ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness 2016: California Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Career Readiness,College Readiness,Academic Achievement,Access to Education,Testing,Trend Analysis,College Preparation,College Entrance Examinations,STEM Education,Student Behavior,Student Participation,Benchmarking,High School Graduates,Ethnicity,Racial Differences,High School Students,Academic Aspiration

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for California: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on California's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Delaware Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Access to Education,Testing,Benchmarking,Racial Differences,Ethnicity,STEM Education,College Entrance Examinations,College Readiness,Career Readiness,College Preparation,Trend Analysis,High School Students,High School Graduates,Student Behavior,Student Participation

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Delaware: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Delaware's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Hawaii Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Access to Education,Benchmarking,Testing,Trend Analysis,Career Readiness,College Readiness,College Preparation,Racial Differences,Ethnicity,Student Participation,Student Behavior,High School Students,High School Graduates,STEM Education

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Hawaii: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Hawaii's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
The Condition of College &amp; Career Readiness 2016: Florida Key Findings
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Academic Achievement,Academic Aspiration,Benchmarking,Access to Education,Career Readiness,College Readiness,College Preparation,Ethnicity,Racial Differences,Student Participation,Student Behavior,High School Students,High School Graduates,Testing,STEM Education,Trend Analysis

&quot;The Condition of College and Career Readiness&quot; looks at the progress of the 2016 ACT®-tested graduating class relative to college and career readiness. This state briefing begins with statistics in the following categories for Florida: performance, STEM, career readiness, impact, behaviors that impact access and opportunity, pipeline, and ACT footprint. Special state talking points conclude this section. The remainder of the report provides data on Florida's state college and career readiness attainment, participation, and opportunity. The report concludes with recommendations. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
UNESCO TVET Strategy, 2016-2021: Report of the UNESCO-UNEVOC Virtual Conference. 28 September to 3 October 2015
Author: UNESCO-UNEVOC International Centre for Technical and Vocational Education and Training (Germany)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Conferences (Gatherings),Videoconferencing,Vocational Education,Educational Principles,Educational Practices,Guidelines,Trend Analysis,Educational Trends,Needs Assessment,Delivery Systems,Institutional Role,Discourse Communities,Communities of Practice,International Education

This virtual conference took place from September 28 to October 3 on UNESCO-UNEVOC's e-Forum and brought together 165 participants from 57 countries. This virtual conference was the twelfth in a series of moderator-driven discussions introduced by UNESCO-UNEVOC in 2011. Conducted on the UNEVOC e-Forum--a global online community of over 4,000 members--and guided by an expert, these discussions provide a platform for sharing of experiences, expertise and feedback. This virtual conference provided stakeholders an opportunity to inform UNESCO's strategy for technical and vocational education and training (TVET) for the period 2016 to 2021. The questions addressed at the conference included: (1) What should be the guiding principles of the new UNESCO strategy for TVET; (2) What are the emerging issues and trends in TVET to which the strategy should respond; (3) What are the most important elements that should be contained in the strategy; and (4) What should the role of UNESCO be in delivering the strategy? Participants in the virtual conference were invited to respond to a simple series of questions on each of the four topics discussed at the conference. The responses are set out in the tables that are appended. [This conference was moderated by Mike Campbell.]
ACT Profile Report: State. Graduating Class 2016. Louisiana
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Louisiana's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Massachusetts
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Massachusetts' 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Mississippi
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Mississippi's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Maine
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Maine's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Michigan
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Michigan's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Minnesota
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Minnesota's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Maryland
Author: ACT, Inc.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Maryland's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]
ACT Profile Report: State. Graduating Class 2016. Iowa
Author: ACT, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Aspiration,Academic Standards,Achievement Tests,African American Students,Alaska Natives,American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Cohort Analysis,College Bound Students,College Entrance Examinations,College Readiness,Core Curriculum,Course Selection (Students),Difficulty Level,Educational Assessment,Educational Trends,English,Ethnicity,Gender Differences,Hawaiians,High School Graduates,Higher Education,Hispanic American Students,Mathematics Achievement,Multiracial Persons,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Profiles,Racial Differences,Reading Achievement,Science Achievement,Scores,Social Sciences,Tables (Data),Test Results,Testing,Trend Analysis,White Students,Writing Tests

This report provides information about the performance of Iowa's 2016 graduating seniors who took the ACT as sophomores, juniors, or seniors; and self-reported at the time of testing that they were scheduled to graduate in 2016. Beginning with the Graduating Class of 2013, all students whose scores are college reportable, both standard and extended time tests, are now included in the report. This report focuses on: (1) Performance: student test performance in the context of college readiness; (2) Access: number of graduates exposed to college entrance testing and the percent of race/ethnicity participation; (3) Course Selection: percent of students pursuing a core curriculum; (4) Course Rigor: impact of rigorous coursework on achievement; (5) College Readiness: percent of students meeting ACT College Readiness Benchmark Scores in each content area; (6) Awareness: extent to which student aspirations match performance; and (7) Articulation: colleges and universities to which students send test results. [For related reports, see &quot;The Condition of College &amp; Career Readiness 2016: National&quot; (ED573801) and &quot;ACT Profile Report: National. Graduating Class 2016&quot; (ED573825).]