ethanporcaro/eric-fulltext-meta huggingface dataset:
Vital Signs: Alabama
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Alabama cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Alabama students have already made real progress in math over the past decade. Yet not enough have the chance to learn rich and challenging content to prepare them for college and careers. The state's eighth graders are also much less likely than their peers in other states to engage in hands-on science investigations, and most don't have teachers with an undergraduate major in math.
Vital Signs: Alaska
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Alaska cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Alaska students have made little progress in math over the past decade. Not enough have the chance to learn rich and challenging content to prepare them for college and careers, and most of the state's eighth graders don't have teachers with an undergraduate major in math, though the state fares better when it comes to science teachers.
Vital Signs: Arizona
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Arizona cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Arizona students have already made real progress in math over the past decade. Yet not enough Arizona students, least of all minorities, have the chance to learn challenging content to prepare them for college and careers, and math and science teachers say they lack the resources they need. In addition, science does not yet seem to be a priority in Arizona. Students spend little time on science in elementary grades.
Vital Signs: Arkansas
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Arkansas cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students in Arkansas have made real progress in math over the past decade. Yet not enough students, least of all minorities, are getting exposed to challenging content to prepare them for college and careers. The stakes in the state are very high. While the number of college degrees and certificates in the state rose almost dramatically in the last decade, it actually fell in STEM, particularly among women.
Vital Signs: Colorado
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Colorado cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. The good news is that Colorado students have made real progress in math over the past decade. Yet not enough students have to the chance to learn challenging content to prepare them for college and careers, and many students of color lack access to critical resources and materials in science
Vital Signs: California
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in California cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. California students have made some progress in math over the past decade. Yet not enough students, least of all minorities, have the chance to learn challenging content to prepare them for college and careers. Elementary students spend very little time on science, and many of the state's science teachers say the lack the resources they need to succeed.
Vital Signs: Delaware
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Delaware cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Delaware students have already made real progress in math over the past decade the state also shows strengths in science. Elementary students spend more time on science than their peers in other states do, and eighth graders are more likely to conduct hands-on investigations. Yet not enough students-least of all minorities-get the chance to learn rich and challenging content that prepares them for college and careers.
Participants&apos; Perspectives on an International ELT Conference
Author: Bedir, Hasan
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Statistical Analysis,Conferences (Gatherings),Qualitative Research,Faculty Development,Knowledge Base for Teaching,Teacher Effectiveness,Teaching Methods,Teacher Attitudes,Educational Practices,Educational Quality,Language Teachers,Interviews,Foreign Countries

The quality of education has long been intriguing the researchers in recent years, and almost all countries in the world are on the lookout for new methods in order to continuously develop the quality. No matter how carefully they have developed their new curriculum, effective teaching depends on teachers' knowledge, skills and professional development since teachers are at centre of the movement to achieve quality education. It is therefore essential that ELT researchers and teachers understand and share examples of practice in professional development (PD). They should have opportunity to modify their existing beliefs and develop their practices by gradually incorporating new ideas and ways of working. Academic conferences provide excellent opportunities for the participants to gather fresh insight into the world of education beyond their school walls. Thus, the aim of this study was find out the participants perspectives on the activities carried out during the conference. The results of the quantitative data revealed the overall description of the conference as a positive and encouraging conference, and the qualitative data supported this by providing the thoughts and feelings of the participants.
Vital Signs: Florida
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Florida cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Students in Florida have made some progress in math over the past decade. Yet not enough get the chance to learn challenging content that prepares them for college and careers, and few eighth graders have teachers with an undergraduate major in math. Florida teachers also say they do not have all the resources they need to succeed.
Vital Signs: Connecticut
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in Connecticut cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. Connecticut students have made little progress in math over the past decade, and not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers. The state faces some of the biggest racial and ethnic achievement gaps in the nation.
Vital Signs: D.C.
Author: Education Commission of the States
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: STEM Education,Elementary Secondary Education,Demand Occupations,Mathematics Achievement,Science Achievement,Grade 8,Grade 4,Disproportionate Representation,Graduation Rate,Associate Degrees,Minority Group Students,Females,Computer Science Education,Elementary School Science,Engineering Education,Access to Education,Advanced Placement Programs,Secondary School Science,Secondary School Mathematics,Mathematics Teachers,Science Teachers,Teacher Competencies,Teacher Persistence,Educational Resources,Science Laboratories

Business leaders in the District of Columbia cannot find the science, technology, engineering and mathematics (STEM) talent they need to stay competitive. Students' lagging performance in K-12 is a critical reason why. The good news is that the nation's most effective STEM education programs can help turn the tide. While it posts some of the lowest average achievement scores in the nation, the District's students also have made some of the largest gains in the past decade. Yet not enough students--least of all minorities--get the chance to learn challenging content that prepares them for college and careers, and science teachers say they do not have the resources they need to succeed.
The Process and Forms of Labelling Learners in Zimbabwean Schools: A Challenge
Author: Rwodzi, Manuel
Date: 2018-06-00
Type: Journal Articles
Subjects: Foreign Countries,Labeling (of Persons),Secondary School Students,Qualitative Research,Phenomenology,Interviews,Focus Groups,Social Influences,Parent Influence,Screening Tests,Educational Environment,Institutional Characteristics,Intellectual Disciplines,Barriers,School Choice,Student Placement

This article gives a bird's eye view of a doctoral thesis which investigated the labelling of non-disabled secondary school learners, with particular reference to the social and psychological spheres, and their influence on learning. It reports on the process and forms of labelling as one part of the findings. The study had 54 participants: three school headmasters, 9 form three teachers, 8 lower sixth form teachers, 18 form three learners and 16 lower sixth form learners who were purposively sampled. A qualitative research approach was adopted, in which phenomenological interviewing was done with learners, their teachers and school headmasters; focus group discussions were held with learners and document analysis was done on teachers' work schemes and records of work. It was found that the process of labelling was predominantly shaped by agents from the home (parents, guardians) and the school (learners' class and subjects, as allocated by teachers and school headmasters), rather than the learners themselves. Several forms of labelling emerged as further challenges relating to school type, and the screening and streaming of learners. The study presents recommendations for addressing challenges emanating from such labelling, which includes crafting a policy framework to that effect.
Four Years Later: 2007-08 College Graduates&apos; Employment, Debt, and Enrollment in 2012. Stats in Brief. NCES 2018-435
Author: Cataldi, Emily Forrest
Date: 2018-06-00
Type: Reports - Research
Subjects: College Graduates,Employment Experience,Employment Statistics,Debt (Financial),Bachelors Degrees,Longitudinal Studies,Employment Patterns,Enrollment Trends,Postsecondary Education,Cohort Analysis,Loan Repayment,Statistical Significance,Academic Degrees,Certification,Statistical Analysis

This Statistics in Brief describes the employment, debt-related, and enrollment experiences as of 2012 among students who completed their bachelor's degrees during the 2007-08 academic year. These findings are based on data from the second follow-up of the 2008 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/12), a nationally representative longitudinal survey of students who completed the requirements for a bachelor's degree during the 2007-08 academic year. The first follow-up study, conducted 1 year after these students had graduated, explored their undergraduate education experiences, early postbaccalaureate employment, education debt, and additional enrollment in postsecondary education. The second follow-up, conducted in 2012, continued to examine this cohort's employment experiences, in addition to their debt burden and repayment and postbaccalaureate enrollment through the fourth year after graduation. All comparisons of estimates were tested for statistical significance using Student's t statistic, and all differences cited are statistically significant at the p &lt; 0.05 level. Tabular versions of each figure are available in appendix A, and the standard errors for each table and figure are available in appendix B.
School Climate and Inclusion. School Climate Practice Brief
Author: Coulston, Clement
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Educational Environment,Inclusion,Elementary Secondary Education,School Safety,School Culture,Family School Relationship,School Community Relationship,Social Environment,Social Attitudes,Student Diversity,Teaching Methods,Learner Engagement

School climate reform, an evidence-based strategy, supports K-12 students, school personnel,parents/guardians, and community members learning and working together to promote pro-social education. School climate is the holistic context of the life, vigor, and quality of the social connectedness, physical elements, and supportive practices that nurture inclusion and safeness. In order to invest in school climate, one must analyze how his or her individual actions and behaviors contribute to the collective feeling of the school. Students, educators, support staff, families, and the community are all key affiliations in co-creating an engaging and inclusive school climate. Schools can co-create more inclusive school communities through the following promising strategies: (1) Expand efforts toward social and physical inclusion; (2) Engage youth in establishing social norms; (3) Embrace the talents and abilities of all students; (4) Use instructional strategies that engage students in building academic, civic,social, and career skills; (5) Create leadership opportunities for all students; and (6) Engage students with diverse perspectives and abilities in creating a positive school climate.
Recovery: Job Growth and Education Requirements through 2020
Author: Carnevale, Anthony P.
Date: 2013-06-00
Type: Reports - Evaluative
Subjects: Employment Projections,Job Development,Employment Opportunities,Employment Qualifications,Education Work Relationship,Postsecondary Education,Economic Climate,Educational Demand,Influence of Technology,College Students,Social Class,Allied Health Occupations,School Personnel,Blue Collar Occupations,Managerial Occupations,Professional Occupations,Public Service Occupations,Sales Occupations,Service Occupations,Technical Occupations,Food Service,Science Careers,Engineering,Mathematics,Natural Resources,Construction Industry,Manufacturing Industry,Labor Market,Educational Attainment

This report is the successor to &quot;Help Wanted: Projections of Jobs and Education Demand through 2018,&quot; in which researchers examined the connections between educational attainment and educational demand in the labor market. In this report, the authors update the jobs projected to be available through 2020, using a macro-micro modeling framework to forecast educational demand by detailed occupations. Research methodology is grounded in a macroeconomic analysis of the overall economy with state-by-state analyses. Data come from the Current Population Survey, the American Community Survey, and the Bureau of Labor Statistics (BLS). [A bibliography is included. For the previous report, &quot;Help Wanted: Projections of Jobs and Education Requirements through 2018,&quot; see ED524310.]
Adult Education and Family Literacy Act of 1998. Annual Report to Congress, Program Year 2010-11
Author: Office of Vocational and Adult Education (ED)
Date: 2013-05-00
Type: Reports - Evaluative
Subjects: Adult Education,Family Literacy,Educational Legislation,Federal Legislation,Federal Aid,Adult Basic Education,Accountability,Adult Literacy,Labor Force Development,Labor Legislation,Program Implementation,Academic Standards,Technical Assistance,Annual Reports,Data Collection,Incentive Grants,Educational Assessment,National Programs

The Adult Education--Basic Grants to States program authorized under the Adult Education and Family Literacy Act of 1998 (AEFLA), enacted as Title II of the Workforce Investment Act of 1998 (WIA) (P.L. 105-220), is the major source of federal support for adult basic education and literacy education programs. When AEFLA was authorized in 1998, Congress made accountability for student results a central focus of the new law, setting out new performance accountability requirements for state and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. The U.S. Department of Education's (Department's) Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS) to implement the accountability requirements of AEFLA, and act as a reservoir of data collected under these measures. This report represents the eleventh year of implementing the AEFLA requirements using the NRS. OVAE, as part of its efforts to monitor data collection procedures and promote data quality improvement, developed data quality standards to clarify the policies, processes, and materials that state and local programs should have in place to collect valid and reliable data. OVAE assisted states in meeting the congressionally enacted AEFLA standards by: (1) providing resources, training, and technical assistance activities to improve data quality and (2) refining NRS requirements, including producing guidelines for conducting follow-up surveys used to obtain data on particular measures. OVAE also has provided individual technical assistance to states on implementing the data collection and reporting requirements of AEFLA through the NRS. The Department is required by Sec. 212(c)(2) of AEFLA to make available and issue to Congress and the public the AEFLA annual report. Information on each state's yearly performance in the Adult Education--Basic Grants to States program is included in the annual report, as are aggregated data on national performance. [For the 2009-2010 annual report, see ED610077.]