ethanporcaro/eric-fulltext-meta huggingface dataset:
Tough Choices or Tough Times: The Report of the &quot;New&quot; Commission on the Skills of  the American Workforce. Executive Summary
Author: National Center on Education and the Economy
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Educational Trends,Educational Change,Change Strategies,Educational Development,Trend Analysis,Comparative Analysis,Comparative Education,Academic Achievement,Labor Force Development,Job Skills,Global Approach,Competition,Research Reports,Planning Commissions,Educational Needs,Educational Policy

A swiftly rising number of American workers at every skill level are in direct competition with workers in every corner of the globe. While the United States' relative position in the world's education league tables has continued its long slow decline, the structure of the global economy has continued to evolve. If the U.S. continue on its current course, and the number of nations outpacing it in the education race continues to grow at its current rate, the American standard of living will steadily fall relative to those nations, rich and poor, that are doing a better job. The core problem is that this nation's education and training systems were built for another era. The nation can get where it must go only by changing the system itself. This paper offers the following recommendations: (1) Assume that the nation will do the job right the first time; (2) Make much more efficient use of the available resources; (3) Recruit from the top third of the high school graduates going on to college for the next generation of school teachers; (4) Develop standards, assessments, and curriculum that reflect today's needs and tomorrow's requirements; (5) Create high performance schools and districts everywhere--how the system should be governed, financed, organized, and managed; (6) Provide high-quality, universal early childhood education; (7) Give strong support to the students who need it the most; (8) Enable every member of the adult workforce to get the new literacy skills; (9) Create personal competitiveness accounts--a GI Bill for the times; and (10) Create regional competitiveness authorities to make America competitive. [For related report, &quot;Tough Choices or Tough Times: The Report of the New Commission on the Skills of the American Workforce. Revised and Expanded Edition,&quot; see ED522110.]
America in the Global Economy: A Background Paper for the New Commission on the Skills of the American Workforce
Author: Uhalde, Ray
Date: 2006-12-00
Type: Reports - Evaluative
Subjects: Global Approach,Job Skills,Labor Market,Economic Development,Educational Attainment,College Graduates,Graduation Rate,Knowledge Level,Employees,Hypothesis Testing,Wages,Salaries,Outcomes of Education,Basic Skills,Interpersonal Competence,Innovation,Critical Thinking,Problem Solving,High School Graduates,Associate Degrees,Bachelors Degrees,Graduate Study,Competence,Thinking Skills,Logical Thinking,Middle Class,Foreign Countries

In this paper the authors identified the size of America's home market as a crucial component of its historical comparative advantage. The authors showed that over the last four decades nearly 60 percent of per capita U.S. growth has been dependent upon growth in the domestic consumption. Thus, a comprehensive demand side strategy also must target the domestic consumers U.S. businesses know best. On the supply side, they asked themselves what education and skills matter for individual and national economic success in the global economy? The authors' research demonstrated that education matters for growth and college matters the most. Boosting college completion rates by just 10 percent would inject $125 billion into the economy over the long run. Education credentials often serve as a signaling devise that employers use to gauge what potential hires might know and be able to do on the job. Employers are really interested in the knowledge, skills and abilities people bring to the workplace, not just their education credentials. The authors examined a new data set to test this hypothesis and found preliminary evidence to support it. The authors showed that the greater the level of skill required of occupations, the higher the education levels of job incumbents. Secondly, they found that the greater the level of skill required of occupations, the greater the average earnings for workers in those occupations, after holding constant the level of education. Consequently, not only is there a clear payoff to education, there also is an independent payoff to higher skills. And that appears true not only for competencies like innovation, critical thinking, and complex problem solving, but also for basic skills and social skills that are important in interacting with colleagues and customers. They also found that these competencies were useful in estimating which jobs are most vulnerable to being offshored overseas. In conclusion, they recognize that globalization is neither automatically beneficial nor universally destructive. Neither their analysis nor history offer assurances, though their work does suggest some ways forward. Therefore, they should identify strategies that will enable America to seize opportunities presented by globalization while minimizing its negative effects on communities, workers, and their families. Average Earnings by Education of Workers and the Competency Level Occupations Require are appended. (Contains 14 figures, 8 tables and 57 endnotes.) [This paper was written with Zamira Simkins.]
Early Childhood Education: Lessons from the States and Abroad, 2005
Author: Sacks, Lynne
Date: 2005-07-00
Type: Reports - Descriptive
Subjects: Preschool Education,Program Effectiveness,Early Childhood Education,Educational Practices,Educational Legislation,State Programs,Institutional Characteristics,Accreditation (Institutions),Preschool Evaluation,School Readiness,Educational Quality,Foreign Countries,Federal Programs,Change Strategies

Early childhood education has received an increasing amount of attention in the last two decades in the United States and in other countries. There is now a strong consensus on the many benefits of preschool. Studies have shown that attending a high-quality preschool program not only increases children's readiness for kindergarten, but also causes positive long-term improvements in participants' school performance and social outcomes. Among the documented results of preschool education are lower rates of grade retention, increased rates of high school graduation, and less likelihood of being convicted of a crime for both juveniles and adults. Preschools have the greatest impact on children living in poverty and those who do not speak English at home. High-quality preschool programs act like preventative medicine: the initial investment more than pays for itself both financially and socially. This paper provides overviews of preschool practices in the United States and other countries. This paper also provides details of how four states--Georgia, Oklahoma, New York and Florida--have passed legislation to make pre-K programs available to all four-year olds. (Contains 2 tables.)
The Sources of Innovation and Creativity
Author: Adams, Karlyn
Date: 2005-07-00
Type: Reports - Evaluative
Subjects: Creativity,Global Approach,Educational Innovation,Innovation,Best Practices,Teaching Methods,Entrepreneurship,Change Strategies,Educational Change,Research Needs,Educational Strategies,Creative Thinking,Motivation,Achievement Rating,Performance Factors,Economic Factors,Cultural Influences

This document represents a comprehensive summary of current research and theory on the sources of innovation and creativity, both in individuals and organizations. Based on the recurring concepts in the existing literature, the document concludes with some recommendations for how education systems can best foster these attributes in students. Both research and recommendations have been conducted with a view to informing US workforce development efforts within the context of the new global economy. The following key questions are discussed: (1) What do individuals know about the sources of creativity and innovation in individuals?; (2) What do they know about curricula and pedagogical techniques that have proven effective in promoting innovation and creativity through formal and informal education?; (3) What do they know about techniques that have been proven to stimulate creativity and innovation in the work place?; (4) What is it about the nature of their culture, their society and their economy that makes this country more creative and innovative than others?; (5) What contributes to the development of successful entrepreneurs?; (6) What actions should the US education system take to promote innovation and creativity among students?; and (7) What are some suggestions for further research?
Evaluation Summary of the Expanding Opportunities Interagency Inclusion Initiative: Increasing and Enhancing Access, Participation and Supports for All Children in High Quality Inclusive Programs and Services
Author: National Early Childhood Technical Assistance Center
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Developmental Disabilities,Young Children,Technical Assistance,Child Care,Inclusion,Mainstreaming,Access to Education,Educational Quality,Student Needs,Educational Environment,Student Participation,Teacher Education,Financial Support,Agency Cooperation,Federal Government,State Government,Accountability,Early Childhood Education,Early Intervention,Conferences (Gatherings),Teamwork,Leadership,Professional Development,Focus Groups

This paper describes the impetus for creating the Expanding Opportunities Interagency Inclusion Initiative and achievements to date in identifying and implementing effective and efficient inclusion strategies in the participating states. In March 2004, the Child Care Bureau (CCB) (renamed the Office of Child Care) and the Administration on Developmental Disabilities (ADD) in the U.S. Department of Health and Human Services convened the "Inclusive Early Care and Education Policy Forum" (Keilty, 2004) to gather information from stakeholders about policies and practices that support the inclusion of children with disabilities in community-based settings and activities. Issues examined included creating early childhood environments that foster full participation for all children with and without disabilities, developing effective training and technical assistance systems, leveraging funding sources and increasing collaboration across programs and services. Forum participants identified "next steps" for Federal and State agencies: (1) Leadership: Federal agencies can play a leadership role in nurturing the alignment of systems to create a comprehensive, cross-agency collaborative approach to early childhood inclusion to support inclusive policies and practices across all systems involved in the services and supports of young children with and without disabilities; (2) Professional Development: Building comprehensive, evidence-based professional development systems through training and technical assistance is essential to prepare all early care and education providers to promote quality inclusive natural settings for all children; and (3) Accountability: State and local systems, as well as service providers, need to be accountable for ensuring that initiatives and practices being implemented promote improved access and participation for young children with disabilities and their families.
Eligibility Policies and Practices for Young Children under Part B of IDEA. NECTAC Notes. No. 27
Author: Danaher, Joan
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Eligibility,Disabilities,Young Children,Developmental Delays,Related Services (Special Education),Special Education,Federal Legislation,Disability Identification,Student Needs,Educational History,Age,State Government,Government Role,Vocabulary

The identification of young children in need of special education and related services has been an issue with advocates, service providers, parents, researchers, and policy makers for years. The enactment in 1975 of the Education for All Handicapped Children Act (P. L. 94-142) required states and jurisdictions to provide special education and related services to children identified by the disability categories enumerated in the law (hereinafter referred to as Part B categories). As implementation of this legislation continued throughout the late 1970s and into the 1980s, concerns were raised in some quarters about how applicable and appropriate some of the disability categories are for very young children. The Individuals with Disabilities Education Improvement Act of 2004, P.L. 108-446, clarified that the age range for developmental delay is ages 3 through 9, or any subset of that range, including ages 3 through 5. The most recent regulations reaffirmed the states' role in deciding whether to use a developmental delay category, defining it, and assigning an age range. Local education agencies (LEAs) may use developmental delay only if they use the states' definition and age range. In response to states' interest in whether or how other states are using developmental delay or other eligibility category specific to 3- through 9-year-olds, the author reviewed the current eligibility classifications and criteria as retrieved from states' Web sites and/or provided by the coordinators of the state Part B-Section 619 programs, including the District of Columbia. The results of the analysis are discussed and are summarized in this paper. Attachment 1 presents a summary of all the states' eligibility policies: disability term(s) for early childhood, the age range to which it applies, criteria for eligibility under that term, notes on the state's use of the term, including the relationship of the term to other Part B categories, whether eligibility policies address transition from Part C to Section 619 services, and additional information on the age range of developmental delay/other early childhood disability category, and other comments. (Contains 4 tables.)
The Importance of Early Intervention for Infants and Toddlers with Disabilities and Their Families. Fact Sheet Prepared by NECTAC
Author: National Early Childhood Technical Assistance Center
Date: 2011-04-00
Type: Reports - Descriptive
Subjects: Early Intervention,Disabilities,Toddlers,Infants,Developmental Delays,Family Programs,Federal Legislation,Special Education,At Risk Students,Environmental Influences,Child Rearing,Biology,Child Health,Student Needs

The Infants and Toddlers with Disabilities Program (Part C) of the Individuals with Disabilities Education Act (IDEA) was created in 1986 to enhance the development of infants and toddlers with disabilities, minimize potential developmental delay, and reduce educational costs to our society by minimizing the need for special education services as children with disabilities reach school age. Part C provides early intervention (EI) services to children aged birth to three with developmental delays or a medical condition likely to lead to a developmental delay. Some states also serve infants and toddlers who are at heightened risk for developmental delay due to biological/medical factors or their environmental/caregiving circumstances. This paper discusses the following: (1) the importance of early intervention; (2) the benefits of early intervention; and (3) unmet needs in early intervention.
Technical Assistance Model for Long-Term Systems Change: Three State Examples
Author: Kasprzak, Christina
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Individualized Family Service Plans,Models,Disabilities,Young Children,Logical Thinking,Technical Assistance,Accountability,Educational Improvement,Early Childhood Education,Infants,Toddlers,Preschool Children,Special Education,Early Intervention,Evaluation,Developmental Disabilities

The National Early Childhood Technical Assistance Center (NECTAC) Technical Assistance (TA) Model for Long-Term Systems Change (LTSC) is grounded in conceptual frameworks in the literature on systems change and systems thinking. The NECTAC conceptual framework uses a logic model approach to change developed specifically for states' infant and toddler early intervention programs and preschool special education service systems, designed to benefit young children with disabilities, from birth through age 5, and their families. NECTAC has supported many states over the last seven years in implementing systems change resulting in improvements for systems that serve young children with disabilities and their families. Three examples are presented in this paper. The examples demonstrate how three states engaged in systems change over time and the types of outputs and outcomes that have resulted. The first state is building a system of accountability and continuous improvement that includes measuring child outcomes. The second is building a system for general supervision and monitoring that uses real-time information to ensure compliance and improve performance. The third example is a state that implemented a process for ensuring quality Individualized Family Service Plans (IFSPs) and family centered services. All three examples demonstrate that successful systems change takes commitment, leadership, involvement of stakeholders, shared vision, strategic activities at all levels of the system, evaluation and monitoring of implementation, and time. [For &quot;Technical Assistance Model for Long-Term Systems Change: Three State Examples. Executive Summary,&quot; see ED522125.]
Technical Assistance Model for Long-Term Systems Change: Three State Examples. Executive Summary
Author: Kasprzak, Christina
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Disabilities,Quality Assurance,Staff Development,Technical Assistance,Evaluation,Models,Early Childhood Education,Rating Scales,Special Education

The NECTAC Technical Assistance (TA) Model for Long-Term Systems Change (LTSC) recognizes that components of a state system are highly interactive and changes at one level are not likely to be sustained without supportive changes at all related levels. Improved child and family outcomes require: intervention practices that  are research-based, high quality and individualized; a supportive local infrastructure; an effective personnel development system; state policies that guide the implementation of recommended practices; and a quality assurance system that regularly monitors and evaluates implementation, performance and results. NECTAC has assisted states in designing and implementing over 25 LTSC initiatives. Brief highlights from three state LTSC initiatives supported by NECTAC are presented. [For the full report, &quot;Technical Assistance Model for Long-Term Systems Change: Three State Examples,&quot; see ED522124.]
Ohio Community College Portraits
Author: Ohio Board of Regents
Date: 2009-10-00
Type: Numerical/Quantitative Data
Subjects: Class Size,Student Characteristics,Community Colleges,Profiles,Academic Achievement,Two Year College Students,Associate Degrees,Student Costs,Employment Potential,College Outcomes Assessment

This paper provides information on student characteristics, success and progress rates, cost of attendance, degrees awarded, class size, faculty characteristics, and employment outcomes at each of Ohio's twenty-three community college.
Educator House Call: On-Line Data for Educators' Needs Assessment--Summary Report. NOAA Technical Memorandum GLERL-149
Author: Sturtevant, Rochelle A.
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Data,Online Systems,Needs Assessment,Teachers,Focus Groups,Science Education,Inquiry,Active Learning,Public Agencies,Barriers

On July 15, 2009, National Oceanic and Atmospheric Administration's (NOAA's) Great Lakes Environmental Research Laboratory (GLERL) co-hosted a focus group--Educator House Calls: On-Line Data for Educators. The focus group was conducted at GLERL's main laboratory in Ann Arbor. The workshop was organized and funded by COSEE Great Lakes with student staff support from Eastern Michigan University under the NOAA Environmental Literacy Grant &quot;Sailing Elementary Teachers Towards Ocean Literacy Using Familiar Water Resources.&quot; The purpose of the focus group was to assess educator needs that might be filled using existing NOAA GLERL data and to assess on-line formats and mechanisms needed to deliver the data to classrooms. There was also an emphasis on inquiry-based education. This paper presents a list of recommendations gathered from the focus group on the best ways to make NOAA data available to educators.
STEM: Good Jobs Now and for the Future. ESA Issue Brief #03-11
Author: Langdon, David
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Employment Patterns,STEM Education,Employment Potential,Occupational Information,Undergraduate Study,Compensation (Remuneration),Employment Qualifications,Educational Attainment,Education Work Relationship,Unemployment,Occupational Clusters

Science, technology, engineering and mathematics (STEM) workers drive the nation's innovation and competitiveness by generating new ideas, new companies and new industries. However, U.S. businesses frequently voice concerns over the supply and availability of STEM workers. Over the past 10 years, growth in STEM jobs was three times as fast as growth in non-STEM jobs. STEM workers are also less likely to experience joblessness than their non-STEM counterparts. Science, technology, engineering and mathematics workers play a key role in the sustained growth and stability of the U.S. economy, and are a critical component to helping the U.S. win the future. In 2010, there were 7.6 million STEM workers in the United States, representing about 1 in 18 workers. STEM occupations are projected to grow by 17.0 percent from 2008 to 2018, compared to 9.8 percent growth for non-STEM occupations. STEM workers command higher wages, earning 26 percent more than their non-STEM counterparts. More than two-thirds of STEM workers have at least a college degree, compared to less than one-third of non-STEM workers. STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations. Appended are: (1) Detailed STEM occupations and Standard Occupational Classification (SOC) codes; and (2) Detailed STEM undergraduate majors. (Contains 5 figures, 4 tables and 10 endnotes.)
College Enrollment Patterns of Ohio First-Time Freshmen: Fall 1996 to Fall 2006
Author: Ohio Board of Regents
Date: 2007-12-06
Type: Numerical/Quantitative Data
Subjects: Higher Education,High School Graduates,Enrollment Trends,College Freshmen,College Attendance,Migration,Statistical Data

This report provides information about the number of Ohio high school graduates who enroll in college, the types of colleges they attend, and the location of those colleges. The data presented in this report was derived from residence and migration of first-time freshmen data obtained from the Integrated Postsecondary Education Data System. College enrollment data is limited to Title IV (eligible for federal financial aid), degree-granting colleges and universities.