ethanporcaro/eric-fulltext-meta huggingface dataset:
What It's Worth: Field of Training and Economic Status in 2009. Household Economic Studies. Current Population Reports. P70-129
Author: Ewert, Stephanie
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Educational Development,Economic Status,Educational Attainment,Educational Experience,Time to Degree,Intellectual Disciplines,Salary Wage Differentials,Education Work Relationship,Age Differences,Gender Differences,Racial Differences,Participation,Census Figures,Community Surveys,Occupational Surveys,Charts,Population Distribution,Population Growth,Statistical Analysis,Statistical Data,Statistical Distributions,Graduation Rate,College Outcomes Assessment

The relationship between educational attainment and economic outcomes is shaped by a variety of educational experiences, including field of training, length of time spent in school, and level of attainment. This report explores the relationship between educational attainment, field of training, and eventual occupation and earnings. The report also explores sex, race, and ethnic differences in educational attainment and differences between people who received a General Educational Development (GED) certificate and a high school diploma. These analyses use data collected in the Survey of Income and Program Participation (SIPP) 2008 Panel from January through April of 2009, representing the civilian noninstitutionalized population of the United States. These analyses also use data from the SIPP 1984, 1987, 1990, 1993, 1996, 2001, and 2004 Panels to examine changes over time. (Contains 9 tables, 9 figures and 15 footnotes.)
Measurement of High School Equivalency Credentials in Census Bureau Surveys. SEHSD Working Paper Number 2012-3
Author: Crissey, Sarah R.
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Credentials,High Schools,Educational Attainment,Census Figures,Measurement Objectives,Measurement Techniques,High School Equivalency Programs,High School Graduates,Graduation Rate,Test Reliability,Statistical Analysis,Statistical Data,Statistical Distributions,Achievement Rating,Data Collection,Case Records,Comparative Analysis,Statistical Surveys

The Census Bureau has historically grouped high school diploma holders along with those who hold &quot;high school equivalent&quot; credentials. Among these is the credential earned through successfully passing the General Education Development (GED) test. Interest in identifying those with GEDs has recently increased, in part from debate within the academic and federal statistical communities about the inclusion of high school equivalency degrees in the calculations of high school graduation, and because of the increasing concern that equivalency degrees are not truly equivalent in terms of labor market value and as a basis for future educational attainment (Heckman and LaFontaine, 2010; Murnane, Willett, and Tyler, 2000; Clark and Jaeger, 2006; Michel and Roy, 2006; Boesel, Alsalam, and Smith, 1998; Cameron and Heckman, 1993). This paper outlines the ways that the Census Bureau captures persons with alternative high school credentials, provides estimates of prevalence based on these different methods, compares these estimates to administrative records, and reviews the Census Bureau studies on the relative reliability of survey items on high school credentials. Appended are: (1) Question Wording for Surveys; and (2) Memo on GED Data Collection in Basic CPS 2007 to Present. (Contains 2 tables, 1 figure and 7 footnotes.)
2007 Mississippi Curriculum Framework: Secondary Computer Graphics. (Program CIP: 50.0402 - Commercial and Advertising Art)
Author: Creel, Jo Anne
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Computer Graphics

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Computer Graphics Technology Program is a two-year occupational program that provides instruction in the basics of graphic design and the use of computer software to produce various media including print, video, and Web page projects. The proposed program will consist of two courses for students in grades 10-12, with each course offering two Carnegie units of vocational-technical credit toward graduation. This program will prepare students for entry-level employment in screen printing, basic Web page design, and advertising layout for print publications; and to continue their studies in postsecondary educational programs. Industry standards referenced are from the &quot;Career Cluster Resources for Arts, A/V Technology and Communications&quot; published by the National Association of State Directors of Career Technical Education Consortium. Additional research data used in the development of this publication were collected from a review of related literature and from surveys of local experts in business, industry, and education. Appended are: (1) Graphic Design Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics. A list of suggested references is provided for each unit. (Contains 6 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Cosmetology. (Program CIP: 12.0401 - Cosmetology/Cosmetologist, General)
Author: Buchanon, Rouser
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Cosmetology

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Cosmetology is a secondary instructional program designed to teach students how to provide basic services in sanitation and sterilization, shampooing, hair styling, manicuring, permanent waving, chemical waving, hair coloring, wigs, and salon management. Upon successful completion of the 1500 hour program, the student will be qualified for the certification examination as administered by the Mississippi State Board of Cosmetology. The curriculum is designed to comply with the standards of the Mississippi State Board of Cosmetology and the requirement of 1500 contact hours for students. Students are required to receive 230 hours of theory (a minimum of 6 hours per week throughout the entire period of instruction, conducted in a separate classroom by a licensed instructor), 1200 hours of supervised skill preparation and clinic work, and 70 hours assigned at the instructor's discretion as needs of individual students dictate. Appended are: (1) National Skills Standards for Cosmetology and Standards for Licensing of Instructors; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 8 footnotes.)
I CAN Learn[R]. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2012-02-00
Type: Reports - Evaluative
Subjects: Computer Software,Mathematics Teachers,Algebra,Individualized Instruction,Mathematics,Mathematics Instruction,Mathematics Education,Geometry,Intervention,Mathematics Achievement,Mathematics Curriculum,Achievement Tests,High School Students,Secondary School Mathematics

&quot;I CAN Learn&quot;[R] is a computer software system that provides math instruction through a series of interactive lessons. These lessons are delivered with a one-to-one student-to-computer ratio. Students determine the pace of each lesson and must demonstrate mastery of the lesson before progressing to the next one. Teachers provide individualized instruction to students on the basis of their performance on the lessons. The available &quot;I CAN Learn&quot;[R] curricula include fifth- to sixth-grade math, pre-algebra, algebra, and geometry. These curricula are aligned to the National Council of Teachers of Mathematics standards and can be customized to meet state- or district-specific standards. Studies included in this What Works Clearinghouse (WWC) review assess the effectiveness of the pre-algebra and algebra components of &quot;I CAN Learn&quot;[R]. One study (Barrow, Markman, &amp; Rouse, 2009) is a randomized controlled trial with high levels of attrition that meets WWC evidence standards with reservations. That study is summarized in this report. The remaining 10 studies do not meet either WWC eligibility screens or evidence standards. Appended are: (1) Research details for Barrow et al. (2009); (2) Outcome measures for each domain; and (3) Findings included in the rating for the math achievement domain. A glossary of terms is included. (Contains 4 tables, 4 endnotes and 1 additional resource.)
Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues &amp; Answers. REL 2012-No. 122
Author: Apthorp, Helen
Date: 2012-02-00
Type: Reports - Research
Subjects: English Language Learners,Elementary Education,Elementary School Teachers,Standards,Teacher Characteristics,Teaching Skills,Individualized Instruction,Media Selection,Learning Theories,Second Language Learning,Communication (Thought Transfer),Student Evaluation,Content Analysis

This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key findings include: (1) All seven Central Region states include knowledge and skills for teaching English language learner (ELL) students in their teaching standards, referencing at least two topics: differentiating instruction to accommodate the learning needs of ELL students and communicating with students and families for whom English is not their native language; (2) Five states (Kansas, Missouri, North Dakota, South Dakota and Wyoming) reference recognizing and supporting diverse language backgrounds; four states (Kansas, North Dakota, South Dakota, and Wyoming) reference knowing theories of second language acquisition and related strategies of support; (3) No states reference selecting materials or curricula to accommodate the learning needs of ELL students; and (4) The number of ELL-related topics in each state's standards ranges from two to five. Colorado and Nebraska reference two (differentiating instruction and communicating with students and families). Missouri references one additional topic (recognizing and supporting diverse language backgrounds), while North Dakota, South Dakota, and Wyoming reference two additional topics (recognizing and supporting diverse language backgrounds and knowing theories of second language acquisition and related strategies of support). Finally, Kansas references one additional topic (assessing students' language status and development), for a total of five topics. Appended are: (1) Describing the six English language learner topics; (2) Data and methodology; and (3) State profiles. (Contains 2 boxes, 3 tables and 8 notes.) [For the summary report, &quot;Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Summary. Issues &amp; Answers. REL 2012-No. 122,&quot; see ED529763.]
Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Summary. Issues &amp; Answers. REL 2012-No. 122
Author: Apthorp, Helen
Date: 2012-02-00
Type: Reports - Research
Subjects: English Language Learners,Elementary Education,Elementary School Teachers,Standards,Teacher Characteristics,Teaching Skills,Individualized Instruction,Media Selection,Learning Theories,Second Language Learning,Communication (Thought Transfer),Student Evaluation

This report on professional teaching standards in the Central Region examines what K-8 general education teachers are expected to know and be able to do in order to teach English language learner students. It reviews the standards for coverage of six topics that the research literature suggests are important for improving student achievement. Key findings include: (1) All seven Central Region states include knowledge and skills for teaching English language learner (ELL) students in their teaching standards, referencing at least two topics: differentiating instruction to accommodate the learning needs of ELL students and communicating with students and families for whom English is not their native language; (2) Five states (Kansas, Missouri, North Dakota, South Dakota and Wyoming) reference recognizing and supporting diverse language backgrounds; four states (Kansas, North Dakota, South Dakota, and Wyoming) reference knowing theories of second language acquisition and related strategies of support; (3) No states reference selecting materials or curricula to accommodate the learning needs of ELL students; and (4) The number of ELL-related topics in each state's standards ranges from two to five. Colorado and Nebraska reference two (differentiating instruction and communicating with students and families). Missouri references one additional topic (recognizing and supporting diverse language backgrounds), while North Dakota, South Dakota, and Wyoming reference two additional topics (recognizing and supporting diverse language backgrounds and knowing theories of second language acquisition and related strategies of support). Finally, Kansas references one additional topic (assessing students' language status and development), for a total of five topics. [For the full report, &quot;Teaching English Language Learner Students: Professional Standards in Elementary Education in Central Region States. Issues &amp; Answers. REL 2012-No. 122,&quot; see ED529762.]
2011 Mississippi Curriculum Framework: Postsecondary Agricultural Technician Technology. (Program CIP: 01.0201 - Agricultural Mechanics and Equipment/Machine Technology)
Author: Massey, Jeremy
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,College Curriculum,Agricultural Engineering,Agricultural Machinery,Course Descriptions,Prerequisites,Competence,Course Objectives,Academic Standards,Job Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Career-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact local career-technical programs. Agricultural Technician Technology is an instructional program that prepares individuals to select, operate, maintain, service, and use agricultural/industrial power units, machinery, and equipment. Included is instruction in engine design, use, maintenance, and repair techniques. The program covers internal combustion engines service and overhaul, electrical systems, hydraulic systems, power trains, air conditioning, grain harvesting equipment, spray equipment, row crop planting systems, cotton harvesting equipment, hay harvesting equipment, compact engines equipment, servicing, cutting and welding, and service repair center management and operations. Graduates of the first-year program shall be issued a Certificate of Agricultural Technician, and those who complete the second year shall be awarded an Associate of Applied Science Degree in Agricultural Technician Technology. Graduates of this program are employed by agricultural equipment dealers, industrial, rental, and retail concerns and agricultural businesses. Industry standards referenced are adapted from the Ag Tech program as published by Deere and Company, Moline, Illinois. Ag Tech is a nationally recognized training program for farm power and machinery technicians. Appended are: (1) Standards for Agricultural Technician Technology; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
Critical Evidence: How the Arts Benefit Student Achievement
Author: Ruppert, Sandra S.
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Evidence,Educational Research,Academic Achievement,Success,Art Education,Learning Experience,Educational Benefits,Educational Policy,Skill Development,Educational Needs,Achievement Need,Educational Environment,Learning Motivation,Standardized Tests,Public Opinion

Why is it so important to keep the arts strong in schools? How does study of the arts contribute to student achievement and success? This paper is designed to answer these and other questions. It describes in nontechnical terms what the research says about how study of the arts contributes to academic achievement and student success. It offers impartial, to-the-point reporting of the multiple benefits associated with students' learning experiences in the arts. In short, it "makes the case for the arts" based on sound educational research. (Contains 27 endnotes.)
2007 Mississippi Curriculum Framework: Postsecondary Agricultural Mechanics Technology. (Program CIP: 01.0201 - Agricultural Mechanics and Equipment/Machine Technology)
Author: Massey, Jeremy
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,College Curriculum,Agricultural Engineering,Agricultural Machinery,Course Descriptions,Prerequisites,Competence,Course Objectives,Academic Standards,Job Skills

As the world economy continues to evolve, businesses and industries must adopt new practices and processes in order to survive. Quality and cost control, work teams and participatory management, and an infusion of technology are transforming the way people work and do business. Employees are now expected to read, write, and communicate effectively; think creatively, solve problems, and make decisions; and interact with each other and the technologies in the workplace. Vocational-technical programs must also adopt these practices in order to provide graduates who can enter and advance in the changing work world. The curriculum framework in this document reflects these changes in the workplace and a number of other factors that impact on local vocational-technical programs. Federal and state legislation calls for articulation between high school and community college programs, integration of academic and vocational skills, and the development of sequential courses of study that provide students with the optimum educational path for achieving successful employment. National skills standards, developed by industry groups and sponsored by the U.S. Department of Education and Labor, provide vocational educators with the expectations of employers across the United States. All of these factors are reflected in the framework found in this document. Agricultural Mechanics Technology is an instructional program that prepares individuals to select, operate, maintain, service, and use agricultural/industrial power units, machinery, and equipment. Included is instruction in engine design, use, maintenance, and repair techniques. The program covers internal combustion engines service and overhaul, electrical systems, hydraulic systems, power trains, air conditioning, grain harvesting equipment, spray equipment, row crop planting systems, cotton harvesting equipment, hay harvesting equipment, compact engines equipment, servicing, cutting and welding, and service repair center management and operations. Graduates of the first year program shall be issued a Certificate of Agricultural Mechanics and those who complete the second year shall be awarded an Associate of Applied Science Degree in Agricultural Mechanics Technology. Graduates of this program are employed by agricultural equipment dealers, industrial, rental, and retail concerns, and agricultural businesses. Appended are: (1) Standards for Agricultural Equipment Technicians; (2) Related Academic Standards; and (3) 21st Century Skills. A list of suggested references is provided for each unit. (Contains 3 footnotes.)
Students' Perceptions of Teacher Biases: Experimental Economics in Schools. CEE DP 133
Author: Ouazad, Amine
Date: 2012-01-00
Type: Reports - Research
Subjects: Foreign Countries,Secondary School Students,Student Attitudes,Teacher Behavior,Bias,Grading,Grade 8,Social Discrimination,Gender Differences,Gender Discrimination,Incentives,Ethnicity,Family Income

We put forward a new experimental economics design with monetary incentives to estimate students' perceptions of grading discrimination. We use this design in a large field experiment which involved 1,200 British students in grade 8 classrooms across 29 schools. In this design, students are given an endowment they can invest on a task where payoff depends on performance. The task is a written verbal test which is graded non anonymously by their teacher, in a random half of the classrooms, and graded anonymously by an external examiner in the other random half of the classrooms. We find significant evidence that students' choices reflect perceptions of biases in teachers' grading practices. Our results show systematic gender interaction effects: male students invest less with female teachers than with male teachers while female students invest more with male teachers than with female teachers. Interestingly, female students' perceptions are not in line with actual discrimination: Teachers tend to give better grades to students of their own gender. Results do not suggest that ethnicity and socioeconomic status play a role. Appended are: (1) Survey Questionnaire; and (2) Experimental Procedure. (Contains 13 tables and 17 footnotes.)