ethanporcaro/eric-fulltext-meta huggingface dataset:
School Libraries Count! A National Survey of School Library Media Programs, 2007
Author: American Association of School Librarians
Date: 2007-00-00
Type: Numerical/Quantitative Data
Subjects: Statistical Significance,School Libraries,Research Libraries,Public Libraries,Professional Associations,National Surveys,Library Associations,Full Time Equivalency,Media Specialists,Enrollment

The American Library Association's (ALA's) divisions for academic and public libraries--the Association of College and Research Libraries (ACRL) and the Public Library Association (PLA)--have long collected and reported annual statistics about the types of libraries they represent. This year, 2007, the American Association of School Librarians (AASL) joins its sister divisions by initiating an annual survey of school library media programs. The development of this longitudinal survey project was mandated by the AASL Board and advocated by the division's Research and Statistics Committee and Independent Schools Section. The survey launch coincided with ALA's 2007 Midwinter Meetings in Seattle, Washington. Over 5,000 responses to the survey were initiated, over 4,500 responses were completed, and the respondents include almost 4,000 regular public schools and over 200 independent schools. This report summarizes the overall results as well as more detailed results, when statistically significant relationships between those results and selected factors were found. These factors include: school level, enrollment, region, a school's poverty and migrant statuses, locale (metropolitan versus non-metropolitan), and whether a school is public or private. Other factors did not yield sufficient numbers of cases to look more closely at specific types of schools (e.g., charter, special education, vocational-technical, alternative, magnet). Statistical significance was assessed using the t test of independent samples and the standard minimum criterion, p less than 0.05. (Contains 1 footnote.)
Recommended Immunization Schedules for Persons Aged 0 through 18 Years--United States, 2010. Morbidity and Mortality Weekly Report QuickGuide. Volume 58, Number 51 &amp; 52
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2010-01-08
Type: Guides - Non-Classroom
Subjects: Advisory Committees,Immunization Programs,Child Health,Children,Adolescents,Scheduling,Health Promotion,Guidelines,Federal Legislation,Communicable Diseases,Disease Control,Public Health

The Advisory Committee on Immunization Practices (ACIP) annually publishes an immunization schedule for persons aged 0 through 18 years that summarizes recommendations for currently licensed vaccines for children aged 18 years and younger and includes recommendations in effect as of December 15, 2009. The changes to the previous schedule are presented in this guide. The National Childhood Vaccine Injury Act requires that health-care providers provide parents or patients with copies of Vaccine Information Statements before administering each dose of the vaccines listed in the schedules. (Contains 2 figures and 1 table.)
School Libraries Count! Supplemental Report on English Language Learners
Author: American Association of School Librarians
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Strategic Planning,School Libraries,English (Second Language),Surveys,Cooperation,Librarians,Professional Development,Workshops

In 2007, the American Association of School Librarians (AASL) initiated an annual survey of school library media programs. The development of this longitudinal survey project was mandated by the AASL Board as part of the association's strategic plan with the goal to provide research and statistics to be used at the national, state and local levels when advocating for school library media programs. The survey was developed through the AASL Research & Statistics committee with AASL Board review and final approval. In addition to annual survey questions, starting in 2008 AASL began adding a series of questions that change annually and address a current issue within the school library field. In 2009 AASL focused these questions on English Language Learners (ELL). This report summarizes those findings. 2009 marked the third year of AASL's "School Libraries Count!" survey, with 5,824 respondents. The results represent a + 1.3 percentage points at the 95% confidence level.
School Libraries Count! The Second National Survey of School Library Media Programs, 2008
Author: American Association of School Librarians
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Poverty,School Libraries,National Surveys,Librarians,Library Associations,Full Time Equivalency,Enrollment,Social Networks

In 2007, the American Association of School Librarians (AASL) initiated an annual survey of school library media programs. The development of this longitudinal survey project was mandated by the AASL Board and advocated by the division's Research and Statistics Committee and Independent Schools Section. The launch of the second year of the survey coincided with ALA's 2008 Midwinter Meetings in Philadelphia. Almost 7,000 responses to the 2008 survey were received. This report summarizes the overall results, the results by school level and enrollment, and more detailed results, when statistically significant relationships between the results and selected other factors were found. These other factors include: region, a school's poverty status, locale (metropolitan versus non-metropolitan), and whether a school is public or private. While the data on the latter characteristic was based on respondents' reports, data on poverty status and locale were obtained from the National Center for Education Statistics, which is also the source of the public school universe file for this project. (As a result, these two data elements were available for more than 6,000 of the almost 7,000 respondents for 2008.) Other factors did not yield sufficient numbers of cases to look more closely at specific types of schools (e.g., charter, special education, vocational-technical, alternative, magnet). Respondents to the AASL survey were self-selected. For this reason, it is not possible to generate national totals. Instead, for each statistic, this report presents three percentiles: the 50th, the 75th, and the 95th. (Contains 1 footnote.)
WWC Quick Review of the Article &quot;Technology&apos;s Edge: The Educational Benefits of Computer-Aided Instruction&quot;
Author: What Works Clearinghouse (ED)
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Computer Assisted Instruction,Educational Research,Instructional Effectiveness,Mathematics Instruction,Secondary School Mathematics,Algebra,Middle School Students,High School Students,Urban Schools,Conventional Instruction,Scores,Mathematics Achievement,Mathematics Tests,Standardized Tests

The study, &quot;Technology's Edge: The Educational Benefits of Computer-Aided Instruction,&quot; examined whether the &quot;I CAN Learn&quot;[R] computer-based curriculum is more effective than traditional classroom instruction at teaching pre-algebra and algebra concepts to middle- and high-school students. The study included about 1,600 students in 15 high schools and two middle schools in three large urban school districts. The research described in this article is consistent with What Works Clearinghouse (WWC) evidence standards. WWC indicates the strengths include: The study is a well-implemented randomized controlled trial. However, they caution that the study's main results rely on a 30-item pre-algebra and algebra test developed for use in this study. The authors do not provide information about how well the test questions measured students' knowledge of the concepts taught. In addition, although 93 percent of classrooms from the original sample were included in the main analysis, less than half (45 percent) of the original students were included. Even so, students from the two instruction groups who were included had similar characteristics before the intervention began. [The following study is the focus of this &quot;Quick Review&quot;: Barrow, L., Markman, L., &amp; Rouse, C. E. (2009). Technology's edge: The educational benefits of computer-aided instruction. &quot;American Economic Journal: Economic Policy,&quot; 1(1), 52-74 (ED505645).]
School Libraries Count! National Longitudinal Survey of School Library Media Programs
Author: American Association of School Librarians
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: School Libraries,Surveys,Librarians,Library Associations,Enrollment,Elementary Secondary Education,English (Second Language),Computers

The American Association of School Librarians' (AASL's) School Libraries Count! annual longitudinal survey is an online survey that is open to all elementary and secondary school library media programs to participate. The 2009 survey was launched on January 30, and closed on March 22. AASL has received a high participation rate during the three years this survey has been offered. In 2007 there were 4,571 respondents, in 2008 there were 6,998 respondents, and in the most recent year, 2009, there were 5,824 respondents. The survey reveals that the roles of school libraries continue to grow modestly. The survey showed that a majority of schools received less funding for information resources in 2009, compared to 2008. In the 2009 data, school library collections continue to grow modestly, though in the periodical subscription area there was a large increase of 29%, or nearly seven subscriptions per library. Compared to the 2008 data, 2009 results revealed that investment into networked computers with library access has slowed in the last year.
Checked Out: Ohioans' Views on Education 2009
Author: Thomas B. Fordham Institute
Date: 2009-04-21
Type: Numerical/Quantitative Data
Subjects: Educational Attitudes,Public Schools,Telephone Surveys,Charter Schools,Teacher Effectiveness,Educational Change,Educational Vouchers,African American Attitudes,Urban Population,Parent Attitudes,Political Affiliation,Principals,Academic Standards,Accountability,Testing,Comparative Analysis,Educational Equity (Finance),School District Autonomy,Educational Improvement,Teacher Improvement

In collaboration with the Thomas B. Fordham Institute and Catalyst Ohio, the FDR Group conducted a telephone survey of 1,002 randomly selected Ohio residents between April 1 and April 9, 2009 (margin of error +/- 3 percentage points). The survey--the third in a series--reports Ohioans' views on critical education issues, including school funding, charter schools, vouchers, and a host of reform proposals from all-day kindergarten to teacher quality. Trend data from previous surveys as well as the views of African-Americans, residents living in five of Ohio's largest cities, and parents are also reported. Furthermore, an analytic comparison of Democrats and Republicans is also included. [This report was prepared for the Thomas B. Fordham Institute and Catalyst Ohio.]
The Literacy Programs of Save the Children: Results from the 2008-09 School Year
Author: Palmiter, Andrea S.
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Rural Areas,Kindergarten,Elementary School Students,Literacy Education,Reading Skills,Reading Instruction,Intervention,After School Programs,Paraprofessional Personnel,Learning Activities,Teaching Skills,Enrollment Trends,Educational Opportunities,Program Effectiveness,Reading Achievement,Reading Motivation,Poverty,At Risk Students

Since the 2003-04 school year, Save the Children, U.S. Programs, has supported programming designed to improve reading skills among struggling students in rural areas. The literacy program includes both afterschool and in-school interventions with small groups of children. These are implemented by well-trained paraprofessionals and are designed to provide a range of activities aimed at increasing literacy achievement. During the 2008-09 school year, Save the Children selected 118 sites in rural communities to implement its reading initiative. Twenty of the 118 sites continued to offer literacy programming begun in 2003-04 or 2004-05, fifty-one began operating during 2005-2006 or 2006-07, 19 during 2007-08, and 26 sites operated for the first time in 2008-09. Services at the 118 local sites included the delivery of integrated in-school and afterschool literacy activities for children in kindergarten through sixth grade. This paper presents the key findings from this analysis. A more detailed explanation of normal curve equivalent (NCE) scores is appended. (Contains 27 exhibits and 6 footnotes.) [This report was prepared for Save the Children, U.S. Programs.]
Losing Ohio's Future: Why College Graduates Flee the Buckeye State and What Might Be Done about It
Author: Thomas B. Fordham Institute
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Brain Drain,College Students,Student Attitudes,Student Surveys,Employment Opportunities,Teaching (Occupation),Internship Programs,Regional Characteristics,Public Opinion,Work Attitudes,Career Choice

The Thomas B. Fordham Institute became interested in Ohio's human-talent issues via its work to improve public education. Fordham wanted answers to two related questions: what would it take to excite, attract, and retain more top college students to work in Ohio, and what else would it take to draw them into the field of education? To seek answers, Fordham enlisted the expert assistance of the nonpartisan FDR Group, a respected survey research firm led by veteran public opinion analysts Steve Farkas and Ann Duffett. Fordham commissioned them to develop a survey tool that could gauge the attitudes of the state's top college students about their views of Ohio as a place to live, work, and invest themselves after graduation. In response, Farkas and Duffett surveyed more than 800 sophomores, juniors, and seniors attending seven of Ohio's top colleges and universities (Case Western Reserve University, Kent State University, Miami University, Oberlin College, Ohio State University, Ohio University, and the University of Dayton). This paper conveys their major findings. The most alarming is that a solid majority (58 percent) plan to leave Ohio in the first few years after finishing college. This survey both quantifies the challenges facing the state in retaining more of its best and brightest and provides important insights into young people's attitudes toward policies, programs, and actions that could make a difference in their post-graduation plans. A complete methodology and final survey results are appended. (Contains 16 endnotes.)
Key Findings from a National Internet Survey of 400 Teachers and 95 Principals Conducted November 12-21, 2008
Author: McCleskey, Nicole
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Principals,National Surveys,Elementary Education,Middle School Teachers,Secondary School Teachers,Interviews,Statistical Data,Teacher Retirement,Economic Climate,Mentors,Coaching (Performance),Part Time Employment,Intergenerational Programs

This paper presents the key findings from a national Internet survey of 400 teachers and 95 principals. This survey was conducted November 12-21, 2008. The sample was based on a list provided by EMI Surveys, a custom online research sample provider with an extensive portfolio of projects. The margin of error for a sample of 495 interviews is [plus or minus] 4.40% (for subgroups it is [plus or minus] 4.9% for the 400 teachers and [plus or minus] 10% for the 95 principals). Some quotas were set for gender, age, and region to provide an accurate representation of each universe based on currently available statistics. Results highlighted herein include percentage of participants who responded similarly to interview questions such as: (1) how long have you been in the education profession? (2) have your retirement plans changed as a result of the recent economic downturn? (3) do you plan to work for pay once you retire? and (4) if you were part of a cross-generational learning team, how many hours per week would you like to work? Interview questionnaire is appended.
Library Services for Immigrants: A Report on Current Practices
Author: US Citizenship and Immigration Services
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Democracy,Public Libraries,Library Services,Immigrants,English Instruction,English (Second Language),Second Language Instruction,Library Materials,Library Role,Limited English Speaking,Independent Study,Citizenship Education,Outreach Programs,Planning

Public libraries in the United States have a long history of providing resources and education to immigrants. This tradition may be traced to Andrew Carnegie's support for public libraries as a place for immigrant self-education, enlightenment, and the study of democracy and English. This role is especially relevant today as the immigrant population in the United States has grown to a record 33.5 million people, representing approximately 12 percent of the U.S. population. New immigrants are settling outside of traditional gateway cities where there are fewer resources to facilitate integration, such as English language instruction or citizenship preparation courses. Thus, there is an even greater role for public libraries in welcoming and educating immigrants. This report identifies current practices in library services for immigrants and offers ideas for libraries that wish to provide programs and services for immigrants living in their communities. The report, which provides sample suggestions and strategies, is not a comprehensive guide, as there are likely many other promising approaches for assisting immigrants in libraries nationwide. The report addresses the following topics: (1) Partnerships; (2) Collections; (3) Information Services; (4) Programs and Events; (5) Outreach; and (6) Planning. The practices and recommendations in this report are the result of a working group convened in October 2004 by the Office of Citizenship, which is part of U.S. Citizenship and Immigration Services (USCIS), Department of Homeland Security. The working group included representatives from public libraries across the country, immigrant community-based organizations, and adult educators who work with English language learners. Over the course of a day and a half, the group discussed many issues related to helping immigrants integrate into U.S. society, with a special focus on the roles public libraries can play. Their ideas are reflected in this report. A list of Working Group participants; and a list of Web sites of libraries participating in the Working Group are appended.
Grandparents: Generous with Money, Not with Advice. A MetLife QuickPOLL of American Grandparents
Author: Metropolitan Life Insurance Company
Date: 2009-00-00
Type: Reports - Research
Subjects: Grandchildren,Family Relationship,Role,Attitude Measures,Economic Factors,Financial Support,Gender Differences,Educational Attainment,Income,Socioeconomic Influences,Debt (Financial),Child Rearing

In May 2009, the MetLife Mature Market Institute conducted a nationwide survey of grandparents age 45 and older with grandchildren under the age of 25. This survey examined their attitudes and behaviors toward providing financial assistance and advice to their grandchildren and what effect the current economy is having on the assistance they are providing. Generally, grandparents today take an active and generous role in providing financial assistance to their grandchildren--and often even increase their giving as the economy puts additional strains on their grandchildren and their own personal situation. Grandparents appear to prefer to step in earlier with smaller amounts of support rather than to provide a larger legacy later. Key findings of the survey are presented herein. (Contains 3 figures.) [This report was prepared by the MetLife Mature Market Institute.]
Naturalization Test Redesign Project: Civics Item Selection Analysis
Author: US Citizenship and Immigration Services
Date: 2008-01-00
Type: Numerical/Quantitative Data
Subjects: History,Test Items,Citizenship,Individual Testing,Civics,Item Analysis,Immigrants,United States History,Public Agencies,English (Second Language),Second Language Learning,Citizenship Education,Interviews,Comparative Analysis,Test Coaching,Test Construction,Test Wiseness,Test Results

&quot;Naturalization Test Redesign Project: Civics Item Selection Analysis&quot; provides an overview of the development of content items for the U.S. history and government (civics) portion of the redesigned naturalization test. This document also reviews the process used to gather and analyze data from multiple studies to determine which civics test items to maintain, revise, or eliminate. The data presented was compiled from two sources: a Pilot Study and a Supplemental Study. The Pilot Study serves as the primary source of data and was conducted at ten randomly selected U.S. Citizenship and Immigration Services (USCIS) offices throughout the nation. In the Pilot Study, applicants who chose to participate had ample time to study the civics questions for the naturalization test. Taking into account the regulatory mandate requiring &quot;due consideration&quot; (8 CFR 312.2(c)(2)), a Supplemental Study was conducted to identify items that would be appropriate for low and high-beginning students. The Supplemental Study was conducted at English as a second language (ESL)/citizenship classes where prospective applicants were pursuing classroom education to prepare for the naturalization test and interview. In this study, USCIS focused on lower-level adult civics and citizenship classes. The purpose was to examine how individuals who were preparing for the English and civics portions of the naturalization test would compare with applicants who had already filed for naturalization and were, therefore, more likely ready to take the test. Data from this study provided USCIS with an indicator to determine item difficulty for a specific population. Lastly, this document presents performance ranges on individual test items for both studies as well as selection codes to indicate the rationale for keeping an item &quot;as is,&quot; revising the item, or discarding the item completely. Appendices include: (1) Civics (History and Government) Items for the Pilot Naturalization Test; (2) Final Civics (History and Government) Items for the Redesigned Naturalization Test; and (3) List of Supporting Tables. (Contains 46 tables.