ethanporcaro/eric-fulltext-meta huggingface dataset:
Emerging Hispanic-Serving Institutions (HSIs): Serving Latino Students. Executive Summary
Author: Excelencia in Education
Date: 2010-02-10
Type: Reports - Evaluative
Subjects: State Colleges,Federal Legislation,Organizational Change,Hispanic American Students,Higher Education,Organizational Culture,Group Dynamics,Enrollment Trends,Full Time Equivalency,Case Studies,Surveys,College Students,Instructional Leadership,Educational Policy,Academic Persistence,School Holding Power,Educational Practices,Interviews,Success,College Faculty,Presidents,Graduation Rate

The invention of Hispanic-serving Institutions (HSIs) in the 1980s was grounded in the theory that institutions enrolling a large concentration of Latino students would adapt their institutional practices to serve these students better. Specifically, critical mass theory suggests once a definable group reaches a certain size within an organization, group interactions transform the organization's culture. While the size of the definable group required for organizational change varies, the enrollment size selected to define HSIs in federal legislation is at least 25 percent Hispanic undergraduate full-time equivalent enrollment. This brief examines Emerging HSIs--institutions that do not yet meet the HSI enrollment threshold of 25 percent, but which are within the critical mass range of 12-24 percent and have the potential to become HSIs in the next few years. The brief integrates national data with data from a web-based survey and four case studies to examine Emerging HSIs' awareness of Latinos as a definable group on their campus, as well as changes in institutional practices to better serve their Latino students. The four Emerging HSIs studied in this brief include: Loyola Marymount University (CA), Palm Beach Community College-Lake Worth (FL), Texas State University-San Marcos (TX), and Metropolitan State College of Denver (CO). The brief summarizes the efforts of these HSIs to adapt institutional practices to serve more Latino students and presents institutional practices and policies suggested by campus leaders and students at Emerging HSIs to serve Latino students. [For &quot;Emerging Hispanic-Serving Institutions (HSIs): Serving Latino Students&quot;, see ED508202. This issue brief was developed with the support of the TG Public Benefit Program.]
[Establishing IAQ Metrics and Baseline Measures.] "Indoor Air Quality Tools for Schools" Update #20
Author: US Environmental Protection Agency
Date: 2009-06-15
Type: Collected Works - Serial
Subjects: School Buildings,Pollution,Environmental Standards,Standard Setting,Awards,Recognition (Achievement),Newsletters,Current Events

This issue of "Indoor Air Quality Tools for Schools" Update ("IAQ TfS" Update) contains the following items: (1) News and Events; (2) IAQ Profile: Establishing Your Baseline for Long-Term Success (Feature Article); (3) Insight into Excellence: Belleville Township High School District #201, 2009 Leadership Award Winner; and (4) Have Your Questions Answered.
[Reduce Energy Costs While Maintaining Healthy IAQ.] "Indoor Air Quality Tools for Schools" Update #17
Author: US Environmental Protection Agency
Date: 2009-04-14
Type: Collected Works - Serial
Subjects: Energy Management,School Buildings,Pollution,Current Events,Newsletters,Recognition (Achievement),Energy Conservation

This issue of "Indoor Air Quality Tools for Schools" Update ("IAQ TfS" Update) contains the following items: (1) News and Events; (2) Feature Article: Reduce Energy Costs while Maintaining Healthy IAQ; (3) Insight into Excellence: North East Independent School District ; (4) School Building Week 2009; and (5) Have Your Questions Answered!
SunWise: A Program that Radiates Good Ideas. Policy Information
Author: US Environmental Protection Agency
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Activities,Physical Environment,Educational Environment,Change Strategies,Health Promotion,School Safety,School Policy,Check Lists,Environmental Influences,Environmental Standards,Radiation,Educational Practices

The school day makes up a major part of a child's everyday life. The time children spend outside of the classroom, including recess, lunch, physical education classes, field trips, and after-school activities, can result in a significant amount of sun exposure, especially if it occurs during the hours of peak sun intensity from 10 a.m. to 4 p.m. Children need to be physically active, but must learn to protect themselves from overexposure to ultraviolet (UV) radiation. Given that sun damage is cumulative, schools need to recognize that everyday exposure counts. Overexposure to the sun can cause serious health problems such as skin cancer, cataracts, and immune system suppression. Schools can play a major role in preventing these adverse health effects by: (1) Instilling SunWise behaviors in students and staff through education; and (2) Providing a school environment that is SunWise, including both physical and policy enhancements. Becoming a SunWise School may require changes to the school's physical environment and policies and practices. This paper describes several steps schools can take to become a SunWise School.
Time to Work or Time to Play: The Effect of Student Employment on Homework, Housework, Screen Time, and Sleep. Working Paper 423
Author: Kalenkoski, Charlene Marie
Date: 2009-03-00
Type: Numerical/Quantitative Data
Subjects: Homework,High Schools,Student Employment,Released Time,Time on Task,Time Factors (Learning),Predictor Variables,Student Surveys,Interviews,Student Attitudes,Housework,Sleep

Recent research suggests that working while in high school reduces the amount of time students spend doing homework. However, an additional hour of work leads to a reduction in homework by much less than one hour, suggesting a reduction in other activities. This paper uses data from the 2003-2007 American Time Use Surveys (ATUS) to investigate the effects of market work on the time students spend on homework, sleeping, household work, and screen time. Results show that an increase in paid work reduces time spent in all of these activities by 84%, with the largest effect found for screen time. Data Appendix is included. (Contains 9 tables and 8 footnotes.)
The Timing of Maternal Work and Time with Children. Working Paper 425
Author: Stewart, Jay
Date: 2009-06-00
Type: Reports - Research
Subjects: Mothers,Employed Parents,Child Care,Family Work Relationship,Employment Level,Young Children,Time,Child Rearing,Parent Child Relationship

I use data from the American Time Use Survey to examine how maternal employment affects when during the day that mothers of pre-school-age children spend doing enriching childcare and whether they adjust their schedules to spend time with their children at more-desirable times of day. I find that employed mothers shift enriching childcare time from workdays to nonwork days. On workdays, full-time employed parents shift enriching childcare time toward evenings, but there is little shifting among part-time employed mothers. I find no evidence that full-time employed mothers adjust their schedules to spend time with their children at more-preferred times of day, whereas part-time employed mothers shift employment to later in the day. Classification of activities among routine care, quality care, and unclassified care is appended. (Contains 3 tables, 4 figures and 29 footnotes.)
Food Insecurity in Households with Children: Prevalence, Severity, and Household Characteristics. Economic Information Bulletin Number 56
Author: Nord, Mark
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Family (Sociological Unit),Nutrition,Food,Agricultural Production,Social Indicators,Family Financial Resources,Family Characteristics,National Surveys,Incidence,Hunger,Welfare Services,Child Welfare,Child Health

Eighty-four percent of U.S. households with children were food secure throughout 2007, meaning that they had consistent access to adequate food for active, healthy lives for all household members. Nearly 16 percent of households with children were food insecure sometime during the year, including 8.3 percent in which children were food insecure and 0.8 percent in which one or more children experienced very low food security--the most severe food-insecure condition measured by the U.S. Department of Agriculture. Numerous studies suggest that children in food-insecure households have higher risks of health and development problems than children in otherwise similar food-secure households. This study found that about 85 percent of households with food-insecure children had a working adult, including 70 percent with a full-time worker. Fewer than half of households with food-insecure children included an adult educated past high school. Thus, job opportunities and wage rates for less educated workers are important factors affecting the food security of children. In 2007, Federal food and nutrition assistance programs provided benefits to four out of five low-income, food-insecure households with children. Appendices include: (1) Questions used to assess the food security of households in USDA's annual food security survey; (2) Findings from selected studies on the effects of food insecurity and food insufficiency on children's health, development, and well-being; and (3) Incidence of food insecurity in selected subpopulations, 2006-07 average. (Contains 15 figures, 7 footnotes, and 5 tables.)
Going Home after Hurricane Katrina: Determinants of Return Migration and Changes in Affected Areas. Working Paper 428
Author: Groen, Jeffrey A.
Date: 2009-09-00
Type: Reports - Research
Subjects: Migration,Racial Composition,Social Change,Natural Disasters,Migration Patterns,Predictor Variables,National Surveys,Social Differences,Socioeconomic Influences,Economic Impact,Interviews,Social Indicators,Attribution Theory,Family Attitudes

This paper examines the decision of Hurricane Katrina evacuees to return to their pre-  Katrina areas and documents how the composition of the Katrina-affected region changed over time. Using data from the Current Population Survey, we show that an evacuee's age and the severity of damage in an evacuee's county of origin are important determinants of whether an evacuee returned during the first year after the storm. Blacks were less likely to return than whites, but this difference is primarily related to the geographical pattern of storm damage rather than to race per se. The difference between the composition of evacuees who returned and the composition of evacuees who did not return is the primary force behind changes in the composition of the affected areas in the first two years after the storm. Katrina is associated with substantial shifts in the racial composition of the affected areas (namely a decrease in the percentage of residents who are black) and an increasing presence of Hispanics. Katrina is also associated with an increase in the percentage of older residents, a decrease in the percentage of residents with low income/education, and an increase in the percentage of residents with high income/education. (Contains 35 footnotes, 6 figures, and 7 tables.)
The Digital Divide in Education
Author: Tarman, Bulent
Date: 2003-07-00
Type: Reports - Evaluative
Subjects: Role of Education,Global Approach,Access to Computers,Foreign Countries,Teacher Role,Access to Information,Comparative Education,International Education,Influence of Technology,Change Strategies,Information Technology,Technology Uses in Education

There is a digital divide occurring on every possible level: locally, nationally, and globally. Many people argue that the digital divide unfairly equips wealthy citizen and their children with more information and opportunities than those with lower incomes. In addition, there is a big debate around the world whether technology has benefited society and how it will affect society in the future. It can be issued from opposite perspective. Has technology harmed society? Has technology improved society? Has technology created a digital divide? Has technology not created a digital divide? By considering all the questions above, this study examines the digital divide at three different levels: a) from the perspective of the US as the most powerful country in the World, b) from a global perspective and c) from the Perspective of Turkey. After defining the term &quot;digital divide&quot;, I look at the digital divide in the context of the US, mostly focusing on education. However, approaching the issue from only the United States' perspective is not enough because the digital divide is not only an American issue but also an international one. Digital gaps in education, employment, race, and gender have already become worldwide issues and the educational divide is getting wider between developed countries and developing countries, between cities and rural areas, and between the rich and the poor. Therefore, another purpose of this study is to look at the problem from a global perspective and to figure out the third-world situation. The purpose of doing that is to gain an insight into how wide the divide is between developing countries (the third world) and the most developed country, the US. As a third word country, Turkey has a special place in this study because it is representative of developing countries. Since the digital divide is a very complex problem, the solutions must be based on an understanding of local needs and conditions, and integrating technology into society inn effective and sustainable way. Therefore, in the final part, I deal with the solutions to close the gap focusing especially on the question of what should be the role of education and what should be the role of teachers in closing the gap. (Contains 11 footnotes.)
A Researcher's Dilemma: A Comparison of Estimated versus Actual College G.P.A.
Author: Herman, William E.
Date: 2009-10-22
Type: Reports - Evaluative
Subjects: Grade Point Average,Research Problems,Statistical Bias,True Scores,Comparative Analysis,Testing Problems,Student Attitudes,Academic Records,Student Surveys,Student Behavior,College Students,Self Disclosure (Individuals)

This study compared college student reported grade point averages (GPA) with actual GPA as recorded at the Registrar's Office to determine the accuracy of student reported GPA. Results indicated that, on average, students reported slightly higher GPA than their actual GPA. Additionally, females were virtually as accurate as males and students with high GPAs were more accurate than students with lower GPAs. Since 17% of unexplained variance in actual GPA was found based upon student GPA estimates, the findings support the recommendation that researchers employ the actual GPA recorded in the Registrar's Office whenever possible and feasible.
Examining the Overrepresentation of African-American Males in Special Education
Author: Bush-Daniels, Shallonda
Date: 2008-05-00
Type: Information Analyses
Subjects: African American Students,African American Family,Males,Special Education,Disproportionate Representation,Poverty,At Risk Students,Gender Bias,Racial Bias,Social Attitudes,Cultural Differences,Intervention,Literature Reviews,Equal Education,Attendance Patterns,Socioeconomic Influences,Teacher Attitudes,Social Work,Caseworkers,Curriculum Development,Culturally Relevant Education,Staff Development,Cultural Pluralism,Single Sex Classes,Religious Factors

This literature review focuses on the overrepresentation of African-American males in special education. The most prevalent factors that contribute to this epidemic are poverty and the perceptions of teachers, their attitudes towards African-American men and the lack of their cultural understandings. Not only does this literature review focus on identifying the problem, but it also includes various intervention and solution strategies which will improve the equity of placement and ultimately increase the overall attendance rate of African-American males in areas of higher education and give them the opportunity to attain prominent positions in the work force. In my opinion, this will inevitably solidify the state of the black family structure. (Contains a 26-item bibliography.)
Cases on Challenges Facing E-Learning and National Development: Institutional Studies and Practices. e-Learning Practices. Volume I
Author: Demiray, Ugur, Ed.
Date: 2010-00-00
Type: Books
Subjects: Electronic Learning,Foreign Countries,Educational Practices,Book Reviews,Comparative Education,Case Studies,Technology Uses in Education,Barriers,Performance Factors,Information Technology,Institutional Characteristics,Electronic Publishing

E-Learning offers many opportunities for individuals and institutions all over the world. Individuals can access to education they need almost anytime and anywhere they are ready to. Institutions are able to provide more cost-effective training to their employees. E-learning context is very important. It is common to find educators who perceive e-learning as internet-only education that encourages a static and content-focused series of text pages on screen. Others envisage the shallow and random online messages that are typical of a social real-time chat session, and wonder how that type of communication could add any value to academic discourse. Some may have experienced e-learning done poorly, and extrapolate their experience into a negative impression of all e-learning. The book will examine the emergence and growth of e-learning. The use of the &quot;e&quot; prefix indicates the application of information and communication technology (ICT) in government, finance, and all forms of socio-economic and community development. This eBook is designed and presented in two volumes. The first volume consists of the country cases of Algeria, Belarus, Bulgaria, Egypt, Estonia, Finland, Greece, Jordan, Hungary, Iraq, Iran, Israel, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova, and Morocco. The second volume gives a place to the country cases of Norway, Oman, Palestine, Poland, Romania, Russia, Saudi Arabia, Serbia, Slovakia, Slovenia, Sweden, Syria, Tajikistan, Tunisia, Turkey, Ukraine, United Arab Emirates and Uzbekistan. So, the book consists of more than 70 authors from 39 different countries and from 42 universities and 14 institutions with company for all 42 chapters. (Individual chapters contain references.) [This compilation was co-edited by: Leena Vainio, Mehmet Can Sahin, Gulsun Kurubacak, Petri T. Lounaskorpi, S. Raja Rao, and Carlos Machado.]
Staffing Levels in the Dallas Independent School District
Author: Council of the Great City Schools
Date: 2009-06-00
Type: Numerical/Quantitative Data
Subjects: Urban Schools,School Districts,Teacher Student Ratio,Teacher Placement,Educational Assessment,Educational Indicators,Institutional Characteristics,Comparative Analysis,Statistical Data,School Statistics,Teacher Distribution,Organizations (Groups)

The Board of Trustees of the Dallas Independent School District (DISD) asked the Council of the Great City Schools, the nation's primary coalition of large urban school systems, to examine the staffing levels of the school system and determine whether the numbers of staff members employed were appropriate for a district serving as many students as DISD does. The Council was not asked to examine the organizational structure of the district itself, but to focus on staffing levels. The districts chosen were: (1) Broward County (Fort Lauderdale, Florida); (2) Chicago; (3) Duval County (Jacksonville, Florida); (4) Orange County (Orlando, (Florida); (5) Hillsborough County (Tampa, Florida); (6) Houston; and (7) Miami-Dade County (Florida). The survey data indicate that in the 2008-2009 school year, the DISD employed some 17,636 individuals (FTE) with general operating funds--including teachers--or about one staff member for every 8.9 students. This level constituted a slightly higher number of staff than the selected comparison districts. The data also show the number of full-time equivalent (FTE) individuals working in the central offices of the selected districts. The numbers indicate that Dallas ISD employed some 2,198 people in a districtwide capacity or about one staff member for every 71.5 students. Other comparison districts ranged from one central office staff member for every 58.4 students in Houston to one central office staff member for every 267.9 students in Chicago. These data suggest that the total number of individuals employed in a central office or regional role in the Dallas ISD is well within the range of the selected comparison districts and is not inordinately high or low. The data, moreover, show considerable variation as one looks at specific types of central office staff. Likewise, there is considerable range across the districts in the numbers of individuals with managerial or supervisory responsibilities for school leadership and campus administrative support. Houston reports having one such staff member for every 2,669.7 students, while Hillsborough County reports having one for every 29,361.3 students. Dallas, once again, is within the range of the selected districts with one such staff member for every 11,231.1 students. The Dallas schools are also within the range of the selected districts in terms of numbers of executive staff positions (1:14,294.2), teaching and learning staff (1:2,419.0), business services and operations staff (1:686.6), and central office support personnel (1:83.9). Appendices include: (1) Supplemental Data; (2) Strategic Support Team; and (3) About the Council. (Contains 17 exhibits.) [This report was submitted to the Dallas Independent School District by the Council of the Great City Schools.]
Advancing Entrepreneurship Education. A Report of the Youth Entrepreneurship Strategy Group
Author: Aspen Institute
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Adolescents,Youth,Entrepreneurship,Strategic Planning,Educational Opportunities,Human Capital,Conferences (Gatherings),Low Income Groups,Partnerships in Education,Public Policy,Secondary School Curriculum,High School Students

The Youth Entrepreneurship Strategy Group convened its inaugural meeting from September 26-28, 2007 at the Aspen Institute in Aspen, Colorado. A group of dynamic national leaders from the fields of education, entrepreneurship and business, public policy, media, and philanthropy met over three days to explore the promise of, and obstacles to, implementing youth entrepreneurship education in low-income communities nationwide. In partnership with E*TRADE Financial, the Aspen Institute and the National Foundation for Teaching Entrepreneurship (NFTE) created this educational public policy initiative to develop a concrete, viable strategy to advance the teaching of entrepreneurship--specifically in Title I high schools--and to prompt public discussion and action on teaching entrepreneurship to increased numbers of high school students from low-income communities. The conference was moderated by Dr. Jonathan Ortmans, President of the Public Forum institute, who has over 15 years of experience and decision making in the public policy field. This paper describes the highlights of the conference. Appendices include: (1) Acknowledgments; and (2) Perspectives: Entrepreneurship Training Can Empower Students Being Left Behind (Michael J. Caslin III, Porcher L. Taylor III, and Catherine S. Fisher). (Contains 9 endnotes.) [This report has been funded by grants from E*TRADE Financial, in partnership with the Aspen Institute and the National Foundation for Teaching Entrepreneurship (NFTE), and through the support of the panel member institutions of the Youth Entrepreneurship Strategy Group.]