ethanporcaro/eric-fulltext-meta huggingface dataset:
Overrepresentation of People with IDD Moving between Large State-Run Institutions and the Criminal Legal System. Policy Research Brief. Volume 30, Number 1
Author: Neidorf, Jon, Ed.
Date: 2023-01-00
Type: Reports - Research
Subjects: Intellectual Disability,Developmental Disabilities,Disproportionate Representation,Institutionalized Persons,Correctional Institutions,Residential Institutions,Public Policy,State Programs,Services

People with intellectual and developmental disabilities (IDD) are overrepresented in the criminal legal system. Further, many people with IDD move between large state-run institutions and the criminal legal system. In 2019, for example, 29% of people moving into large state-run institutions came from jails, prisons, and other correctional facilities. This Policy Research Brief recommends growing the Medicaid HCBS system; stabilizing the direct support workforce; promoting inclusion of people of color with IDD; screening for IDD in jails; and better training in IDD supports for first responders, self-advocates, and lawyers. [Development of this Policy Research Brief was supported by the Administration on Community Living.]
Memoranda of Understanding: A Tool to Support and Strengthen Partnerships. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 52
Author: Weir, Cate
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Contracts,Students with Disabilities,Intellectual Disability,Partnerships in Education,School Districts,School Community Relationship,College School Cooperation,School Business Relationship,Internship Programs,College Students

The Memorandum of Understanding (MOU) is a tool that postsecondary education (PSE) programs for students with intellectual disability (ID) can use to develop and define productive working partnerships with school districts, community agencies, or other external entities. In this Insight Brief, the authors explain MOU: their core components, their usage within a college program for students with intellectual disability, and their advantages and disadvantages. The authors also provide examples of MOU and how to use them with partners.
Industry Recognized Credentials in Inclusive Postsecondary Education Programs for Students with Intellectual Disability. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 51
Author: Walters, Charles
Date: 2021-00-00
Type: Reports - Research
Subjects: Inclusion,Postsecondary Education,Students with Disabilities,Intellectual Disability,Access to Education,Alignment (Education),Employment Qualifications,Credentials,Vocational Education,Outcomes of Education,Industry,Agency Cooperation

Inclusive postsecondary education (IPSE) programs for students with intellectual disability (ID) have grown tremendously over the last two decades. What started as a movement to make higher education accessible to young adults with ID has shifted into a concern for access and demonstrable improvements to the postschool lives of the IPSE students with ID. Within this outcome-focused landscape, IPSE program staff and administrators are largely unified in their aim to to purposefully support students toward positive postschool outcomes like employment and community integration. There is a growing momentum for IPSE programs to align with career and technical education opportunities to help students with ID attain industry recognized credentials (IRC). In this &quot;Think College Insight Brief,&quot; we will discuss the importance of industry recognized credentials for IPSE programs alongside findings from a study recently conducted by researchers at the University of South Carolina.
Developing Registered Apprenticeships within Inclusive Postsecondary Education: Next Steps at Vanderbilt. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 56
Author: Macon, Megan
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Inclusion,Postsecondary Education,College Students,Employment Potential,Career Readiness,Education Work Relationship,Career Development,Early Childhood Education,Credentials,Program Development,Outcomes of Education,Partnerships in Education,Job Skills,Students with Disabilities,College Programs

Next Steps at Vanderbilt, an inclusive postsecondary education program at Vanderbilt University, aims to equip students with skills and experiences to gain competitive employment. Next Steps has two primary goals: (1) Increase opportunities for students to gain targeted skills in career fields of interest; and (2) Create new career development initiatives that positively impact employment outcomes of graduates, such as type of employment, wages, and benefits. In the Fall of 2021, Next Steps developed an Early Childhood Educator registered apprenticeship program in partnership with the Vanderbilt Child and Family Center. This is the first Early Childhood Educator apprenticeship program in the state of Tennessee. Students enrolled through Next Steps can participate in this apprenticeship program to work toward a US Department of Labor industry-recognized credential in Early Childhood Education. This brief teaches about the key components of apprenticeships, the reasons why apprenticeships are a promising practice in inclusive postsecondary education (IPSE), and the steps to develop registered apprenticeship programs. information about the Early Childhood Education pilot apprenticeship program is shared as an example of the use of apprenticeships in inclusive postsecondary education programs. [This brief was written with contributions from Emily Barker, Charlene Russell, and Kathleen Seabolt.]
Profile of Students Attending Cohort 2 TPSID Programs: Enrollment and Completion by Gender, Race, and Ethnicity. Think College Reports
Author: Choiseul-Praslin, Belkis
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Profiles,Intellectual Disability,Transitional Programs,Postsecondary Education,Enrollment,Educational Attainment,Gender Differences,Racial Differences,Ethnicity,College Students,Parent Background,Student Experience,Students with Disabilities

Postsecondary education opportunities for students with intellectual disability (ID) steadily increased between 2015 and 2020, in part due to a federal model demonstration program called the Transition and Postsecondary Program for Students with Intellectual Disability (TPSID). This program, implemented by the Office of Postsecondary Education, commenced in 2010 and was funded again in 2015, when 25 grants were awarded to institutions of higher education to create, expand, or enhance high-quality, inclusive higher education experiences leading to positive outcomes for individuals with ID. This report highlights student-level characteristic data from Cohort 2 TPSID programs between 2015 and 2020.
The Impact of COVID-19 on College Students with Intellectual Disability Attending Cohort 2 TPSID Programs. Insight: A Think College Brief on Policy, Research, &amp; Practice. Issue No. 50
Author: Grigal, Meg
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,College Students,Students with Disabilities,Intellectual Disability,Transitional Programs,School Closing,Distance Education,Barriers,Online Courses,Student Adjustment,Enrollment,Educational Technology,Graduation Rate,Employment Level,Work Experience Programs

In mid-March 2020, the emergence of COVID-19 throughout the United States led to programmatic changes at most higher education institutions, including those involved in implementing model demonstration projects known as Transition and Postsecondary Programs for Students with Intellectual Disability (TPSID) projects. This Insight Brief describes how the COVID-19 pandemic impacted college students with intellectual disability (ID) enrolled in the colleges and universities offering TPSID programs.
Educator/Employer Partnerships Make Progress in Ohio: The Montgomery County Business Advisory Council
Author: Hoffman, Nancy
Date: 2022-10-00
Type: Reports - Research
Subjects: Partnerships in Education,School Business Relationship,Education Work Relationship,Labor Market,College Preparation,Career Readiness,Career Pathways,Career Development,Secondary Education,Postsecondary Education

This case study outlines how the Montgomery County Education Service Center (MCESC), in partnership with JFF's Pathways to Prosperity Network team, has worked to address the mismatch between education and labor market from 2018-2022. It outlines the importance of leadership through the regional Business Advisory Council, highlights the process of documenting skills and competencies for key industries in the region, and describes the development of pathway models that outline key aspects of pathways including labor market information, postsecondary options, college and career preparation opportunities, and coursework. It demonstrates how the region has successfully moved from discrete one-off education and training programs to well-developed regional infrastructure that supports college and career pathways that benefit students, employers, and the regional economy.
Modernizing Career Navigation in the U.S.: Policy Redesign That Puts People at the Center and Ensures Informed Choice-Making
Author: JFF (Jobs for the Future), Policy Leadership Trust
Date: 2022-09-14
Type: Reports - Descriptive
Subjects: Career Exploration,Career Guidance,Job Search Methods,Job Applicants,Labor Market,Career Pathways,Job Skills,Educational Policy,Career Counseling,Technology

To help all students and jobseekers better navigate the rapidly changing job market and make informed choices about their educational and career paths, the United States must make systemic reforms and strategic investments in career services and navigational supports. Drawing on the insights of leading practitioners from education and workforce development, this brief lays out a people-centered vision for career navigation and offers key policy recommendations for strengthening national infrastructure while enabling high-quality localized solutions. [This report was written by JFF's Practitioner Task Force on Modernizing Career Navigation Policy.]
The Status of Women in North Carolina: Poverty and Opportunity
Author: Shaw, Elyse
Date: 2022-03-00
Type: Reports - Research
Subjects: Females,Poverty,Socioeconomic Status,Economic Factors,Opportunities,Housing,Ownership,Welfare Services,COVID-19,Pandemics,Access to Education,Equal Opportunities (Jobs),Racial Differences,Ethnicity,Entrepreneurship,Health Insurance,Educational Attainment,Business,Federal Programs,Family Programs,Gender Differences,Wages,Unemployment

&quot;The Status of Women in North Carolina: Poverty and Opportunity&quot; is the final publication in a four-part series of publications on women's status in North Carolina. The report builds on the Institute for Women's Policy Research's &quot;Status of Women in the States&quot; initiative, which has sought to measure women's economic, social, and political progress at the state and federal levels. This report provides data and analysis on several aspects of North Carolina women in the areas of poverty, economic security, access to opportunities, and support that helps women and families achieve economic stability. This report also examines data on topics such as poverty by household type, home ownership and houselessness, the number of public assistance recipients, and the impact of the pandemic on women in North Carolina. Each of these indicators are key components of poverty and opportunities for North Carolina women. Without adequate education, public support, or opportunities for advancement and entrepreneurship, women and families are more likely to face conditions of poverty. Throughout this report, data are analyzed by counties in North Carolina (when available) and disaggregated by racial and ethnic groups. The final installment in a series of four publications, this report provides data and policy recommendations to improve the status of women in North Carolina--with a focus on poverty and opportunity. The first three reports focused on employment and earnings, health and wellness, and political participation. This series aims to provide critical data that can help build economic security and overall well-being among women in North Carolina. The reports serve as a resource that may be used to make data-driven decisions about how to shape public policies, prioritize investments, and set programmatic goals to improve the lives of women and families. This Poverty and Opportunity report highlights the status of women at the intersections of health, financial well-being, and education. These factors play a major role in determining the overall economic security of women and their families. [For &quot;The Status of Women in North Carolina: Employment and Earnings,&quot; see ED627024. For &quot;Health and Wellness,&quot; see ED627023. For &quot;Political Participation,&quot; see ED627022.]
The Status of Women in North Carolina: Political Participation
Author: Shaw, Elyse
Date: 2020-00-00
Type: Reports - Research
Subjects: Females,Economic Factors,Opportunities,Racial Differences,Ethnicity,Gender Differences,Wages,Voting,Elections,Participation,Politics,Access to Education,Public Officials,Political Campaigns,Resources,Women Administrators

&quot;The Status of Women in North Carolina: Political Participation&quot; is the third in a series of four publications on women's status in North Carolina. This report presents data on several aspects of women's involvement in the political process in the North Carolina, comparing North Carolina to other states and the United States overall. The report presents data on voter registration and turnout, representation of women at the state and federal levels in elected positions, and state-based institutional resources for women. It examines how women fare on these indicators of women's status, the progress women have made and where it has stalled, and how racial and ethnic disparities compound gender disparities in specific forms of political participation. In addition to the data presented, the report presents profiles of five North Carolina women who either hold elected or appointed positions or work as organizational advocates. These profiles illuminate the many different ways women can participate in the political process and impact their communities in North Carolina. [For &quot;The Status of Women in North Carolina: Employment and Earnings,&quot; see ED627024. For &quot;Health and Wellness,&quot; see ED627023. For &quot;Poverty and Opportunity,&quot; see ED627021.]
The Status of Women in North Carolina: Health &amp; Wellness
Author: Shaw, Elyse
Date: 2019-00-00
Type: Reports - Research
Subjects: Females,Poverty,Socioeconomic Status,Housing,Equal Opportunities (Jobs),Racial Differences,Ethnicity,Health Insurance,Gender Differences,Wages,Health,Wellness,Chronic Illness,Cancer,Obesity,Body Weight,Sexuality,Birth,Pregnancy,Civil Rights,Mental Health,Physical Health,Violence,Sexual Abuse,Family Violence,Diseases,Death,Sexually Transmitted Diseases,Neurological Impairments,Aggression,Acquired Immunodeficiency Syndrome (AIDS),Screening Tests,Suicide

&quot;The Status of Women in North Carolina: Health &amp; Wellness&quot; is the second in a series of four publications on women's status in North Carolina. Good health, access to health services, and the ability to live in a safe environment are critical to the economic security and overall well-being of North Carolina women. While poor health can negatively affect employment opportunities, educational attainment, and financial security, good health allows women to meet their economic and educational goals and flourish in the other areas of their lives. Multiple factors, including genetics, behavior, access to health care--including reproductive health care--access to healthy food, and quality and safe housing contribute to the health and wellness of women. This report provides information on the health, well-being, and reproductive rights of women in North Carolina, including differences by race and ethnicity and by county where data are available. &quot;The Status of Women in North Carolina: Health &amp; Wellness&quot; analyzes data on women's health, including chronic disease, physical health, sexual health, access to reproductive health services, and experiences of sexual assault and intimate partner violence. The report identifies changes in women's health since the publication of the Institute for Women's Policy Research's (IWPR) 2013 &quot;Status of Women in North Carolina&quot; report and concludes with recommendations for policymakers, public health officials, advocates, and philanthropists. [This report was supported by Planned Parenthood South Atlantic. For &quot;The Status of Women in North Carolina: Employment and Earnings,&quot; see ED627024. For &quot;Political Participation,&quot; see ED627022. For &quot;Poverty and Opportunity,&quot; see ED627021.]
The Status of Women in North Carolina: Employment &amp; Earnings
Author: Anderson, Julie
Date: 2018-06-00
Type: Reports - Research
Subjects: Females,Poverty,Socioeconomic Status,Economic Factors,Opportunities,Ownership,Equal Opportunities (Jobs),Racial Differences,Ethnicity,Entrepreneurship,Health Insurance,Educational Attainment,Business,Gender Differences,Immigrants,Parents,Occupations,Wages,Unemployment,Public Policy,Employment Level

This report examines the status of women in North Carolina in terms of their employment, earnings, and occupations. The report includes an Employment &amp; Earnings Composite Index comprised of four indicators--women's median annual earnings, the gender wage ratio, women's labor force participation rate, and the share of employed women in managerial or professional occupations--that provide a basis to rank and grade each of the 50 states and the District of Columbia. The report explores trends over time in North Carolina and, whenever possible, analyzes data by county and metropolitan area and differences by race and ethnicity. &quot;The Status of Women in North Carolina: Employment &amp; Earnings&quot; is the first report in a series of four publications that discuss data and recommend policies to improve North Carolina women's status in several key areas. As a resource for advocates, employers, philanthropists, policymakers, and other stakeholders, &quot;The Status of Women in North Carolina&quot; series provides the research and analysis necessary to make data-driven decisions about how to prioritize investments, set programmatic goals and strategies, and shape public policies to improve the lives of women and families. [This report was supported by Planned Parenthood South Atlantic. For &quot;The Status of Women in North Carolina: Health and Wellness,&quot; see ED627023. For &quot;Political Participation,&quot; see ED627022. For &quot;Poverty and Opportunity,&quot; see ED627021.]
Locations of Inclusive Postsecondary Education Programs in Institutions&apos; Administrative Structures. Think College Fast Facts. Issue No. 34
Author: Becht, Kathleen
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Inclusion,Postsecondary Education,Students with Disabilities,Intellectual Disability,Community Colleges,Student Personnel Services,Schools of Education,Universities,Departments

All inclusive postsecondary education (IPSE) programs are &quot;housed&quot; in a particular department, school, institute, or other administrative center on a college or university campus. This decision is unique to each institution and IPSE program. This publication shares the locations of current programs based on a survey and data from Transition and Postsecondary Education Programs for Students with Intellectual Disability (TPSID) projects.
Computer Science Careers: Preparing High School Students for Success
Author: Jenness, Sarah
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: High School Teachers,Counselors,Computer Science,Academic Advising,Computer Security,Information Security,Skill Development,Computer Literacy,Higher Education,College Choice,Occupations,Computer Networks,Career Development,Credentials,Equal Education,Females,Hispanic American Students,African American Students,Minority Group Students,STEM Education

This resource provides helpful information for high school teachers and counselors to better understand computer science, an industry that has many high-wage jobs open across the country. The resource supports effective advising by including an overview of computer science, cybersecurity, and networking; defines in-demand computer science skills students can begin developing; and lists higher education options students can pursue.
Working Conditions and Special Educators&apos; Reading Instruction for Students with Emotional and Behavioral Disorders
Author: Morris Mathews, Hannah
Date: 2021-00-00
Type: Reports - Research
Subjects: Teaching Conditions,Special Education Teachers,Reading Instruction,Students with Disabilities,Emotional Problems,Behavior Disorders,Elementary School Teachers,Elementary School Students,Self Contained Classrooms,Team Teaching,Paraprofessional School Personnel,Time,Instructional Materials,Role,Planning,Collegiality

Working conditions may be an important lever to support special educators' reading instruction for students with emotional and behavioral disorders (EBD). Thus, we explored how working conditions relate to the quality of special educators' reading instruction in upper-elementary, self-contained classes for students with EBD. Using mixed methods to examine video observations of reading instruction and varied data sources on working conditions, we found that special educators who provided stronger instruction had a partner coleading their program, and consistent paraprofessionals, with time and support for training. Partners and paraprofessionals, together, protected special educators' instruction time. Other conditions (i.e., material resources, role differentiation, role conceptions, planning time) emerged as potentially important, but evidence was less robust. Results indicate partners and paraprofessionals may be important forms of collegial support. These findings have important implication for improving the quality of instruction in self-contained settings for students with EBD. [This is the online version of an article in &quot;Exceptional Children.&quot; For the final published version of this article, see EJ1301093.]