ethanporcaro/eric-fulltext-meta huggingface dataset:
Frequently Asked Questions: Minimum Legal Drinking Age/Age 21
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Drinking,Age,Laws,Foreign Countries,Alcohol Education,Traffic Safety,Civil Rights,Public Opinion,Risk,Brain,Cognitive Development,Adolescents,Research

This paper provides answers to questions about minimum legal drinking age. The questions include: (1) Youth in other countries are exposed to alcohol at earlier ages and engage in less alcohol abuse and have healthier attitudes toward alcohol. Don't those countries have fewer alcohol-related problems than we do?; (2) Does educating teens about safe alcohol use starting at age 18 encourage responsible drinking?; (3) Has the minimum legal drinking age been lowered before? What were the results of that &quot;natural experiment&quot;?; (4) Have better safety measures, tougher enforcement, and the use of designated drivers caused the reduction in traffic deaths?; (5) If a person can go to war, shouldn't he or she be able to have a beer?; (6) Is there support for lowering the legal drinking age?; (7) Many youth under age 21 still drink, despite the current legal drinking age. Doesn't that prove that this policy is ineffective?; (8) What strategies are effective for reducing high-risk alcohol use?; (9) Should we reduce the Minimum Legal Drinking Age to 18?; (10) What are the long-term effects of alcohol use on a developing brain?; and (11) What does the research say about the effects of the MLDA?
Catalyst. Volume 11, Number 2, Spring 2010
Author: Ryan, Barbara E., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Alcohol Abuse,Drug Abuse,Violence,Prevention,College Students,Resources,School Personnel,Police,Information Technology,Leadership,College Administration,School Community Relationship,College Environment,Financial Support,Grants,Research,Evaluation

&quot;Catalyst&quot; is a publication of the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. This issue contains the following articles: (1) Redefining Resources For Prevention; (2) Message From Kevin Jennings, OSDFS Assistant Deputy Secretary; (3) Environmental Management Strategies: Low-cost Prevention; (4) Going Grantless; (5) Students as a Resource for Prevention Research and Evaluation; and (6) Prevention on a Shoestring at Montana State University: A Q&amp;A With Jenny Haubenreiser.
Catalyst. Volume 10, Number 3, Spring 2009
Author: Ryan, Barbara E., Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Alcohol Abuse,Drug Abuse,Violence,College Students,Student Behavior,Hazing,National Surveys,Social Behavior,Behavior Standards,Marketing,Research Projects,Prevention,College Administration,School Community Relationship,Program Evaluation,Student Research,Observation

&quot;Catalyst&quot; is a publication of the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. This issue contains the following articles: (1) The National Study of Student Hazing Initial Findings; (2) The Social Norms Marketing Research Project--An Update; (3) Message From William Modzeleski, OSDFS Acting Assistant Deputy Secretary; (4) Prevention Inroads in Isla Vista; (5) Q&amp;A With Robert Saltz on Prevention Research; (6) Evaluating Environmental Prevention; and (7) Students Help With Research in Berkeley. (Contains 2 resources and 3 online resources.)
Education: A Citizens' Solutions Guide
Author: Johnson, Jean
Date: 2012-09-00
Type: Guides - Non-Classroom
Subjects: Minority Groups,Minority Group Students,Educational Change,Best Practices,Community Support,Public Education,Federal Legislation,Educational Legislation,Academic Achievement,Achievement Gap,Educational Improvement,Academic Standards,Accountability,Financial Support,School Choice,Principals,Mathematics Achievement,Reading Achievement,Science Achievement,Expenditure per Student,Graduation Rate

It's been a decade since former President Bush proposed and Congress passed the No Child Left Behind law. The goal of this law was to raise student achievement and reduce the gap between different groups of students, especially white and minority students. The law's passage reflected a broad consensus among elected officials, business leaders and others that American schools can and should do better. With his election in 2008, President Obama has continued the reform movement. His Race to the Top initiative aims to promote policies that encourage adoption of best practices for better student learning. Around the country, governors, mayors, and other state and local officials have also worked to propel changes designed to ramp up student learning. Nearly all education leaders and politicians at the national, state and local levels emphasize how crucial good schools are to  progress as a nation. But even though many may use similar words and rhetoric to talk about public education, there are actually strongly competing visions among policymakers about what works best. This paper offers four approaches that work best in improving student learning. These include: (1) Set high standards and hold schools, teachers and principals accountable for helping all children meet them; (2) Give parents more choice about the schools their children go to; (3) Give public schools the financial and community support they need to help all children learn; and (4) Make sure every school has a talented, committed principal who will work closely with teachers to transform what happens inside the school every day. (Contains 11 resources.) [Funding for this paper was provided by the Dilenschneider Group.]
Births: Preliminary Data for 2011. National Vital Statistics Reports. Volume 61, Number 5
Author: Hamilton, Brady E.
Date: 2012-10-03
Type: Reports - Research
Subjects: Females,Adolescents,Birth Rate,Birth Order,Marital Status,Premature Infants,Surgery,Hispanic Americans,Mothers,Body Weight,Comparative Analysis,Pregnancy,Racial Differences,African Americans,Whites,Asian Americans,American Indians,Alaska Natives,Early Parenthood,Age Differences,Pacific Islanders

Objectives: This report presents preliminary data for 2011 on births in the United States. U.S. data on births are shown by age, live-birth order, race, and Hispanic origin of mother. Data on marital status, cesarean delivery, preterm births, and low birthweight are also presented. Methods: Data in this report are based on approximately 100 percent of 2011 births. Records for the few states with less than 100 percent of records received are weighted to independent control counts of all births received in state vital statistics offices in 2011. Comparisons are made with final 2010 data. Results: The 2011 preliminary number of US births was 3,953,593, 1 percent less (or 45,793 fewer) births than in 2010; the general fertility rate (63.2 per 1,000 women age 15-44 years) declined to the lowest rate ever reported for the United States. The number of births declined for most race and Hispanic origin groups in 2011, whereas the rate declined only for Hispanic, non-Hispanic black and AIAN women. (1) The birth rate for teenagers 15-19 years fell 8 percent in 2011 (31.3 births per 1,000 teenagers 15-19 years), another record low, with rates declining for younger and older teenagers and for all race and Hispanic origin groups. (2) The birth rates for women in their twenties declined as well, to a historic low for women aged 20-24 (85.3 births per 1,000). (3) The birth rate for women in their early thirties was unchanged in 2011 but rose for women aged 35-39 and 40-44. (4) The birth rate for women in their late forties was unchanged in 2011. (5) The first birth rate in 2011 (25.4 births per 1,000) was the lowest ever recorded for the United States. (6) The birth rate, the number of births, and the percentage of births to unmarried women each declined for the third consecutive year. The birth rate was 46.1 birth per 1,000 unmarried women aged 15-44 and the percentage of births to unmarried women was 40.7. (7) The cesarean delivery rate was 32.8 percent unchanged from 2010. (8) The preterm birth rate fell for the 5th straight year in 2011 to 11.72; declines were reported for each of the largest race and Hispanic origin groups. (9) The 2011 low birthweight rate was 8.10 percent, down slightly from 8.15 percent in 2010. (Contains 4 figures and 10 tables.)
Sustaining Educational Quality in Financially Challenging Times
Author: Anderson, David
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: Educational Finance,Educational Quality,Principals,Teachers,Private Financial Support,Grants,Philanthropic Foundations,Fund Raising,Expenditures,Public Schools

Schools face the most challenging economic environment in decades. To sustain the quality of teaching, learning, and educational support services, they must find ways to expand their resources while at the same time using their resources more efficiently. School leaders must be knowledgeable about the funding "streams" that provide an opportunity to help sustain their programs in these difficult times. This paper offers three strategies to help school leaders keep their programs while in these hard economic times: (1) Diversify funding streams: rethinking revenues; (2) Coordinate Funding Streams; and (3) Redistribute Current Funding: Examining Expenditures. (Contains 4 online resources.)
Moving up. Fordham Sponsorship Accountability Report, 2011-12
Author: Thomas B. Fordham Foundation
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Profiles,Educational Quality,Educational Change,Entrepreneurship,Accountability,Academic Standards,Excellence in Education,Educational Innovation,Change Strategies,Efficiency,Equal Education,Formative Evaluation,Financial Support,Educational Improvement,Improvement Programs,Institutional Mission,Technical Assistance,Governance,Institutional Characteristics,Educational Planning

The Thomas B. Fordham Institute is the nation's leader in advancing educational excellence for every child through quality research, analysis, and commentary, as well as on-the-ground action and advocacy in Ohio. The institute advances: (1) High standards for schools, students and educators; (2) Quality education options for families; (3) A more productive, equitable, and efficient education system; and (4) A culture of innovation, entrepreneurship, and excellence. The institute promotes education reform by: (1) High standards for schools, students and educators; (2) Quality education options for families; (3) A more productive, equitable, and efficient education system; and (4) A culture of innovation, entrepreneurship, and excellence. This publication contains the following: (1) Introduction and Lessons Learned (Terry Ryan and Kathryn Mullen Upton); (2) Breaking Up Is Hard to Do (The Edison Story in Dayton) (Ellen Belcher); (3) The Fordham Sponsorship Program; and (4) Individual School Profiles. Exhibit 4: Academic Performance Plan for Primary and Middle Schools is appended. (Contains 3 tables, 5 graphs, 1 footnote and 13 sources.)
A Comprehensive Approach to Hazing Prevention in Higher Education Settings. Working Paper
Author: Langford, Linda
Date: 2008-05-23
Type: Reports - Evaluative
Subjects: Higher Education,Prevention,Early Intervention,Hazing,Violence,Bullying,School Safety,Educational Environment,Colleges,Guides,Strategic Planning,Influences,Change Strategies,Peer Influence,Environmental Influences,Individual Differences,Public Policy,Needs Assessment,Risk,Student Personnel Services,Consciousness Raising,Cooperation

The Higher Education Center's 2002 publication "Preventing Violence and Promoting Safety in Higher Education Settings: Overview of a Comprehensive Approach," outlines a framework for addressing a broad array of violence issues in college and university communities. This document outlines specific considerations in applying this approach to the issue of hazing. Campuses are diverse settings, and there is no "model" hazing prevention initiative that will work at every institution. Accordingly, the Center recommends a set of "principles" and a "process" that campus and community members can use to collaborate on issues like hazing. This approach allows planning groups to create a hazing initiative that is tailored to their campus circumstances and to the needs of specific groups that may experience hazing. Based on the Center's framework, the following key actions are recommended for creating a comprehensive hazing initiative: (1) Identify and address multiple contributing factors; (2) Conduct a "local" analysis; (3) Include prevention, early intervention, and response components; (4) Use multiple, coordinated, and sustained strategies; (5) Make sure programs, policies, and services are coordinated and synergistic; (6) Ensure that each component of the initiative has clearly defined goals and objectives that are informed by data and research; and (7) Build Collaborations.
Catalyst. Volume 11, Number 1, Summer 2009
Author: Ryan, Barbara E., Ed.
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Alcohol Abuse,Drug Abuse,Violence,Prevention,College Students,School Community Relationship,College Administration,Models,College Programs,Sexual Abuse,Student Personnel Services,Alcoholism,Research

&quot;Catalyst&quot; is a publication of the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. This issue contains the following articles: (1) Campus and Community Coalitions--Getting Organized for Prevention; (2) Message From William Modzeleski, OSDFS Acting Assistant Deputy Secretary; (3) Organizing Models for Prevention--A Roundtable Discussion; (4) Exemplary, Effective, and Promising Programs at the 22nd National Meeting; (5) Q&amp;A With Karen Pennington; (6) Organizing for Sexual Assault Prevention at Miami University; and (7) College Drinking New Research From the National Institute on Alcohol Abuse and Alcoholism's Rapid Response to College Drinking Problems Initiative. (Contains 6 resources.)
Preventing Dangerous College Drinking Is Possible. E-Fact Sheet
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Alcohol Abuse,Drinking,Prevention,College Students,School Community Programs,Program Effectiveness

Alcohol is all too often seen as an accepted part of college life, but there are programs that can significantly reduce students' risky drinking, according to a series of studies in a special college drinking supplement of the &quot;Journal of Studies on Alcohol and Drugs.&quot; Fourteen studies detail results of projects funded by the National Institute on Alcohol Abuse and Alcoholism's (NIAAA's) Rapid Response to College Drinking Problems initiative. Between 2004 and 2005, NIAAA selected 15 college campuses with serious student-drinking issues to work with the agency and other experts in developing programs to combat the problem. The work featured in this supplement underscores the value and critical importance of using scientifically sound research to guide the search for effective prevention and treatment strategies to reduce college student alcohol problems. The original premise for establishing the NIAAA Task Force on College Drinking, and then for the Rapid Response to College Drinking Problems initiative, was to solidify the link between research and practice. Two of the Rapid Response projects included in the journal found that community-level efforts to deal with off-campus drinking problems can be effective in reducing consumption and improving community relations.
World University Rankings: Ambiguous Signals. Go8 Backgrounder 30
Author: Group of Eight (Australia)
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Evaluation Methods,Foreign Countries,Public Policy,Research Universities,Classification,Achievement Rating,Academic Achievement,Educational Assessment,Educational Indicators,Evaluation Utilization,Error of Measurement,Predictor Variables,Robustness (Statistics),Statistical Bias,Test Norms,Research Methodology,Educational Improvement,Sustainability,Educational Policy,College Outcomes Assessment,Universities,Performance Factors,Educational Planning

The current main world university rankings broadly group the leading research universities of nations. Australia's Go8 universities are generally within the top 250 ranked universities, with several institutions in the top 50-100 on some measures. This recognition is commendable, however imperfect the individual rankings may be. Use is made of rankings by prospective students, governments and universities themselves. There is not always a good alignment between the purposes for which rankings are designed and the ways they are used. All of the rankings are deficient methodologically, and some are seriously flawed. Considerable work needs to be done to overcome the major deficiencies in ranker methods, especially those reliant on reputational surveys and proxy indicators, to give them greater statistical validity and reliability and better representation of disciplinary fields and cross-disciplinary work. Because of the complexity of universities their assignment to ranks will always give a false sense of precision. It would be more appropriate for universities to be banded on the basis of their performance in relation to sets of criteria rather than ranked one after another. Meanwhile, for Australia's leading universities, it is no time for complacency. Their positions are challenged by the rapid rise of universities in Asia and elsewhere. Additionally they face three main public policy threats: under-investment; dilution of investment; and narrow instrumentalism of support. A combination of these three threats in policy for higher education and university research is inimical to sustaining excellence for those universities whose mission is liberal and professional education of high quality in the context of internationally-referenced basic research and nationally-applicable applied research. If these three threats were to be realised in Australian public policy--and they are imminent--the country will not be celebrating for much longer the position of its leading universities in the world league. The construction of rankings is appended. (Contains 10 figures, 17 tables, and 1 box.)
New Report Clearly Demonstrates Value of a High School Education
Author: Armistead, Lew
Date: 2010-02-00
Type: Reports - Research
Subjects: Dropouts,Evidence,Taxes,Principals,Community Leaders,Community Support,Metropolitan Areas,Dropout Rate,Economic Progress,Economic Impact,Compensation (Remuneration),Investment,Housing

While educators have long argued that when local schools are successful, local communities benefit; there's now clear evidence that is the case. A new report, &quot;The Economic Benefits from Halving the Dropout Rate: A Boom to Businesses in the Nation's Largest Metropolitan Areas,&quot; released in January by the Alliance for Excellent Education demonstrates growth in many economic areas from a lower dropout rate. &quot;The report underscores the notion that the best economic stimulus package is a high school diploma,&quot; said Bob Wise, Alliance president and former West Virginia governor. The Alliance analyzed the local economies of the 50 largest cities and their surrounding areas using a model developed by Economic Modeling Specialists, an Idaho-based firm working in socioeconomics. Economic projections for each metropolitan area were made in such key areas as individual earnings, home and auto sales, job and economic growth, spending and investment, and tax revenue. The information in this study can produce greater community support for high schools if community leaders become aware of its findings, but it's up to high school principals and school system communicators to make sure there is widespread knowledge of the report in their community.
Catalyst. Volume 11, Number 3, Summer 2010
Author: Ryan, Barbara E., Ed.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Alcohol Abuse,Drug Abuse,Violence,Prevention,College Students,Cooperation,Public Health,Mental Health,Health Promotion,Mental Health Programs,Mental Disorders,Identification,At Risk Persons,Training,Suicide,Strategic Planning,College Administration,Newsletters

&quot;Catalyst&quot; is a publication of the U.S. Department of Education's Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention. This issue contains the following articles: (1) From Competition To Collaboration College Alcohol Prevention in an Era of Competing Risks; (2) A Public Health Approach to Mental Health Promotion; (3) Message From Kevin Jennings, OSDFS Assistant Deputy Secretary; (4) Supporting Mental Health Services at the University of Minnesota; (5) Relaying the Message: &quot;News from the Front&quot;; (6) Syracuse University Trains Gatekeepers to Identify At-Risk Students; and (7) Strategic Planning for Gatekeeper Training and Suicide Prevention.
Curbing Alcohol-Related Problems at College Sports Events. E-Fact Sheet
Author: Higher Education Center for Alcohol and Other Drug Abuse and Violence Prevention (ED)
Date: 2009-11-00
Type: Reports - Descriptive
Subjects: College Athletics,Team Sports,Drinking,Prevention,Retailing,Economic Factors

The athletics season at colleges and universities is well under way, with college football games drawing millions of spectators. For example, Clemson University, with an enrollment of 17,000 students, is located in Clemson, S.C., with a population of approximately 12,000. But Clemson Memorial Stadium, which can seat more than 80,000 football fans, is often filled to capacity. And game days at colleges and universities across the nation are often accompanied by daylong drinking and partying. In addition, college football games and other sports events, steeped in a tradition of rivalry between schools, have long been associated with rowdy and risky behavior fueled by alcohol. Increases in alcohol availability lead to increases in alcohol consumption, which in turn lead to increases in alcohol problems, according to a number of research reports from sources such as the National Institute on Alcohol Abuse and Alcoholism and the Institute of Medicine. A number of environmental strategies are available to reduce the social and commercial availability of alcohol to college students in order to reduce certain types of alcohol-related problems. Most have not been studied, and evidence is limited or nonexistent regarding their effectiveness for college populations. Nevertheless, colleges and universities have adopted various policies aimed at reducing access to alcohol at athletics events, from outright bans on alcohol in stadiums to limits on tailgating parties.
Undergraduate Enrollment of Latinos by State: 2010-11
Author: Santiago, D.
Date: 2012-07-10
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Hispanic American Students,Educational Policy,Educational Practices,Undergraduate Students,Enrollment Trends

Excelencia in Education accelerates higher education success for Latino students by providing data-driven analysis of the educational status of Latinos, and by promoting educational policies and institutional practices that support their academic achievement. This document provides grand total undergraduate enrollment and total Hispanic undergraduate enrollment by state in 2010-2011. States are ranked by the total number of undergraduate Hispanic students enrolled in accredited and degree-granting public or private nonprofit institutions within each state in 2010-11. Also included are the District of Columbia and Puerto Rico; however, since neither is a state they are not included in the state ranking.