ethanporcaro/eric-fulltext-meta huggingface dataset:
School Enrollment in the United States: 2006. Population Characteristics. Current Population Reports
Author: Davis, Jessica W.
Date: 2008-08-00
Type: Reports - Descriptive
Subjects: Graduate Students,Females,Dropouts,Geographic Location,Community Surveys,Enrollment Trends,Educational Trends,Trend Analysis,Census Figures,Sample Size,College Students,High School Students,Preschool Education,Elementary School Students,Kindergarten,Gender Differences,Student Diversity,Comparative Analysis,English (Second Language),Second Language Learning,Population Trends

This report discusses school enrollment levels and trends in the population aged 3 and older based on data collected in 2006 by the U.S. Census Bureau in the American Community Survey (ACS) and the Current Population Survey (CPS). Historically, the CPS has been the only data source used to produce school enrollment reports. This is the first report to show  data from the ACS, supplemented with CPS data where they provide better information.  The ACS has a larger sample size and will provide statistics for small levels of geography, which are reasons why it is used as a main source of enrollment data. Highlights of the report are: (1) In 2006, compared with the enrollment distribution of 2000, there were more students in college and high school and fewer in nursery, kindergarten, and elementary school; (2) High school dropouts constituted 11 percent of the population aged 18 to 24 years old; (3) More women than men are enrolled in college, and this has been true since 1979. Women have also become the majority of graduate students; (4) Diversity plays a prominent role among the school population, with differences apparent by geography. In the Western region of the United States, native non-Hispanic Whites were the minority among students enrolled in kindergarten through twelfth grade; and (5) Also in the Western region of the United States, over one-third of students enrolled in kindergarten through twelfth grade spoke a language other than English at home. Comparison of Census Bureau Data Sources on School Enrollment is appended. (Contains 6 figures, 2 tables and 18 footnotes.)
The Distribution of Highly Qualified, Experienced Teachers: Challenges and Opportunities. TQ Research &amp; Policy Brief
Author: Imazeki, Jennifer
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Elementary Secondary Education,Federal Legislation,Teacher Distribution,Academic Achievement,Outcomes of Education,Undergraduate Students,Cost Effectiveness,Educational Policy,State Action,Statewide Planning

States have been working on strategies to address the equitable distribution of teachers for a number of years. The Elementary and Secondary Education Act (ESEA), as reauthorized by the No Child Left Behind (NCLB) Act of 2001, specifically calls for states to identify and address the inequitable distribution of highly qualified, experienced teachers. The research studies summarized in this brief use various measures of teacher quality, including selectivity of undergraduate college, teacher scores on standardized exams, and value-added measures of student outcomes as well as experience and subject-matter knowledge. Lankford, Loeb, and Wykoff (2002) specifically examine the correlations among a number of school-level teacher quality measures and find relatively high correlations, indicating that schools that rank relatively low on one measure rank relatively low on other measures as well. In this brief, the term &quot;teacher quality&quot; is used to refer broadly to these measures. This brief does the following: (1) Discusses what the research says about improving the distribution of highly qualified, experienced teachers; (2) Presents policy responses to equitable distribution challenges and reviews their relative cost-effectiveness; (3) Suggests ways for states to use data to identify districts and schools in need of targeted assistance for attracting and retaining highly qualified teachers, and highlights the data that states and districts should be collecting and analyzing to assess the effectiveness of new programs for improving teacher distribution; and (4) Describes strategies currently being used by states to improve teacher distribution. (Contains 2 figures, 1 table, and 1 footnote.)
Determining Processes That Build Sustainable Teacher Accountability Systems. TQ Research &amp; Policy Brief
Author: Steiner, Lucy
Date: 2009-10-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Teacher Evaluation,Accountability,Educational Change,Interviews,School Districts,State Departments of Education,Educational Objectives,Stakeholders,Program Effectiveness

The National Comprehensive Center for Teacher Quality asked Public Impact to conduct a study exploring the change processes in the creation and implementation of teacher evaluation systems. This TQ Research &amp; Policy Brief provides an overview of Public Impact's preliminary findings as they relate to the impetus for change and the political and policy context in which such change occurs. In late 2008, the Public Impact study team conducted semistructured interviews with district personnel and state department of education officials who had participated in efforts to improve teacher evaluation--or, in the case of New York City, teacher tenure systems. The study team conducted phone interviews with representatives from three school districts (Chicago Public Schools, Denver Public Schools, and the New York City Department of Education) and three state education agencies (Minnesota Department of Education, Ohio State Board of Education, and South Carolina Department of Education). Although there are relevant differences in district and state efforts to improve teacher evaluation systems, there also are lessons learned that cut across all districts and states included in this study. The examples and lessons offered here are designed to be useful to district and state officials who are engaged in efforts to improve teacher accountability systems or who are considering changes to their existing systems. Individual Site Descriptions are appended. (Contains 6 tables, 7 resources and 2 footnotes.)
School Enrollment in the United States: 2008. Population Characteristics
Author: Davis, Jessica W.
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Community Surveys,Enrollment Trends,Enrollment,Census Figures,Sample Size,Two Year Colleges,Elementary Secondary Education,Hispanic American Students,Race,Kindergarten,Student Characteristics

This report discusses school enrollment levels and trends in the population aged 3 and older based on data collected in 2008 by the U.S. Census Bureau in the American Community Survey (ACS) and the Current Population Survey (CPS). This is the second report in a series of reports using both ACS and CPS data to discuss school enrollment. The two surveys are used in this report because of their complimentary strengths in providing data on enrollment. The ACS is a valuable source of school enrollment data because of its large sample size and ability to provide statistics for small levels of geography. The CPS data offer a detailed selection of questions on school enrollment, allowing for unique analysis. Highlights of the report are: (1) Enrollment in Grades 1 through 12 fell from 50.0 million in 2000 to 49.3 million in 2008; (2) In 2008, college enrollment was at an all-time high with 18.6 million students enrolled, up 22 percent from 15.3 million in 2000; (3) Two-year college enrollment was also at an all-time high in 2008, with 5.3 million students enrolled, up 40 percent from 3.8 million in 2000; (4) In 2008, 1 million Hispanic students were enrolled in 2-year colleges, up 85 percent from 540,000 in 2000; (5) The number of students enrolled in nursery school in 2008 was not statistically different from the number of students enrolled in 1998; however, there were changes in the race and Hispanic origin of the students; and (6) In October 2008, the majority of kindergarten students, 72 percent, were enrolled in full-day kindergarten programs, up from 28 percent of students enrolled in full-day kindergarten programs in 1978. Comparison of Census Bureau Data Sources on School Enrollment is appended. (Contains 9 figures, 5 tables and 24 footnotes.)
High-Quality Professional Development for All Teachers: Effectively Allocating Resources. Research & Policy Brief
Author: Archibald, Sarah
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Faculty Development,Teachers,Evaluation Methods,Resource Allocation,Financial Support,Logical Thinking,Models,Measurement Techniques,Self Evaluation (Groups),Alignment (Education),Teacher Collaboration,Teaching Methods,Pedagogical Content Knowledge,Feedback (Response),Time Management

This Research & Policy Brief addresses the aspect of the teacher support system that is perhaps the most important and often the most weakly implemented: teacher learning and development. This brief includes the following to help state and district leaders select professional learning activities that are worth the allocation of scarce resources: (1) A summary of current research and policy related to high-quality professional development; (2) A discussion of factors that decision makers need to consider when making resource allocation decisions; (3) A description of evaluation methods for professional learning activities; and (4) Examples of promising approaches to professional development. High-Quality Professional Learning Activities Self-Assessment Tools are appended. (Contains 1 figure and 3 tables.)
Using Technology with Adults. The Montessori Observer. Volume 30, Number 2
Author: International Montessori Society
Date: 2009-05-00
Type: Collected Works - Serial
Subjects: Foreign Countries,Montessori Method,Educational Principles,Ethical Instruction,Workshops,Teaching Methods,Placement,Adults,Educational Technology,Error Correction,Personality,Behavior Standards

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Using Technology with Adults,&quot; by Lee Havis. Other articles included in this issue are: (1) Character Teaching: Progress Update; (2) Creating the New Education Workshop in Edmonton, AB, Canada; (3) Moment of Peril: Working with Adults (Lee Havis); and (4) Marketplace: Positions and Placements.
How Are Low-Skilled Women Doing in the Labor Market? Policy Brief #6
Author: National Poverty Center
Date: 2006-06-00
Type: Reports - Evaluative
Subjects: Labor Force Nonparticipants,Wages,Females,Employment Patterns,Labor Market,Skilled Workers,Labor Force,Males,Unskilled Workers,Gender Differences,Family Work Relationship,Educational Attainment

When chronicling how less-skilled workers have fared in the U.S. since the late 1970's, existing literature often cites their falling wages and declining participation in the labor force. Most research describing these trends, however, focuses primarily on men, failing to account for the fact that less-skilled women's real wages have not fallen, and their labor force participation has actually risen. Rebecca M. Blank and Heidi Shierholz address this topic by breaking down labor market outcomes over the last 25 years by gender and skill level, and exploring possible reasons why less-skilled women might have fared better than less-skilled men in recent decades. Their findings include: Over the last 25 years, women's labor force participation rose steeply while men's fell slightly. This pattern is true among both more and less skilled women. Over the same time period, the male/female wage gap also narrowed. The relationship between education or experience and labor market outcomes has changed. For less-skilled women, the benefit from having additional years of education or experience has improved, and the negative consequences of family and children have lessened. Less-skilled women have benefited from these changes relative to less-skilled men, even while losing ground to more-skilled women. Hence, less-skilled women have occupied an intermediate place in the labor market, doing better than equivalent men but not as well as their more-educated sisters. (Contains 2 figures.) [This paper was prepared from a paper by Rebecca Blank and Heidi Shierholz.]
Family Support during the Transition to Adulthood. Policy Brief #3
Author: Schoeni, Robert
Date: 2004-08-00
Type: Reports - Research
Subjects: Financial Support,Adolescents,Young Adults,Low Income Groups,Family Income,Differences,Parent Child Relationship

Robert Schoeni and Karen Ross, in their chapter in "On the Frontier of Adulthood," examine several issues related to this material support: how much time and money youth receive from their parents between the ages of 18 and 34, the difference in support between high and low-income families, and the changing patterns of support over the last 30 years. In one of the first empirical attempts to estimate the amount of assistance that children receive during young adulthood, the authors find that parents contribute, on average, $2,200 annually over the 17-year period, and that this support has increased substantially in the last decades. (Contains 3 figures.)
Home-School Relations. The Montessori Observer. Volume 30, Number 1
Author: International Montessori Society
Date: 2009-03-00
Type: Collected Works - Serial
Subjects: Montessori Schools,Foreign Countries,Montessori Method,Family School Relationship,Workshops,Placement,Educational Technology,Educational Principles,Conferences (Gatherings)

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness. This issue contains a feature article, &quot;Home-School Relations,&quot; by Lee Havis. Other articles included in this issue are: (1) IMS Workshop Presents Montessori Technology in Pasadena, CA; (2) New IMS Montessori School in Karachi, Pakistan; (3) International Montessori Convention Kuala Lumpur, Malaysia; (4) Montessori Workshops; (5) Moment of Peril: Touching (Lee Havis); (6) Reflections: Spinning (Valerie James); and (7) Marketplace: Positions and Placements.
Context and Content. The Montessori Observer. Volume 30, Number 3
Author: International Montessori Society
Date: 2009-09-00
Type: Collected Works - Serial
Subjects: Conferences (Gatherings),Foreign Countries,Montessori Method,Educational Principles,Ethical Instruction,Workshops,Teaching Methods

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Context and Content,&quot; by Lee Havis. Other articles included in this issue are: (1) 2009 International Montessori Convention in Kuala Lumpur, Malaysia; (2) Character Teaching: Progress Update; (3) IMS Montessori Workshops; and (4) Moment of Peril: Dependency (Lee Havis).
A Report Card on District Achievement: How Low-Income, African-American, and Latino Students Fare in California School Districts. K-12 Policy
Author: Stuart, Lindsey
Date: 2011-04-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Academic Achievement,School Districts,Low Income Groups,African American Students,Hispanic American Students,Educational Policy,Poverty,Achievement Gains,Achievement Gap,College Preparation,White Students,At Risk Students

In this report, The Education Trust-West grades the 146 largest unified school districts in California on four key indicators of student performance to see how well they are serving their African-American, Latino, and low-income students. While most districts in California earn Cs and Ds on these indicators, some districts prove that more is possible. The grades and rankings in this report surface examples of higher-poverty districts that are achieving strong results, recording rapid gains in achievement, preventing large gaps from separating student subgroups, and preparing students for college eligibility. These districts and their results are cause for hope and can provide lessons for local, district, and state education leaders. Appended are: (1) Methodology; and (2) Report Cards for All Districts. (Contains 8 tables, 6 figures and 9 notes.)
Victims of the Churn: The Damaging Impact of California's Teacher Layoff Policies on Schools, Students, and Communities in Three Large School Districts. K-12 Policy
Author: Hahnel, Carrie
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Teaching (Occupation),Teacher Employment,Educational Policy,Job Layoff,Status,Experienced Teachers,Educational Finance,Context Effect,Urban Schools,School Districts,Economically Disadvantaged,Low Income Groups,At Risk Students,Student Needs,Needs Assessment,Teacher Morale,Teaching Conditions,Teacher Supply and Demand,Central Office Administrators,Organizational Change,Disadvantaged Schools,Disproportionate Representation,Teacher Effectiveness,Criteria

California's students, particularly its poorest students, need great teachers. Unfortunately, California's seniority-based teacher layoff system puts adult privileges over student needs. Newer teachers are laid off first, regardless of how well they do their jobs. This system is especially damaging to schools serving the highest numbers of low-income students, which are more likely than others to experience layoffs and mass personnel shuffling. Their students become victims of the churn. (Contains 4 tables, 2 figures and 13 endnotes.)
Forum Guide to Crime, Violence, and Discipline Incident Data. NFES 2011-806
Author: National Forum on Education Statistics (ED)
Date: 2011-05-00
Type: Guides - Non-Classroom
Subjects: Crime,Violence,Discipline,Statistical Data,Data Collection,School Safety,Databases,Metadata,Federal Legislation,Technical Assistance,Bullying

This guide is designed for use by school, district, and state staff to improve the effectiveness of efforts to collect and use disciplinary incident data, including reporting accurate and timely incident data to the federal government. It provides recommendations on what types of data to collect, why it is critical to collect such data, and how to implement and manage an incident database. This guide reflects the judgment of experienced data managers; while there is no mandate to follow these principles, the authors hope that the contents will prove a useful reference to others in their work. Chapter 1 focuses on the use of crime, violence, and discipline data to improve school safety. Chapter 2 presents strategies for implementing an incident database, including system design, management, and training. Chapter 3 recommends a body of data elements, definitions, and code lists useful for collecting accurate and comparable data about crime, violence, and discipline. Chapter 4 offers suggestions for the effective presentation and reporting of crime, violence, and discipline data. Appendices include: (1) Federal Reporting Suggestions; (2) References and Additional Resources; and (3) Technical Assistance on Addressing Bullying Through Policy. (Contains 13 tables, 8 figures and 23 footnotes.)
Mr. Vetro, a Collective Simulation Cyberlearning Infrastructure for Science Education
Author: Ioannidou, Andri
Date: 2010-04-30
Type: Reports - Research
Subjects: Physiology,Human Body,Science Instruction,Science Education,Educational Technology,Computer Simulation,Electronic Learning,Instructional Materials,High School Students,Role Playing,Simulated Environment,Cooperative Learning,Computer Software Evaluation,Curriculum Development,Pretests Posttests,Federal Aid,Computer Assisted Instruction

The comprehension of interdependent complex systems, which is part of state and national standards, is an enormous challenge for learners. In traditional physiology teaching materials, which structure the human body into decoupled subsystems (e.g., respiratory and cardiovascular) isolated in separate chapters, there is a ubiquitous absence of explanations for how systems &quot;interact.&quot; These interactions, central to understanding how the human body works, have been largely ignored because of the inadequacy of traditional teaching media. &quot;Collective Simulations&quot; address this by creating an immersive inquiry-science learning environment that lets students collaboratively &quot;experience&quot; system interactions. (Contains 1 figure.)
Computational Thinking Patterns
Author: Ioannidou, Andri
Date: 2011-04-08
Type: Reports - Evaluative
Subjects: Computer Science Education,Elementary Secondary Education,Student Motivation,Middle School Students,Integrated Curriculum,Computer Science,Scaffolding (Teaching Technique),Programming Languages,Career Exploration,Computation,Thinking Skills,Pattern Recognition

The iDREAMS project aims to reinvent Computer Science education in K-12 schools, by using game design and computational science for motivating and educating students through an approach we call Scalable Game Design, starting at the middle school level. In this paper we discuss the use of Computational Thinking Patterns as the basis for our Scalable Game Design curriculum and professional development and present results from measuring student learning outcomes using our unique Computational Thinking Pattern Analysis. (Contains 7 figures and 2 footnotes.)
Patient Waiting. The Montessori Observer. Volume 30, Number 4
Author: International Montessori Society
Date: 2009-11-00
Type: Collected Works - Serial
Subjects: Peace,Foreign Countries,Montessori Method,Educational Principles,Workshops,Seminars,Reflection,Observation,Personality Traits,Aggression,Behavior Problems

&quot;The Montessori Observer&quot; is mailed four times each year, in March, May, September and November, to Society members throughout the world. The purpose is to provide news and information about the Society's work in Montessori education, and to extend awareness of Montessori principles throughout the world. This issue contains a feature article, &quot;Patient Waiting,&quot; by Lee Havis. Other articles included in this issue are: (1) International Peace Day: Celebrating in India; (2) IMS Workshops and Seminars in Malaysia; (3) Reflections: Sudden Realization (Wendy Lieberman); and (4) Moment of Peril: Grabbing and Squeezing (Lee Havis).