ethanporcaro/eric-fulltext-meta huggingface dataset:
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2005 to June 30, 2006
Author: New Jersey Department of Education
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Check Lists,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Federal Legislation

The Commissioner of Education's Report on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, submitted annually to the education committees of the Senate and Assembly, provides the Legislature with data in four broad incident categories: violence, vandalism, weapons, and substance abuse. The report also summarizes initiatives implemented by the New Jersey Department of Education to assist schools in addressing problems of school violence, safety and climate, student conduct and the use of illegal substances School districts and charter schools report incidents of violence, vandalism and substance abuse to the department over the Internet using the Electronic Violence and Vandalism Reporting System (EVVRS). In 2005-06, the total number of incidents reported statewide was 18,796, up 643 (or two percent) from 2004-05. In the Programmatic Response section (and in Appendix C) of this report, the department also notifies the Legislature and the public of the actions taken by the Commissioner, State Board of Education and the Department of Education to address the problems evident in the data. This report contains an increased number of hyperlinks through which the readers may find more detail regarding findings and the department's programmatic response. Appendices include: (1) Public School Safety Law; (2) Data Collection Form; (3) Department Initiatives; (4) Weapons and Substance Detail; and (5) District Totals by County. (Contains 14 figures, 7 tables and 8 footnotes.) [For the 2004-2005 report, see ED514580.]
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2006 to June 30, 2007
Author: New Jersey Department of Education
Date: 2008-09-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Committees,Trend Analysis,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Check Lists,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Student Development,Juvenile Gangs,Agency Cooperation,Federal Legislation

The &quot;Commissioner of Education's Report on Violence, Vandalism and Substance Abuse in New Jersey Public Schools&quot;, submitted annually to the education committees of the Senate and Assembly, provides the Legislature with data in four broad incident categories: violence, vandalism, weapons, and substance abuse. This year's report highlights thee-year changes   (2004-05 to 2006-07) and graphs seven-year trends for frequently reported types of incidents. The report also summarizes initiatives implemented by the New Jersey Department of Education to assist schools in addressing problems of school violence, safety and climate, student conduct, and the use of substances. New Jersey's schools continue to be fundamentally safe places, despite concerns raised by isolated incidents of extreme school violence that have occurred in the nation's schools, including Littleton, Colorado in 1999 and Virginia Tech University in 2007. School districts and charter schools report incidents of violence, vandalism and substance abuse to the department over the Internet using the Electronic Violence and Vandalism Reporting System (EVVRS). Over the past two years, the total number of incidents reported statewide changed very little, decreasing by 158 incidents (18,796 incidents in 2005-06; 18,633 incidents in 2006-07). Appendices include: (1) Public School Safety Law; (2) Data Collection Form; (3) Department Initiatives; (4) Weapons and Substance Detail; (5) District Totals by County; and (6) Statistical Methods and Analysis. (Contains 17 figures, 12 tables and 13 footnotes.) [For the 2005-2006 report, see ED514582.]
"Educate to Innovate": How the Obama Plan for STEM Education Falls Short. Backgrounder. No. 2504
Author: Burke, Lindsey M.
Date: 2011-01-05
Type: Reports - Descriptive
Subjects: STEM Education,Federal Programs,Educational Change,Federal Aid,Partnerships in Education,Private Sector,Academic Achievement,Teacher Recruitment,Teacher Effectiveness,Nontraditional Education,Alternative Teacher Certification,Electronic Learning,Merit Pay,Teacher Salaries,School Choice,Federal State Relationship

President Obama's Educate to Innovate initiative has provided billions in additional federal funding for science, technology, engineering, and mathematics (STEM) education programs across the country. The Administration's recognition of the importance of STEM education-- for global competitiveness as well as for national security--is good and important. But the past 50 years suggest that federal initiatives are unlikely to solve the fundamental problem of American underperformance in STEM education. Heritage Foundation education and national security analysts explain that, though Educate to Innovate is intended to raise the U.S. "from the middle to the top of the pack in science and math," the federal program's one-size-fits-all approach fails to remedy the underlying problems of academic performance and does not plug the leaky pipeline in the American education system. (Contains 33 footnotes.) [This paper was written with the assistance of Jessica Zuckerman.]
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2007 to June 30, 2008
Author: New Jersey Department of Education
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Committees,Trend Analysis,School Safety,Crime,Educational Environment,Student Behavior,Student Development,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Child Care,After School Programs,Law Enforcement,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Reports,Juvenile Gangs,Agency Cooperation,Federal Legislation

The Commissioner's annual report provides the Legislature with information reported by school districts concerning incidents of serious student misconduct grouped into the following four major reporting categories: violence, vandalism, weapons, and substance abuse. An analysis of trends yields indications of progress and of ongoing concern, and provides guidance to districts, other agencies, and the department as they endeavor to focus resources on areas of need. In the Programmatic Response section of this report, the department notifies the Legislature and the public of the actions taken by the State Board of Education and the Department of Education to address the problems evident in the data. The total number of incidents reported by districts decreased five percent, a decline of 967 incidents from 18,633 in 2006-07 to 17,666 in 2007-08. The following changes are noted in the number of incidents reported in the four major reporting categories over the same period: violence declined five percent, vandalism declined 11 percent, weapons declined 14 percent, and substance abuse increased four percent. The decline in reported incidents of vandalism continues a long-term trend and that of incidents involving weapons continues a trend that began in 2004-05. Appendices include: (1) Public School Safety Law; (2) Data Collection Form; (3) Figures 1-20; (4) District Totals by County; and (5) Substance and Weapons Detail, 2005-06-2007-08. (Contains 5 tables, 20 figures and 1 footnote.) [For the 2006-2007 report, see ED514582.]
Student Engagement in Law School: In Class and Beyond. Annual Survey Results, 2010
Author: Indiana University, Law School Survey of Student Engagement
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Legal Education (Professions),Law Students,Law Schools,School Surveys,Student Experience,Learner Engagement,Student Attitudes,Student Surveys,Student Motivation,Time Management,College Faculty,Ethics,Lawyers,Professional Development,Skill Development,Student Participation,Teacher Student Relationship,Interpersonal Relationship

The Law School Survey of Student Engagement (LSSSE) focuses on activities related to effective learning in law school. The results of this year's survey show how law students use their time and what they think about their legal education experience, while simultaneously providing guidance to law schools seeking to improve engagement and learning. The findings on the law school student experience reported in this report are based on responses from nearly 25,000 law students at 77 law schools who completed LSSSE in spring 2010. Results from several sets of experimental questions appended to the 2010 survey for a subset of respondents also are drawn upon. This study features three themes: (1) "From Law Student to Lawyer"; (2) "Understanding Motivation"; and (3) "Outside the Classroom". (Contains 6 tables, 8 figures and 18 notes.) [For the 2009 annual survey results, see ED512516.]
Commissioner's Annual Report to the Education Committees of the Senate and General Assembly on Violence, Vandalism and Substance Abuse in New Jersey Public Schools, July 1, 2008 to June 30, 2009
Author: New Jersey Department of Education
Date: 2010-10-00
Type: Reports - Descriptive
Subjects: Weapons,Charter Schools,Substance Abuse,Violence,Vandalism,Trend Analysis,Committees,School Safety,Crime,Educational Environment,Student Behavior,Prevention,State Legislation,School Districts,Educational Legislation,Costs,Discipline,Crime Prevention,Victims of Crime,Criminals,Aggression,Bullying,Public Schools,Data Collection,Hearings,Consciousness Raising,Nontraditional Education,Grants,Surveys,Check Lists,Guidelines,Intervention,Core Curriculum,Referral,Social Attitudes,Social Behavior,Values Education,Peer Influence,Technical Assistance,Cooperative Planning,Professional Development,Child Health,Reports,Student Development,After School Programs,Juvenile Gangs,Agency Cooperation,Truancy,High School Graduates,Federal Legislation

The Commissioner's annual report provides the Legislature with information reported by school districts concerning incidents of serious student misconduct grouped into the following four major reporting categories: violence, vandalism, weapons, and substance abuse. An analysis of trends yields indications of progress and of ongoing concern, and provides guidance to districts, other agencies, and the department as they endeavor to focus resources on areas of need. In the Programmatic Response section of this report, the department notifies the Legislature and the public of the actions taken by the State Board of Education and the Department of Education to address the problems evident in the data. The total number of incidents reported by districts decreased three percent, a decline of 618 incidents from 17,666 in 2007-08 to 17,048 in 2008-09. The following changes are noted in the number of incidents reported in the four major reporting categories over the same period: violence declined five percent, vandalism declined three percent, weapons declined 15 percent, and substance abuse increased six percent. The decline in reported incidents of vandalism and incidents involving weapons continues a four-year trend. Appendices include:   (1) Public School Safety Law; (2) Data Collection Form; (3) Figures 1-9; (4) District Totals by County; and (5) Substance and Weapons Detail, 2006-07-2008-09. (Contains 9 figures, 1 table and 2 footnotes.) [For the 2007-2008 report, see ED514584.]
SC State Profile. South Carolina: High School Assessment Program (HSAP)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Exit Examinations,Academic Standards,Program Effectiveness,Educational Policy,State Standards,State Regulation,Academic Achievement,Academic Failure,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Basic Skills,Careers,Readiness,Educational Opportunities,Trend Analysis,Graduation Rate,Graduation Requirements,High School Graduates,Scores,Mathematics Tests,Language Tests

This paper provides information about South Carolina's High School Assessment Program. The purpose of the test is to: (1) Demonstrate students' achievement based on selected South Carolina academic standards; (2) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; and (3) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
VA State Profile. Virginia: Standards of Learning (SOL) End-of-Course Exams
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Exit Examinations,Credits,Academic Standards,Academic Failure,At Risk Students,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,Disabilities,Alignment (Education),Scores,Graduation Rate,Graduation Requirements,High School Graduates,State Regulation,Mathematics Tests,Reading Tests,Writing Tests,Science Tests,Accountability,Educational Legislation,Federal Legislation

This paper provides information about Virginia's Standards of Learning (SOL) End-of-Course Exams. The purpose of the end-of-course assessments is to measure the achievement of students on the Standards of Learning adopted by the Virginia Board of Education for specific high school courses, and to ensure that students graduating from Virginia schools have attained certain knowledge and skills. In Virginia, students must acquire a certain number of verified credits to earn a standard or advanced studies diploma. Students who pass a class and associated SOL end-of-course test are said to have earned a &quot;verified&quot; credit. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
RI State Profile. Rhode Island: New England Common Assessments Program (NCAP)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Graduation,Exit Examinations,Governing Boards,Academic Standards,Educational Assessment,Educational Indicators,Federal Programs,Educational Legislation,Federal Legislation,Graduation Requirements,Trend Analysis,Educational Policy,High School Graduates,High Schools,Scores,State Regulation,Mathematics Skills,Language Skills

This paper provides information about Rhode Island's New England Common Assessments Program (NCAP), a comprehensive test. Its purpose is to measure each student's overall proficiency for graduation in the six core academic areas. In 2008, the Board of Regents in Rhode Island established new regulations for high school diplomas. Beginning with the graduating class of 2012, students will be required to meet a minimum performance standard on a state assessment in order to receive a high school diploma. Students will also be required to complete at least two of the following additional performance-based diploma assessments: graduation portfolios, exhibitions, comprehensive course assessments, or some combination thereof. A student's performance on the statewide assessment will account for one-third of a student's total assessment of student proficiency for graduation in English/language arts and mathematics for 2012. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
TX State Profile. Texas: Texas Assessment of Knowledge and Skills (TAKS), TAKS (Accommodated) Phasing in End-of-Course (EOC) Assessments
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Limited English Speaking,Disabilities,Educational Assessment,Educational Indicators,Federal Programs,Graduation Rate,Graduation Requirements,Educational Policy,Trend Analysis,Educational Opportunities,Equal Education,Academic Standards,State Standards,State Regulation,Scores,Alignment (Education),Mathematics Tests,Reading Tests,Writing Tests,Science Tests,Social Studies

This paper provides information about Texas Assessment of Knowledge and Skills (TAKS) and TAKS (Accommodated) Phasing in End-of-Course (EOC) Assessments. The purpose of the tests is to: (1) Meet a state mandate; (2) Provide schools with student academic diagnostic information; (3) Determine prospective high school graduates' mastery of the state curriculum; (4) Encourage districts and schools to identify and serve students at risk of academic failure; (5) Promote equity of opportunity across all student groups, including English language learners (ELLs) and students served by special education; (6) Determine prospective high school graduates' knowledge and skill levels in English and mathematics relative to those needed for postsecondary education; and (7) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
WA State Profile. Washington: Washington Assessment of Student Learning (WASL) and the New High School Proficiency Exam (HSPE)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Academic Standards,State Standards,Alignment (Education),Disabilities,Careers,Readiness,Educational Assessment,Educational Indicators,Federal Programs,Educational Policy,Trend Analysis,Educational Opportunities,Equal Education,Educational Objectives,State Regulation,Graduation Rate,Graduation Requirements,Scores,Mathematics Tests,Reading Tests,Writing Tests,Science Tests

This paper provides information about Washington Assessment of Student Learning and the new High School Proficiency Exam. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment and postsecondary education; (2) Determine prospective high school graduates' mastery of the state curriculum; (3) Encourage districts and schools to identify and serve students at risk of academic failure; (4) Provide data to state policymakers on student attainment of state education goals to inform education policy decisions; (5) Increase alignment of local curriculum and programs of instruction with state education standards; (6) Promote equity of opportunity across all student groups; and (7) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
OK State Profile. Oklahoma: End-of-Instruction (EOI) Exams
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: High Schools,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Trend Analysis,Academic Standards,State Standards,State Regulation,Graduation Rate,Graduation Requirements,Educational Assessment,Educational Opportunities,Equal Education,Educational Indicators,Federal Programs,Educational Legislation,Federal Legislation,Scores,Careers,Readiness,Disabilities,Mathematics Tests,Reading Tests

This paper provides information about Oklahoma's End-of-Instruction Exams. The purpose of the exam is to: (1) Determine prospective high school graduates' knowledge and skill levels relative to those needed for entry-level employment aligned to the American Diploma Project (ADP) benchmarks; (2) Determine prospective high school graduates' knowledge and skill levels relative to those needed for postsecondary education aligned to ADP benchmarks; (3) Determine prospective high school graduates' mastery of the state curriculum; (4) Encourage districts and schools to identify and serve students at risk of academic failure; (5) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (6) Increase alignment of local curriculum and programs of instruction with state education standards; (7) Promote equity of opportunity across all student groups; and (8) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
OR State Profile. Oregon: Oregon State Assessment System (OSAS)
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Student Evaluation,Federal Legislation,Exit Examinations,High Schools,Trend Analysis,Educational Policy,Educational Assessment,Academic Standards,State Standards,Educational Indicators,Federal Programs,Educational Legislation,Graduation Rate,Graduation Requirements,High School Graduates,Scores,State Regulation,Basic Skills,Accountability,Mathematics Tests,Reading Tests,Writing Tests

This paper provides information about Oregon State Assessment System. Its purpose is to assess proficiency in the Essential Skills for the purpose of earning a regular or modified high school diploma. Oregon Assessment of Knowledge and Skills is also used for federal accountability purposes under No Child Left Behind. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]
TN State Profile. Tennessee: Gateway Examinations
Author: Center on Education Policy
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: State Standards,Academic Failure,At Risk Students,High School Graduates,Exit Examinations,Educational Policy,Academic Standards,Alignment (Education),Educational Indicators,Federal Programs,Disabilities,Educational Assessment,Trend Analysis,State Regulation,Scores,Graduation Rate,Graduation Requirements,Educational Opportunities,Equal Education,High Schools,Curriculum Design,Mathematics Tests,Language Tests,Science Tests,History

This paper provides information about Tennessee's Gateway Examinations. The purpose of the test is to: (1) Provide schools with student academic diagnostic information; (2) Determine prospective high school graduates' mastery of the state curriculum; (3) Encourage districts and schools to identify and serve students at risk of academic failure; (4) Provide data to state policymakers on student attainment of state education goals to inform educational policy decisions; (5) Increase alignment of local curriculum and programs of instruction with state education standards; (6) Promote equity of opportunity across all student groups; and (7) Meet a state mandate. [For the main report, &quot;State High School Tests: Exit Exams and Other Assessments&quot;, see ED514155.]