ethanporcaro/eric-fulltext-meta huggingface dataset:
Under the Economic Turmoil a Skills Gap Simmers. CERI Research Brief 1-2010
Author: Hanneman, Larry
Date: 2010-02-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Competence,Skills,Ability,Employer Attitudes,Education Work Relationship,Comparative Analysis,Employment,Occupational Mobility,Employment Opportunities

This research brief presents the results of the authors' investigation into the changing expectations of employers on the competencies that they expect new college graduates to possess upon entry into their companies. The authors did not limit their focus to engineering and technical majors but cast their net to include all academic majors and employers from across the economy. Throughout this report they have made a concerted effort to be consistent in their language attributed to specific skills and competencies. They consider these skills and competencies to transcend job specific abilities and should be considered meta-competencies. Meta-competencies transcend a specific situation and can be applied across different situations depending on the context of the assignment or task. When the U.S.'s economy begins hiring again, the gap in abilities required for access to meaningful employment will become clear and no longer ignored. Three appendices are included: (1) Top five skills (highest to lowest) in each of nineteen economic sectors; (2) Five Abilities Rated Highest in Importance with Abilities Increasing Faster in Importance in Parentheses, Sorted by Company Size; and (3) Five Abilities Rated Highest in Importance with Abilities Increasing Faster in Importance in Parentheses, Sorted by Academic Majors. (Contains 2 figures and 8 tables.)
How Students Access Accommodations in Assessment and Instruction: Results of a Survey of Special Education Teachers. EPRRI Issue Brief Seven
Author: Lazarus, Sheryl S.
Date: 2006-01-00
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,Special Education Teachers,Accountability,Special Education,Academic Accommodations (Disabilities),Testing Accommodations,Teacher Attitudes,Educational Practices,Accessibility (for Disabled),Educational Assessment,Educational Indicators,Mail Surveys,Decision Making,Educational Policy

Historically many students with disabilities did not participate in accountability systems. The No Child Left Behind Act of 2001 (NCLB) requires that students in all targeted subgroups, including students with disabilities, have the opportunity to learn challenging material that is linked to content standards and to participate in statewide assessments. Some students with disabilities need to use accommodations to meaningfully access instruction and assessment, but little is known about how teachers choose and use accommodations for students with disabilities. This Issue Brief reports the results of a survey of 798 special education teachers in six school districts in four states about the use of student accommodations. The survey was conducted to provide researchers and policymakers with a better understanding of: (1) Which factors influence IEP team decisions about how accommodations are used for instruction and assessment; (2) Which accommodations are most commonly used in instruction and assessment; and (3) The processes used to ensure that assessment accommodations are provided on test day. (Contains 11 tables.)
Students with Disabilities and Accountability Reform: Findings from the California Case Study
Author: Nagle, Katherine M.
Date: 2007-03-00
Type: Reports - Research
Subjects: Federal Legislation,Disabilities,Accountability,Case Studies,Educational Assessment,Educational Indicators,Educational Research,Research Reports,Educational Policy,Policy Analysis,Interviews,Content Analysis,Standardized Tests,Educational Change,State Surveys,School Demography,Program Effectiveness,Program Evaluation

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in California, including changes resulting from No Child Left Behind Act. In Section III the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 2 tables.)
Emerging State-Level Themes: Strengths and Stressors in Educational Accountability Reform. Topical Review 4
Author: Nagle, Katherine
Date: 2005-05-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Accountability,Educational Policy,Disabilities,Educational Change,State Departments of Education,Data Analysis,Attitude Change,Teacher Expectations of Students,Scores,Publicity,Educational Improvement,Theory Practice Relationship,Needs Assessment,Time Management,Resource Allocation,Qualitative Research,Alternative Assessment

The purpose of this topical review is to present Educational Policy Reform Research Institute's (EPRRI's) state-level qualitative findings collected during in depth interviews in the four core study states of California, Maryland, New York, and Texas. The data presented reflect the perspectives of state-level personnel who were involved with the creation and implementation of their state accountability systems at the time that the No Child Left Behind Act was written and signed into law. This paper presents a variety of voices, from division directors to parent representatives, and attempts to reveal the strengths and stresses of including students with disabilities in educational accountability reform.
Making Knowledge Accessible across Borders: The Case for Mandatory Minimum International Copyright Exceptions and Limitations for Education, Capacity Building and Development
Author: Hinze, Gwen
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Conferences (Gatherings),Copyrights,International Organizations,Distance Education,Libraries,Archives,Developing Nations,Electronic Publishing,Educational Practices,Information Dissemination,Global Approach

On March 10-12, 2008, the World Intellectual Property Organization's Standing Committee on Copyright and Related Rights met in Geneva to begin talking about exceptions to, and limitations on, rights granted to copyright holders by international instruments, a topic which is of vital importance to developing countries. World Intellectual Property Organization (WIPO) member countries universally supported keeping the topic of exceptions and limitations on the Committee's agenda. The WIPO Secretariat was requested to organize an information session in conjunction with the next meeting of the Committee on November 3-7, 2008 to present on studies commissioned by WIPO on exceptions and limitations for the visually impaired and libraries and archives. The WIPO Secretariat was also asked to commission a new study on exceptions and limitations for the benefit of educational activities, including distance education and the trans-border aspect of it. As a result, copyright exceptions and limitations will be an ongoing focus of the work of WIPO's Copyright Committee in the next year. These discussions flowed from three proposals submitted to WIPO by the government of Chile at the initiative of the Chilean Ministry of Education. In November 2004, Chile asked WIPO to include the subject of exceptions and limitations to copyright and related rights for the purposes of education, libraries and archives, and disabled persons on the agenda of the Committee and &quot;to strengthen international understanding of the need to have adequate limitations, learning from existing models and moving towards agreement on exceptions and limitations for public interest purposes, which, like minimum standards, were to be envisaged in all legislation for the benefit of the international community&quot; (SCCR/12/3).
Digital Books and Your Rights: A Checklist for Readers
Author: McSherry, Corynne
Date: 2010-02-00
Type: Reports - Descriptive
Subjects: Check Lists,Data Collection,Electronic Libraries,Books,Electronic Publishing,Privacy,Censorship,Access to Information,Competition,Innovation,Copyrights,Ownership,Library Services,Cost Effectiveness,Disabilities

After several years of false starts, the universe of digital books seems at last poised to expand dramatically. Readers should view this expansion with both excitement and wariness. Excitement because digital books could revolutionize reading, making more books more findable and more accessible to more people in more ways than ever before. Wariness because the various entities that will help make this digital book revolution possible may not always respect the rights and expectations that readers, authors, booksellers and librarians built up, and defended, over generations of experience with physical books. As new digital book tools and services roll out, readers need to be able to evaluate not only the cool features they offer, but also whether they extend (or hamper) one's rights and expectations. This paper provides a checklist that can help guide a reader's inquiry, as well as an extended explanation of why the answers to these questions matter. (Contains 26 endnotes.)
Unintended Consequences: Twelve Years under the DMCA
Author: Von Lohmann, Fred
Date: 2010-02-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Copyrights,Electronic Publishing,Antisocial Behavior,Crime,Theory Practice Relationship,Information Dissemination,Sanctions,Compliance (Legal),Competition

Since they were enacted in 1998, the &quot;anti-circumvention&quot; provisions of the Digital Millennium Copyright Act (&quot;DMCA&quot;), codified in section 1201 of the Copyright Act, have not been used as Congress envisioned. Congress meant to stop copyright infringers from defeating anti-piracy protections added to copyrighted works and to ban the &quot;black box&quot; devices intended for that purpose. In practice, the anti-circumvention provisions have been used to stifle a wide array of legitimate activities, rather than to stop copyright infringement. This document collects reported cases where the anti-circumvention provisions of the DMCA have been invoked not against pirates, but against consumers, scientists, and legitimate competitors. (Contains 89 endnotes.)
How Far behind in Math and Reading Are English Language Learners? Report
Author: Fry, Richard
Date: 2007-06-06
Type: Numerical/Quantitative Data
Subjects: Federal Legislation,National Competency Tests,Standardized Tests,Grade 4,Grade 8,Data Analysis,Second Language Learning,English (Second Language),Academic Achievement,Achievement Gap

As Congress considers the reauthorization of the No Child Left Behind (NCLB) law an analysis of recent data from standardized testing around the country shows that the fast growing number of students designated as English language learners (ELL) are among those farthest behind. These findings are based on the 2005 National Assessment of Educational Progress (NAEP), also known as the &quot;Nation's Report Card,&quot; which is the most authoritative source of standardized testing data for public school students across the country. The NCLB law does not require proficiency measures based on NAEP scores. Nonetheless, this analysis offers the best available assessment of current achievement by ELL students as the effort to ensure that all students meet proficiency standards enters a critical phase. Moreover, this report also examines data from individual testing programs administered in many states that are the basis for meeting the federal mandates, and this data confirms the basic findings from the NAEP on the status of ELL students. Tables and figures are appended. (Contains 14 tables, 7 figures and 5 footnotes.)
The Role of Accommodations in Educational Accountability Systems. Topical Review Eight
Author: Thompson, Sandra J.
Date: 2005-12-00
Type: Numerical/Quantitative Data
Subjects: Testing,Disabilities,Educational Change,Accountability,Educational Policy,Student Evaluation,Alternative Assessment,Testing Accommodations,State Programs,Teacher Attitudes,School Districts,Faculty Development,Elementary School Students,High School Students,Middle School Students

Many students with disabilities need to use accommodations to meaningfully access instruction and to be appropriately assessed. During the past decade, the use of assessment accommodations has dramatically increased the participation rates of students with disabilities in statewide testing. Assessment accommodations can be defined as &quot;changes in materials used for testing&quot; (Thurlow, Elliott, &amp; Ysseldyke, 2003, p. 30). The purpose of this topical review is to analyze how accommodations are used by students with disabilities on statewide tests, and their implications for accountability systems. This topical review also analyzes the state accommodations policies in four core states in which the Educational Policy Reform Research Institute (EPRRI) is conducting research (California, Maryland, New York, and Texas) to illustrate a range of accommodation policies. Participation and Accommodation Definitions is appended. (Contains 13 tables and 1 figure.)
Students with Disabilities and Accountability Reform: Findings from the Maryland Case Study
Author: Nagle, Katherine M.
Date: 2007-03-00
Type: Reports - Research
Subjects: Disabilities,Program Effectiveness,Accountability,Public Schools,Public Education,Educational Change,Special Needs Students,Case Studies,Federal Legislation,Educational Legislation,Academic Standards,Educational Policy,Interviews,High Stakes Tests,Educational History,State Government,Governance,School Districts,Educational Quality,State Standards,Equal Education,Student Evaluation,Alternative Assessment,Testing Accommodations,Academic Achievement,School Effectiveness,Enrollment Trends,Expenditure per Student,Racial Differences,African American Students,White Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,English (Second Language),Low Income Groups,Minority Groups,Educational Finance,Curriculum Development,Teachers,Principals,Administrators,Teacher Qualifications,Preservice Teacher Education,Professional Development Schools,Teacher Certification,Teaching Skills,Teacher Competencies,Middle Schools,Elementary Schools,High Schools

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems, and provides an analysis of the impact of accountability reform on students with disabilities in one of the participating four states. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in Maryland, including changes resulting from NCLB. In Section III the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 2 tables.)
Students with Disabilities and Accountability Reform: Findings from the New York Case Study
Author: Nagle, Katherine M.
Date: 2007-03-00
Type: Reports - Research
Subjects: Disabilities,Program Effectiveness,Accountability,Public Schools,Public Education,Educational Change,Special Needs Students,Case Studies,Federal Legislation,Educational Legislation,Academic Standards,Educational Policy,Interviews,State Government,Governing Boards,Governance,School Districts,Educational Quality,State Standards,High Stakes Tests,Equal Education,Student Evaluation,Alternative Assessment,Testing Accommodations,Educational History,Academic Achievement,School Effectiveness,Enrollment Trends,Racial Differences,African American Students,White Students,Hispanic American Students,Asian American Students,Pacific Islanders,American Indians,Low Income Groups,English (Second Language),Minority Groups,Educational Finance,Expenditure per Student,Resource Allocation,Expectation,Curriculum Development,Teacher Shortage,Alternative Teacher Certification,Teachers,Principals,Administrators,Teacher Qualifications,Preservice Teacher Education,Professional Development Schools,Teacher Certification,Teaching Skills,Teacher Competencies,Middle Schools,Elementary Schools,High Schools

This document is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data, collected over a two-year period--2001 and 2002--from two levels of the New York public education systems on the impact of accountability reform on students with disabilities. This report is divided into five sections. The first section contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in New York, including changes resulting from NCLB. In Section III, the authors provide demographic information on each of the study sites. In Section IV, they present their research findings at the state and district levels, and in Section V they present a discussion of the major findings for each embedded case study and address cross-site themes. (Contains 4 tables.)
Students with Disabilities and Accountability Reform: Findings from the Texas Case Study
Author: Nagle, Katherine M.
Date: 2007-03-00
Type: Reports - Research
Subjects: Disabilities,Program Effectiveness,Accountability,Public Schools,Public Education,Educational Change,Special Needs Students,Case Studies,Federal Legislation,Educational Legislation,Academic Standards,Educational Policy,Interviews,State Government,Governing Boards,Governance,School Districts,Educational Quality,State Standards,High Stakes Tests,Equal Education,Student Evaluation,Alternative Assessment,Testing Accommodations,Educational History,Academic Achievement,School Effectiveness,Enrollment Trends,Racial Differences,African American Students,White Students,Hispanic American Students,Asian American Students,American Indians,Low Income Groups,English (Second Language),Minority Groups,Educational Finance,Expenditures,Resource Allocation,Expectation,Curriculum Development,Teacher Shortage,Alternative Teacher Certification,Teachers,Principals,Administrators,Teacher Qualifications,Preservice Teacher Education,Teacher Certification,Teaching Skills,Teacher Competencies,Middle Schools,Elementary Schools,High Schools

This paper is one of four individual case study reports presenting the qualitative findings from a five-year investigation of the impact of accountability reform on students with disabilities in four states, eight districts, and twenty schools. This case study report presents qualitative data collected over a four-year period--2001-2004--from three levels of the public education systems, and provides an analysis of the impact of accountability reform on students with disabilities in one of the participating four states. This report is divided into five sections. Section I contains information regarding the methodology used to collect and analyze the state and local data presented in this report. Section II is an overview of the assessment and accountability systems in Texas, including changes resulting from NCLB. In Section III, the authors provide demographic information on each of the study sites. In Section IV they present their research findings at the state, district, and school level, and in Section V they present a discussion of the major findings for each embedded case study and address cross site themes. (Contains 2 tables.)
Consumer Finance: Factors Affecting the Financial Literacy of Individuals with Limited English Proficiency. Report to Congressional Committees. GAO-10-518
Author: Cackley, Alicia Puente
Date: 2010-05-00
Type: Reports - Evaluative
Subjects: Limited English Speaking,Credit (Finance),Money Management,Knowledge Level,Consumer Education,Barriers,Federal Legislation,Cultural Differences,Educational Attainment,Focus Groups

According to Census data, more than 12 million adults in the United States report they do not speak English well or at all. Proficiency in reading, writing, speaking, and understanding the English language appears to be linked to multiple dimensions of adult life in the United States, including financial literacy--the ability to make informed judgments and take effective actions regarding the current and future use and management of money. The Credit Card Accountability, Responsibility and Disclosure Act of 2009 mandated GAO to examine the relationship between fluency in the English language and financial literacy. Responding to this mandate, this report examines the extent, if any, to which individuals with limited English proficiency are impeded in their financial literacy and conduct of financial affairs. To address this objective, GAO conducted a literature review of relevant studies, reports, and surveys, and conducted interviews at federal, nonprofit, and private entities that address financial literacy issues and serve people with limited English proficiency. GAO also conducted a series of focus groups with consumers and with staff at community and financial organizations. Three appendices are included: (1) Scope and Methodology; (2) Examples of Financial Education Targeted at Populations with Limited English Proficiency; and (3) GAO Contact and Staff Acknowledgments. (Contains 1 table, 1 figure and 45 footnotes.)