the role that quality plays in the drive to increase attainment, particularly as quality is defined in terms of learning. (Contains 2 footnotes.) [For related report, &quot;A Stronger Nation through Higher Education: Metropolitan Areas. A Policy Brief from Lumina Foundation,&quot; see ED531140.]
A Stronger Nation through Higher Education: Metropolitan Areas. A Policy Brief from Lumina Foundation
Author: Lumina Foundation for Education
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Metropolitan Areas,Achievement Gains,Educational Trends,Trend Analysis,College Outcomes Assessment,Educational Indicators,Human Capital,Age Differences,Population Distribution,Urban Areas,Educational Development,Graduation Rate

Increasing college attainment is an urgent national need--a fact that is being acknowledged by policymakers, economists and labor experts at every level. They agree that, in order for the United States to sustain the economic recovery and assure long-term growth and social stability, the nation's educational attainment rate must improve steadily and significantly in coming years. That's why so many experts and organizations have embraced what Lumina Foundation calls the Big Goal, or Goal 2025--that, by the year 2025, 60 percent of Americans have a high-quality postsecondary credential. Lumina regularly tracks progress toward Goal 2025 in its signature report, &quot;A Stronger Nation through Higher Education&quot;. Since the first issue of &quot;Stronger Nation&quot; in 2009, Lumina researchers have included data on educational attainment at the national, state and county levels. Almost from the beginning, however, they have been asked for data on higher education attainment levels in cities and metropolitan areas. Metro-level leaders have been some of the most passionate early adopters of the &quot;Stronger Nation&quot; reports. That is also why, for the first time, the most recent issue of &quot;Stronger Nation&quot; (March 2012) provides data that will help cities and metro regions understand where they stand educationally and develop strategies to drive educational attainment. This policy brief is excerpted from that report. [For the full report, &quot;A Stronger Nation through Higher Education: How and Why Americans Must Achieve a Big Goal for College Attainment. A Special Report from Lumina Foundation,&quot; see ED531139.]
Race-Conscious Policies for Assigning Students to Schools: Social Science Research and the Supreme Court Cases. Committee on Social Science Research Evidence on Racial Diversity in Schools
Author: Linn, Robert L. Ed.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Student Placement,Race,Social Science Research,Social Sciences,Court Litigation,Racial Composition,Student Diversity,Academic Achievement,Cognitive Ability,Teaching Experience,Racial Relations,Outcomes of Education,School Choice,Magnet Schools,School Desegregation,Educational Policy

This report summarizes and analyzes the existing body of research related to race-conscious student assignment policies, building upon the amicus curiae (friend of the court) briefs filed with the Supreme Court in support of petitioners and respondents in these two cases. The National Academy of Education (NAEd) Board of Directors recognized the importance of the social science issues framed by the litigation, and accordingly, constituted a committee in January 2007 to review the 64 amicus briefs filed with the Supreme Court, paying special attention to the use of social science research in support of the position taken by each brief. The committee was composed of three categories of researchers: those with no prior research record in this area, but with strong methodological skills in multivariate statistics and measurement (Haertel and Linn); those with some research record in the area (Borman, Hanushek, and Welner); and those with an extensive record in the area (Schofield and Trent). This insider/outsider composition provided a balance of knowledge and fresh inquiry. Appended are the briefs reviewed for this report. (Contains 2 tables, 1 figure and 22 footnotes.)
Teacher Quality. Education Policy White Paper
Author: Wilson, Suzanne, Ed.
Date: 2009-11-12
Type: Reports - Evaluative
Subjects: Evidence,Teacher Effectiveness,Federal Legislation,Academic Achievement,Educational Policy,Position Papers,Change Strategies,Educational Change,Educational Quality,Educational Improvement,Teacher Improvement,Work Environment,Performance Factors

Good teaching matters. There is persuasive evidence that students benefit from high quality instruction and that these benefits are cumulative for students who have good teachers for several years. Teacher effectiveness matters so much that low-income students lucky enough to have three very good teachers in a row in elementary school earn test scores that, on average, are similar to middle-class children. Conversely, almost all children, regardless of their socio-economic status, will be harmed academically by poor teaching three years running. Nearly 3.8 million teachers work in schools, but there are simply not enough good ones to go around, especially in the schools and districts serving high-poverty, large-minority student populations. And although one focal point of the No Child Left Behind (NCLB) Act of 2002 was to address this problem, the policies states developed in response to NCLB's call have not achieved this goal. The quality of teaching is not simply determined by an individual's knowledge or ability, but also by the contexts in which teachers work. Improving teacher quality thus entails policies concerning recruitment, early preparation, retention (including attention to working conditions), as well as professional development. This paper provides recommendations that address each of these domains. (Contains 32 notes.)
The Potential of Wiki Technology as an E-Learning Tool in Science and Education; Perspectives of Undergraduate Students in Al-Baha University, Saudi Arabia
Author: Alzahrani, Ibraheem
Date: 2012-04-00
Type: Reports - Research
Subjects: Electronic Learning,Undergraduate Students,Web Sites,Web 2.0 Technologies,Web Based Instruction,Cooperative Learning,Student Attitudes,Science Departments,Schools of Education,Foreign Countries

This paper examines the potential of wiki technology as an e-learning tool in Al-Baha University, Saudi Arabia with a random sample in two colleges: science and education. 24 male students participated in this survey. The data is collected through interviewer-administered questionnaires with 16 questions divided into four axes. The data is analysed to reveal the students' perceptions of using wiki technology in learning. The results indicate that, students prefer to learn collaboratively with positive perceptions of wiki. These results lead us to determine the possible potential of wiki technology as an e-learning tool for undergraduate students in similar contexts. (Contains 1 table.)
The Rise of E-Reading
Author: Rainie, Lee
Date: 2012-04-05
Type: Numerical/Quantitative Data
Subjects: Reading Habits,Electronic Publishing,Influence of Technology,National Surveys,Public Opinion,Audio Books,Printed Materials,Preferences,Adoption (Ideas),Handheld Devices,Incidence,Trend Analysis,Purchasing,Consumer Economics,Adults,Late Adolescents,Attitudes,Reading Materials,Interviews,Telephone Surveys

The growing popularity of e-books and the adoption of specialized e-book reading devices are documented in a series of new nationally representative surveys by the Pew Research Center's Internet & American Life Project that look at the public's general reading habits, their consumption of print books, e-books and audiobooks, and their attitudes about the changing ways that books are made available to the public. Most of the findings in this report come from a survey of 2,986 Americans ages 16 and older, conducted on November 16-December 21, 2011, that extensively focused on the new terrain of e-reading and people's habits and preferences. Other surveys were conducted between January 5-8 and January 12-15, 2012 to see the extent to which adoption of e-book reading devices (both tablets and e-readers) might have grown during the holiday gift-giving season and those growth figures are reported here. Finally, between January 20-Febuary 19, 2012, the authors re-asked the questions about the incidence of book reading in the previous 12 months in order to see if there had been changes because the number of device owners had risen so sharply. All data cited in this report are from the November/December survey unless they specifically cite the subsequent surveys. The book is divided into six parts: Part 1: Introduction; Part 2: The general reading habits of Americans; Part 3: Americans and their e-readers and tablets; Part 4: The state of e-book reading; Part 5: Where and how readers get their books; and Part 6: The differences among e-book reading device owners. (Contains 2 tables and 29 footnotes.)
Fall 2004 College and University Headcounts in Connecticut. Report
Author: Connecticut Department of Higher Education
Date: 2004-11-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Annual Reports,Higher Education,State Surveys,School Statistics,Enrollment Rate,Enrollment Trends,College Credits,Educational Attainment,Intellectual Disciplines,Place of Residence,Full Time Equivalency,Population Distribution,Part Time Students

Total headcount enrollment at Connecticut's colleges and universities reached 172,735 students in fall 2004, representing the third straight year of an all-time record. This year's growth of 2,111 students, or 1.2 percent, was larger than last year's more tepid gain of 0.5 percent, or 876 students. This report analyzes fall 2004 headcount enrollment as reported by Connecticut's public and independent colleges and universities. It presents data on students enrolled for credit at 47 institutions, with details on their status, level and sector of higher education. A later report will have demographic detail on race/ethnicity, gender, age, residence, etc., as well as full-time-equivalent (FTE) enrollment. For the rest of this report, all references to years are to enrollment in the fall of that year. Fall 2004 Final Enrollment: Connecticut Colleges and Universities is appended. (Contains 7 figures, 1 table and 3 footnotes.)
Degrees Conferred by Connecticut Institutions, 2003-04. Highlights. Report
Author: Connecticut Department of Higher Education
Date: 2004-12-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Annual Reports,Academic Degrees,Awards,Higher Education,Trend Analysis,Educational Trends,Statewide Planning,Educational Needs,Intellectual Disciplines,Certification,Achievement Gains,College Programs,College Outcomes Assessment,Statistical Data,Graduation Rate,Institutional Characteristics,Minority Group Students,Gender Differences,Out of State Students,Teacher Education

This report examines the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2003-04, and compares that data with recent trends and statewide needs. These annual figures reflect the number of degrees awarded between July 1, 2003 and June 30, 2004. Disciplines are categorized according to the federal Classification of Instructional Programs. Connecticut colleges and universities awarded 33,642 degrees and certificates in 2003-04, up 3.5 percent from 2002-03. This is the third consecutive year of growth, with significant gains (greater than 2.5%) in each of those years. The cumulative increase since 2000-01 is 13 percent. Over the last decade degrees have risen 17 percent, roughly reflecting the increase in full-time equivalent (FTE) enrollment over this period. Baccalaureate degrees are the majority of degrees for the first time since 1992-93. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities; and (3) Degrees and Certificates by Level, Discipline and Gender of Recipient Discipline Connecticut Colleges and Universities. A glossary is included. (Contains 4 figures and 7 tables.) [For &quot;Degrees Conferred by Connecticut Institutions, 2002-03. Highlights. Report,&quot; see ED531152.]
Fall 2003 College and University Enrollment in Connecticut: Comprehensive Report
Author: Connecticut Department of Higher Education
Date: 2004-02-00
Type: Numerical/Quantitative Data
Subjects: Enrollment,Annual Reports,Enrollment Trends,College Freshmen,Racial Differences,Place of Residence,Demography,Gender Differences,Age Differences,High School Graduates,State Surveys,Full Time Equivalency,School Statistics,Data Analysis,Statistical Data,Institutional Characteristics

Total enrollment at Connecticut's 46 colleges and universities reached an all-time record of 170,624 in fall 2003. A November report titled, &quot;Fall 2003 College and University Headcounts in Connecticut,&quot; analyzed headcount enrollment by status, level, institution and sector. This broader report discusses general trends in headcount enrollment; analyzes data on full-time equivalent (FTE) enrollment; and presents demographic details on residence, race, freshmen, migration of recent high-school graduates, gender and age. (Contains 13 tables and 8 endnotes.)
Connecticut Public Higher Education: 2004 System Trends
Author: Connecticut Department of Higher Education
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Public Colleges,Student Financial Aid,Enrollment Trends,Educational Finance,Trend Analysis,Educational Trends,Tuition,Fees,Operating Expenses,Budgets,Statewide Planning,Context Effect,Expenditures,Educational Indicators,Academic Degrees,Student Costs,Expenditure per Student,State Surveys,Annual Reports,Comparative Analysis

This paper presents the public higher education system trends in Connecticut for 2004. This report contains the following sections: (1) FY 2003-2005 Operating Budget Summary; (2) Higher Education in a Statewide Context; (3) General Fund and Operating Budget Expenditure Trends; (4) Comparative Funding Indicators; (5) Enrollment Trends; (6) Degrees Conferred; (7) Position Trends; (8) Tuition and Fees; (9) Student and State Share of Costs; (10) Student Aid and Statutory Waivers; and (11) Capital Budget.
Degrees Conferred by Connecticut Institutions, 2002-03. Highlights. Report
Author: Connecticut Department of Higher Education
Date: 2003-12-00
Type: Numerical/Quantitative Data
Subjects: Colleges,Academic Degrees,Higher Education,Classification,Universities,Trend Analysis,Educational Trends,Masters Degrees,Doctoral Degrees,Race,Ethnicity,Intellectual Disciplines,Associate Degrees,Tables (Data)

This report examines the numbers and types of degrees and other awards conferred by Connecticut institutions of higher education in 2002-03 and compares that data with recent trends and statewide needs. These annual figures reflect the number of degrees awarded between July 1, 2002 and June 30, 2003. Disciplines are categorized according to the federal Classification of Instructional Programs (CIP), 1990 version. Connecticut's colleges and universities awarded a total of 32,499 degrees last year, an increase of 6.6 percent over last year's total of 30,498. A complete list of degrees by institution and level appears in Appendix A. Degree production has shown a strong upward trend over the seven years since the nadir of 28,462 in 1995-96 (Table 1). Total degrees increased 14.2 percent between 1995-96 and 2002-03, with the largest growth in undergraduate certificates (28%) and master's degrees (20%) and slight declines in both doctorates (down 4%) and associate's (down 1%). Over that same seven-year period, Connecticut's colleges and universities added 558 new academic programs. Appended are: (1) Degrees and Certificates Granted by Colleges and Universities in Connecticut; (2) Degrees and Certificates by Level and Race/Ethnicity Connecticut Colleges and Universities; and (3) Degrees and Certificates by Discipline and Level. A glossary is included. (Contains 4 figures and 8 tables.)
2009 Mississippi Curriculum Framework: Postsecondary Health Information Technology. (Program CIP-51.0707-Medical Records Technology/Technician)
Author: Hoffman, Casey
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Allied Health Occupations Education,Allied Health Personnel,Information Management,Information Technology,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills,Associate Degrees

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Health Information Technology program is a 2-year technical program leading to an associate degree that prepares the individual to work as a technical specialist in Health Record Systems. Health Information Technology combines a profession in health care with information technology. Health Information technicians maintain, collect, and analyze data crucial to the delivery of quality patient care. When accredited by the Commission on Accreditation for Health Informatics and Information Management Education (CAHIIM) in cooperation with the American Health Information Management Association's Council on Accreditation, the Health Information Technology program prepares graduates to write the national accreditation examination for the Registered Health Information Technician. Appended are: (1) Standards Based on the American Health Information Management Association; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 2 footnotes.)
2008 Mississippi Curriculum Framework: Postsecondary Massage Therapy. (Program CIP: 51.3501 - Massage Therapy/Therapeutic Massage)
Author: Patterson, Teresa
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Therapy,Allied Health Personnel,Allied Health Occupations Education,Postsecondary Education,Community Colleges,Vocational Education,College Curriculum,Course Descriptions,Academic Standards,Competence,Course Objectives,Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. The Massage Therapy program is a one-year certificate program designed to prepare students for careers as professional massage therapists. The curriculum prepares students to develop knowledge and skills for practicing massage therapy. Core courses emphasize massage therapy principles, ethics, business application, pathology, anatomy and physiology, technique modalities, and kinesiology. Students completing this program should be able to find jobs in employment settings such as spas, clinics, fitness centers, wellness centers, corporations, sports organizations, doctors' offices, and private practices. Industry standards referenced are from the National Certification Examination for Therapeutic Massage and Bodywork Content Outline. Appended are: (1) National Certification Examination for Therapeutic Massage and Bodywork Content Outline; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)