ethanporcaro/eric-fulltext-meta huggingface dataset:
Electronic Media and Youth Violence: A CDC Issue Brief for Researchers
Author: David-Ferdon, Corinne
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Electronic Publishing,Violence,Access to Computers,Adolescents,Electronic Equipment,Technological Advancement,Computer Mediated Communication,Internet,Handheld Devices,Telecommunications,Aggression,Bullying,Web Sites,Electronic Mail,Social Networks,Public Health,Victims of Crime,Prevention,Intervention,Incidence,Power Structure

Electronic media play an integral role in the lives of all people. Over the years, the rapid evolution of technology in various forms has significantly influenced the way people live and interact. Televisions, record players, computers, and VCRs changed how people learned, were entertained, stayed connected, and explored. In the past two decades, these devices have been joined or replaced by cell phones, i-Pods, MP3 players, DVDs, and PDAs (personal digital assistants). These new technologies have become a mainstay for how people, particularly children and adolescents, communicate and are entertained. Technology affords young people many benefits: the ability to talk to people worldwide, to more easily and regularly communicate with family and peers, and to make rewarding social connections that may be difficult to make in person. Some young people report that they feel better about themselves on-line than they do in the real world and feel it is easier to be accepted on-line. In addition, the growing accessibility of the internet through cell phones and wireless computer access allows adolescents to quickly and easily increase their knowledge about a broad number of topics. Technological advances also create the potential for risk. This brief focuses on one of the potential risks of technology use: "electronic aggression". Electronic aggression is any kind of aggression perpetrated through technology--any type of harassment or bullying that occurs through e-mail, a chat room, instant messaging, a website (including blogs), text messaging, or videos or pictures posted on websites or sent through cell phones. ["Electronic Media and Youth Violence: A CDC Issue Brief for Researchers" is a publication of the Centers for Disease Control and Prevention's National Center for Chronic Disease Prevention and Health Promotion, the National Center for Injury Prevention and Control, and the Adolescent Goals Team.]
Colleges and Universities in the New York Metropolitan Area: Rapid Growth in Employment and Wages. Regional Report. Summary 09-09
Author: Harcum, Emily
Date: 2009-10-00
Type: Reports - Evaluative
Subjects: Wages,Higher Education,Private Colleges,Labor Market,Labor,Metropolitan Areas,Employment

When people think of New York, Wall Street and Broadway theaters come to mind most often but in fact the New York area is also a major center for higher education. Indeed, the New York metropolitan area is home to more than 240 private colleges and universities employing about 97,000 workers and attracting students and faculty from around the globe. Utilizing employment and wage data from the Bureau of Labor Statistics (BLS) Quarterly Census of Employment and Wages (QCEW) for the years 1990 and 2007, this report analyzes the labor market impact and the influence of these institutions of higher education on the New York area economy. (Contains 1 table, 2 charts and 9 notes.)
Recovery Act: States Could Provide More Information on Education Programs to Enhance the Public's Understanding of Fund Use. Report to the Republican Leader, U.S. Senate. GAO-10-807
Author: Ashby, Cornelia M.
Date: 2010-07-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Grants,Research Reports,Federal Legislation,Accountability,Audits (Verification),Educational Finance,Finance Reform,Federal Regulation,Federal Aid,Program Descriptions,Benchmarking,Guidance Programs,Access to Information

The American Recovery and Reinvestment Act of 2009 (Recovery Act) provides $70.3 billion for three education programs--the State Fiscal Stabilization Fund (SFSF), Title I of the Elementary and Secondary Education Act (Title I), and Individuals with Disabilities Education Act (IDEA). The Act requires recipients to be accountable for how these funds are being used and what is being achieved. To help attain the level of transparency needed for accountability, recipients are to report quarterly on their award activities and expected outcomes. This information is available to the public on Recovery.gov, the government's official Recovery Act Web site. This report covers three Education programs funded by the Recovery Act. It (1) describes what the Office of Management and Budget (OMB) and the Department of Education (Education) did to facilitate implementation of requirements for recipients to describe the use of funds and (2) assesses the extent to which award descriptions are transparent It also describes reported fund uses for a sample of subrecipients. GAO reviewed requirements for reporting in the Act as well as guidance provided by OMB and Education. GAO assessed the transparency of descriptions for the three education programs on Recovery.gov. GAO recommends that the Secretary of Education, in consultation with OMB, remove the suggested language for the project description field from its guidance and instruct states to include information, to the extent possible, on how the funds are being used and potential project outcomes or results. Appended are: (1) SFSF Education Stabilization Funds Prime Recipient Review and Descriptions; (2) IDEA Part B for School Aged Children Prime Recipient Review and Descriptions; (3) ESEA Title I, Part A Grants Prime Recipient Review and Descriptions; (4) SFSF Education Stabilization Funds: Selected Subrecipient (LEA) Descriptions; (5) IDEA Part B for School Aged Children: Selected Subrecipient (LEA) Descriptions; (6) ESEA Title I, Part A Grants to Local Educational Agencies: Selected Subrecipient (LEA) Descriptions; (7) Scope and Methodology; and (8) GAO Contact and Staff Acknowledgments. (Contains 5 tables and 15 footnotes.)
Nonpublic Education: A Vital Part of U.S. K-12 Education
Author: Department of Education (ED)
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Private Education,Private Schools,Elementary Secondary Education,Eligibility,Federal Legislation,Home Schooling,Disabilities,Community Organizations,Scholarships,Educational Legislation,Supplementary Education

Parents have a fundamental right to guide the upbringing of their children, and government has an obligation to respect that right. The nonpublic school community in the United States provides parents with important options for the education of their children. Faith-based and nonsectarian private schools, along with a growing number of children who are homeschooled, account for approximately 13 percent of the school-age population in grades K-12. This paper discusses the following topics: (1) the 12 major programs that require the equitable participation of students and teachers in private schools under the &quot;No Child Left Behind Act&quot; (&quot;NCLB&quot;); (2) the eligibility of faith-based and community organizations to apply directly for grants under certain programs funded by the U.S. Department of Education; (3) the eligibility of community and other public and private institutions, including faith-based organizations and private schools to be providers of supplemental educational services (SES) for eligible students; (4) &quot;NCLB's&quot; provisions that contain important protections for private and home schools; (5) the amendments made by &quot;The Individuals with Disabilities Education Improvement Act of 2004&quot; (&quot;IDEA&quot;) to the IDEA provisions that address benefits and services to students with disabilities who are placed by their parents in private schools; and (6) the D.C. Opportunity Scholarship Program (OSP). (Contains 2 footnotes.)
Crime in Schools and Colleges: A Study of Offenders and Arrestees Reported via National Incident-Based Reporting System Data. The CARD Report: Crime Analysis, Research and Development Unit
Author: Noonan, James H.
Date: 2007-10-00
Type: Reports - Research
Subjects: Research and Development,Crime,Law Enforcement,School Location,Males,Whites,Adolescents,Incidence,Weapons,Drug Use,Criminals,Individual Characteristics

Data from a variety of sources about crime in schools and colleges and characteristics of the people who commit these offenses provide key input in developing theories and operational applications that can help combat crime in this nation's schools, colleges, and universities. Given the myriad of data available, the objective of this study is to particularly analyze data submitted to the FBI's (Federal Bureau of Investigation) UCR (Uniform Crime Reporting) Program by law enforcement agencies. It examines specific characteristics of offenders and arrestees who participated in criminal incidents at schools and colleges from 2000 through 2004. In summary, this study, over the 5-year period, found that 3.3 percent of all incidents reported via NIBRS (National Incident-Based Reporting System) involved school locations. The number of crime in school-related incidents was highest in October. Offense records were also most likely to include the use of personal weapons (hands, fists, feet, etc.), while reports of the offender's use of alcohol, computers, and/or drugs were minimal. Reported offenders of crime in schools were most likely 13-15 year old white males who the victims reportedly knew; however, there was nearly an equally large number of 16-18 year old reported offenders. More than half of the arrestees associated with crime at school locations were arrested for simple assault or drug/narcotic violations. Arrestees had similar characteristics to the reported offenders, most likely being reported as 13-15 year old white non-Hispanic males who were residents of the community of the school location where the incident was reported. Appendices include: (1) Number of Offenses of Crime in Schools, by Offense Type, by Year; (2) Weapon Type by Offense Type for Crime in Schools, 2000-2004; (3) Incident Reports to Counts; (4) Table Methodology; and (5) NIBRS Segments, Data Elements, and Their Use in This Study. (Contains 15 tables, 2 figures, and 25 footnotes.) [This report was produced by the Criminal Justice Information Services Division of the Federal Bureau of Investigation.]
Reduce Operating Costs with an EnergySmart School Project
Author: US Department of Energy, Office of Energy Efficiency and Renewable Energy
Date: 2008-01-00
Type: Guides - Non-Classroom
Subjects: Energy Conservation,Energy Management,Energy,School Buildings,Costs,School Districts,Fuels,Educational Improvement,Community Needs,Models

Energy costs are a school district's second highest expenditure after personnel. Public schools currently spend more than $8 billion per year for energy. School energy expenditures rose, on average, 20 percent per year between 2000 and 2002--and the costs continue to rise. Natural gas prices alone increased 14 percent annually between 2003 and 2006. Improving a school's energy efficiency doesn't have to cost millions. In fact, schools can cut their energy expenses by 5 to 20 percent simply by efficiently managing and operating physical plants. This holds true regardless of the age of a school building. This paper offers tips for improving a school's energy efficiency.
A Strategy for American Innovation: Driving towards Sustainable Growth and Quality Jobs
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Private Sector,Government Role,Innovation,Presidents,Sustainable Development,Economic Development,Federal Legislation,Federal Regulation,Productivity,Competition,Entrepreneurship,Money Management,Economic Opportunities,Investment,Research and Development,Influence of Technology,Technological Advancement

Since taking office, President Obama has taken historic steps to lay the foundation for the innovation economy of the future. The Obama Innovation Strategy builds on well over $100 billion of Recovery Act funds that support innovation, additional support for education, infrastructure and others in the Recovery Act and the President's Budget, and novel regulatory and executive order initiatives. It seeks to harness the inherent ingenuity of the American people and a dynamic private sector to ensure that the next expansion is more solid, broad-based, and beneficial than previous ones. It focuses on critical areas where sensible, balanced government policies can lay the foundation for innovation that leads to quality jobs and shared prosperity. It has three parts: (1) Invest in the Building Blocks of American Innovation; (2) Promote Competitive Markets that Spur Productive Entrepreneurship; and (3) Catalyze Breakthroughs for National Priorities. (Contains 1 figure and 5 boxes.)
EnergySmart Schools Tips: Retrofitting, Operating, and Maintaining Existing Buildings
Author: Department of Energy, Washington, DC. Office of Energy Efficiency and Renewable Energy.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Energy Conservation,Energy Management,Building Conversion,Educational Facilities Improvement,Educational Strategies

Combining preventative operations and maintenance (O&M) with strategic retrofitting of building systems improves a school's energy performance. For schools with limited resources and experience, "quick wins" in O&M and retrofitting provide a valuable starting point to energy management. As a next step, strategically prioritizing long- and short-term measures produces overall returns on investment. This paper offers energy-efficient tips for retrofitting, operating, and maintaining existing buildings.
Guide to Financing EnergySmart Schools
Author: US Department of Energy, Office of Energy Efficiency and Renewable Energy
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Economic Research,Energy Conservation,Energy Management,Energy,Financial Support,Costs,Teaching Methods,Guidelines,School Districts,Conservation (Environment),School Buildings,Educational Facilities,Health,Attendance,Educational Facilities Design,Efficiency

By making a commitment to high-performance schools, many school districts are discovering that smart energy choices can have lasting benefits for their students, their communities, and the environment. An energy-efficient school district with 4,000 students could save as much as $160,000 a year in energy costs. Over 10 years, those savings can reach $1.6 million, translating into the ability to hire more teachers, purchase more textbooks and computers, or invest in additional high-performance facilities. Beyond these bottom-line benefits, schools also can realize better overall student health and decreased absenteeism, and can better serve as centers of community life. This guide addresses common barriers associated with new construction, major renovations, and retrofit projects in high-performance schools. It summarizes existing methods of financing and looks ahead to innovative, replicable approaches. This guide supports making a business case for high-performance design backed by economic analysis that looks at the costs and benefits of new construction and retrofits over the project's lifetime. It also describes non-energy benefits that tie energy efficiency and economic feasibility back to the critical mission--ensuring a healthy learning environment for students. Appendices include: (1) Basic Financial Concepts; and (2) High-Performance School Financing--Information Resources.
Use of Education Data at the Local Level: From Accountability to Instructional Improvement
Author: Means, Barbara
Date: 2010-01-00
Type: Numerical/Quantitative Data
Subjects: Data,Decision Making,Information Systems,Program Implementation,Instructional Improvement,Accountability,Information Utilization,National Surveys,Teacher Surveys,School Districts,Profiles,Barriers,Case Studies

Since 2006 the national Study of Education Data Systems and Decision Making, sponsored by the U.S. Department of Education's Policy and Program Studies Service, has been examining both the implementation of student data systems per se and the broader set of practices involving the use of data to improve instruction, regardless of whether or not the data are stored in and accessed through an electronic system. The study's data collections included a national survey of districts in spring 2007 and site visits during school years 2006-07 and 2007-08 to a purposive sample of districts and schools selected on the basis of their active involvement in the use of data for instructional improvement. The study team also conducted secondary analyses of national teacher survey responses to questions concerning data system access and use. Earlier study reports have documented a dramatic increase in the proportion of teachers with access to a student data system between 2005 and 2007 and described school practices with respect to data use and the challenges that are part of student data system implementation. This final report builds on the picture of local practices in implementing data-driven decision making provided in the earlier reports by presenting data from the national district survey as well as from site visits conducted during 2007-08 at 36 schools in 12 districts. Key findings from surveys and site visits with respect to district data systems and strategies for supporting the use of data in instructional decision making are described in this report. Appendices include: (1) Methods; (2) 2007-08 District Survey and Frequencies; and (3) Terminology and Additional Data. (Contains 59 exhibits and 36 footnotes.)
Guide to Operating and Maintaining EnergySmart Schools
Author: US Department of Energy, Office of Energy Efficiency and Renewable Energy
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Educational Facilities Design,Energy Conservation,Energy Management,Energy,Program Implementation,Reference Materials,Efficiency,Guides,Educational Facilities Improvement,Program Development,Best Practices,Design Requirements,Check Lists,Educational Facilities Planning,School Buildings

The guide allows users to adapt and implement suggested O&M (operating and maintaining) strategies to address specific energy efficiency goals. It recognizes and expands on existing tools and resources that are widely used throughout the high-performance school industry. The guide is organized into the following sections: (1) Chapter 1: Identifying Energy Savings and Getting Started introduces enhanced O&M practices to increase energy efficiency. This chapter describes the essential steps to immediately improve O&M for novice facility managers and schools with limited resources; (2) Chapter 2: Developing and Implementing an Energy Management Plan describes advanced steps necessary for integrating energy-focused O&M into renovations, curriculum, and business planning. This chapter is intended for advanced readers and schools with better access to financial and staffing capabilities; (3) Chapter 3: Technical Considerations is a reference chapter that details O&M best practices compiled from numerous sources. This resource is appropriate for all levels of experience; and (4) EnergySmart Schools O&M Action Plans contain customizable take-away checklists for all users to begin planning and implementing energy-focused O&M. Appendices include: (1) Additional Questions for Staff During Initial Data-Gathering; (2) ENERGY STAR[R] Portfolio Manager and K-12 School Data Input; (3) Energy Report Card for Presenting Audits and/or Benchmarking Results; (4) Detailed Energy Management Strategies to Support Making the Business Case and O&M Program Implementation; (5) Energy Policy Examples; (6) Elements to Consider During the Development of Energy Management Policies, Procedures, or Plans; (7) High-Performance School O&M Barriers and Solutions; (8) Detailed Critical Factors for Implementing Advanced O&M Management; (9) U.S. Green Building Council Template for Building Operating Plan for Schools; and (10) Additional Resources. (Contains 5 tables, 3 figures, and 33 footnotes.)
EnergySmart Schools National Financing Roundtable--Key Outcomes
Author: US Department of Energy, Office of Energy Efficiency and Renewable Energy
Date: 2009-04-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Performance Contracts,Energy Conservation,Energy Management,School Buildings,Financial Support,Partnerships in Education,Focus Groups,Efficiency,Familiarity,Policy Formation,Change Strategies,Educational Facilities Planning

As a follow-up to the release of its "Guide to Financing EnergySmart Schools", the U.S. Department of Energy's EnergySmart Schools program hosted the National Financing Roundtable on February 5, 2009. This event was held prior to the seventh Annual High Performance Schools Symposium, hosted by the Council of Educational Facility Planners International (CEFPI) on February 6-7, 2009 in Tampa, Florida. The purpose of the National Financing Roundtable was to bring together individuals with diverse knowledge of school building projects to discuss financing issues and options that build upon those described in the "Guide to Financing EnergySmart Schools." This document summarizes the discussion that took place during the roundtable. It provides an overview of the financing opportunities, challenges, and activities involved in achieving high-performance schools, as identified by the participants. The discussion has been organized into five key outcomes: (1) Identify creative funding mechanisms and low-cost or no-cost projects to help achieve energy efficiency in schools. Energy efficiency can be reached through small efforts when funding is limited as well as through large investments when funding is available; (2) Recognize that energy savings performance contracts (ESPCs) are solutions that require a strong partnership with an energy service company (ESCO), a clear understanding of the cost avoidance (savings) guarantee language, and annual measurement and verification (M&V); (3) Become better-educated and more aware decision makers in relation to energy-efficiency projects by discussing all financial and technical issues with stakeholders. Learn to reorganize the current district-level budgetary system to better recognize and account for savings from energy-efficiency measures; (4) Encourage and gain community, teacher, and student involvement in and support about energy-efficiency projects. This will increase awareness about these issues, pressure legislators to provide funding, and start a culture of social responsibility; and (5) Create clear policies at federal and state levels to provide quick incentives to districts investing in energy-efficiency projects.