ethanporcaro/eric-fulltext-meta huggingface dataset:
New York State School Facilities and Student Health, Achievement, and Attendance: A Data Analysis Report
Author: Boese, Stephen
Date: 2005-11-00
Type: Reports - Evaluative
Subjects: Educational Environment,School Safety,Public Schools,Hazardous Materials,Educational Facilities Improvement,Maintenance,Pollution,Academic Achievement,Attendance Patterns,Child Health,Counties,School Buildings,Educational Finance,Reports,Budgets,Data Collection,Scores

Students who attend schools with environmental hazards that impact indoor air quality are more likely to miss class, and therefore lose learning opportunities. Yet school environmental health and safety remains largely unregulated and there is no state or federal agency in charge of protecting children's environmental health in schools. This report looks at information compiled from all public schools in two New York counties, and from a select group of schools from around the state that have reported environmental health and safety problems. The findings show that, despite the lack of an up-to-date system for collecting data on environmental hazards in schools, it is still possible to correlate existing information with state funding to repair hazards and to show that unhealthy schools rob students of valuable classroom learning time. Based on the conclusions of their research, the authors are making the following recommendations: (1) Replace the current system of annual school facilities reports with one using evidence-based assessments actionable in a short (one year) time frame and link it to state funding that is currently available under the minor maintenance and repair (MMR) program to mitigate identified hazards; (2) Create unified linking codes for each school and collect the data via the internet for better accuracy and public accessibility; (3) The New York State Education Department should make the facilities environmental quality data available to parents and the general public to facilitate improvement efforts; and (4) The methods used for this study, in particular the linked building and performance data, should be replicated in other counties around the state for more precision of analysis and targeting of priorities. Data for this report came from 18 separate school districts, six in Columbia County and 12 in Dutchess County, for the 2002-2003 school year. It was augmented by data collected from 11 of the same districts for the 2003-2004 school year. [Support for this report was provided by the Rockefeller Foundation's Working Communities Program.]
International Resource Book for Libraries Serving Disadvantaged Persons: 2001-2008. An Update to the International Resource Book for Libraries Serving Disadvantaged Persons: 1931-2001
Author: Locke, Joanne
Date: 2010-00-00
Type: Reference Materials - Bibliographies
Subjects: Library Services,Disadvantaged,Special Libraries,Medical Libraries,Deafness,Older Adults,High Interest Low Vocabulary Books,Patients,Correctional Institutions,Blindness,Bibliographies,Conference Papers,Library Associations,International Organizations

In 2001, the Libraries Serving Disadvantaged Persons (LSDP) Section of the International Federation of Library Associations and Institutions (IFLA), published the "International Resource Book for Libraries Serving Disadvantaged Persons." This publication is a seventy year retrospective which chronicles the history of the Section from 1931 to 2001. The main purpose of the "Resource Book" was to raise awareness of the Section and its work in promoting library services for disadvantaged groups. This publication, entitled "International Resource Book for Libraries Serving Disadvantaged Persons: 2001-2008," has maintained the guiding principle of the original publication and serves as an update to the original publication. The authors have chosen 2008 as a closing date as it is a milestone in the history of the Section. In 2008, the Section changed its name to Library Services to People with Special Needs (LSPSN) Section which more accurately reflects the Sections ever broadening scope. In order to facilitate use of this update, the authors have chosen to maintain the same format as that of the "Resource Book". The update is divided into several sections: (1) An Eight Year Retrospective; (2) Section Papers Presented at IFLA Annual Conferences, 2001-2008; (3) Section Professional Reports; (4) Library Services to the Deaf: A Bibliography, 2001-2008; (5) Library Services to the Elderly: A Bibliography, 2001-2008; (6) Use and Development of Easy to Read Publications: A Bibliography, 2001-2008; (7) Hospital Patient Libraries: A Bibliography, 2001-2008; (8) Prison Libraries: A Bibliography, 2001-2008; (9) Author Index to Section Conference Papers and Professional Reports; and (10) Subject Index to Bibliographies. [This paper was written with the assistance of Margaret Girolami.]
Examinee and High School Senior Performance on the GED[R] Tests. GED Testing Service[R] Research Study, 2007-1. Executive Summary
Author: George-Ezzelle, Carol E.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Admissions Officers,Credentials,High School Seniors,Academic Achievement,Comparative Analysis,High Schools,High School Equivalency Programs,Employment,College Admission,Mathematics Tests,Reading Tests,Science Tests,Writing Tests

This study compares performance on the GED (General Educational Development) Tests, U.S. edition, across three groups of examinees: (1) graduating high school seniors in the GED U.S., 2001 norm group, (2) GED Tests candidates who took one or more tests in the United States between 2002 and 2004, and (3) GED Tests candidates who passed the tests in the United States between 2002 and 2004. By comparing graduating high school seniors and GED Tests examinees, this report provides evidence of the academic value of the GED credential. The results should be useful primarily to employers and admissions officers evaluating applicants who have a credential based on passing the tests. Additionally, adult education administrators and teachers can use this information when planning and developing instructional programs for GED Tests candidates. [For the full report, see ED510069.]
Differences between Students Who Were and Were Not Retained in Grade: A Comparison of Academic Achievement, Reasons for Dropping out, and Reasons for Pursuing a GED[R] Credential. GED Testing Service[R] Research Studies, 2007-3. Executive Summary
Author: George-Ezzelle, Carol E.
Date: 2007-00-00
Type: Reports - Evaluative
Subjects: Credentials,Grade Repetition,Academic Achievement,Comparative Analysis,Dropouts,High School Equivalency Programs,High Schools,Student Promotion,Behavior Problems,Demography,Disproportionate Representation,Ethnic Groups,Minority Groups,Males,Evaluation

This study examines the demographic, academic, social, and behavioral differences between GED (General Educational Development) Tests candidates who were and were not retained in grade. Differences between candidates who were and were not retained in grade are examined with regard to factors such as demographics, delinquent behaviors, reasons for dropping out of high school, and reasons for seeking a GED credential. Additional analyses explore the effect of grade retention on performance on each of the GED Tests, as well as on passing the entire GED Tests battery. [For the full report, see ED510070.]
The Health Literacy of U.S. Adults across GED[R] Credential Recipients, High School Graduates, and Non-High School Graduates. GED Testing Service[R] Research Study, 2008-1. Executive Summary
Author: Hsu, Yung-chen
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Educational Development,High Schools,Literacy Education,Health Education,Educational Attainment,High School Graduates,Adult Literacy,High School Equivalency Programs,Adults,Dropouts,At Risk Persons,Racial Differences,English (Second Language),Social Influences,Individual Characteristics,Poverty,Socioeconomic Status,Age Differences

Health literacy is important for all adults. Because lower health literacy is associated with lower educational attainment, many adult basic and literacy education programs increasingly provide health education to low-literate adults to improve their health literacy. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the health literacy of adults across General Educational Development (GED) credential recipients, high school graduates, and non-high school graduates by various demographic and socioeconomic characteristics. Specific populations with lower health literacy levels were identified so that adult education entities and policy makers can target these groups with more support, funding, and better programs to improve their health literacy skills. [For the full report, see ED510067.]
Economic and Noneconomic Outcomes for GED[R] Credential Recipients. GED Testing Service[R] Research Studies, 2008-2. Executive Summary
Author: Song, Wei
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Credentials,High School Equivalency Programs,Adult Literacy,Outcomes of Education,Economic Impact,Educational Assessment,Educational Indicators,Social Indicators,Graduate Surveys,Education Work Relationship

The General Educational Development (GED) Tests are widely used to certify a high  school level of academic knowledge and skills. The popularity and profound influence of the  GED Tests have elicited numerous studies on the outcomes of obtaining a GED credential.  Most studies on labor market outcomes for GED credential recipients have targeted specific  groups for comparisons across age, gender, or geographic areas. Depending on the samples  used and the research methodologies applied, these studies have yielded mixed results.  Furthermore, scholars have noticed a scarcity of research on the noneconomic outcomes of  GED credential recipients, such as their social and political participation, health, and parenting  skills. This study provides evidence, through a recently released nationally representative  sample of adults, the 2003 National Assessment of Adult Literacy (NAAL), on the economic  outcomes as well as the noneconomic outcomes for GED credential recipients. Among  economic outcomes, this study examines labor force participation, work history, weekly wage, and personal income. Among noneconomic outcomes, this study looks into political and social participation, family literacy, and health. [For the full report, see ED510064.]
The Literacy of U.S. Adults with Disabilities across GED[R] Credential Recipients, High School Graduates, and Non-High School Graduates
Author: Hsu, Yung-Chen
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Testing Accommodations,Disabilities,High School Graduates,Program Effectiveness,Federal Government,Adult Literacy,Adults,High School Equivalency Programs,Social Bias,Validity,Knowledge Level,Hearing Impairments,Visual Impairments,At Risk Persons

To serve adults with disabilities without a high school diploma, the federal government and states have funded adult education and literacy programs that provide services to accommodate the needs of those adults. In addition, the Tests of General Educational Development (GED Tests) provide adults with disabilities with testing accommodations to minimize the impact of examinee characteristics on the assessment of academic knowledge and skills. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the literacy level across GED credential recipients, high school graduates, and non-high school graduates. The study also provided evidence of the validity of the GED credential as an indication that adults with disabilities with a GED credential have achieved the literacy skills and knowledge equivalent to those skills and knowledge demonstrated by adults with disabilities with a high school diploma. This paper presents the abstract and the executive summary of this study. [For the full report, see ED510072.]
GED Candidates and Their Postsecondary Educational Outcomes: A Pilot Study. GED Testing Service[R] Research Studies, 2009-5. Executive Summary
Author: Patterson, Margaret Becker
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Credentials,Postsecondary Education,Outcomes of Education,Testing,High School Equivalency Programs,Enrollment Rate,Graduation Rate,Academic Persistence,Pilot Projects,Graduate Surveys,Educational Assessment,Educational Indicators

For most high school non-completers, the GED[R] (General Educational Development) credential is the bridge to postsecondary education, but little is known about how successfully they could make that transition and whether their participation shifts across time. The American Council on Education (ACE) has begun a three-year longitudinal study to understand the effect of the GED (General Educational Development) credential on postsecondary enrollment, persistence, and completion. This study is in support of GED 20/20, a new comprehensive initiative to transition adults without a high school diploma to the GED credential and career and college readiness via accelerated learning. A first step of the study involved piloting the work with a random sample of 1,000 U.S. GED candidates in September 2008. The pilot reports the latest data available from a 2003 cohort of GED candidates who tested shortly after the introduction of the new rigorous 2002 test series. Major findings of interest in this pilot study reflect a positive relationship between the GED credential and entering postsecondary education. GED credential recipients enrolled in postsecondary education at a significantly higher rate than did non-passers. Women with a GED credential enrolled at a higher rate than male GED credential recipients. Approximately half of GED credential recipients who indicated Enter Two-Year College and Enter Four-Year College as reasons for testing enrolled in postsecondary education after testing. These comparisons suggest that GED credential recipients with the intention to enroll in a two-year or four-year college when testing are more likely to actually do so, compared with GED credential recipients who do not state these goals. [For the full report, see ED510083.]
Examining the Validity of GED[R] Tests Scores with Scheduling and Setting Accommodations. GED Testing Service Research Studies, 2004-1
Author: George-Ezzelle, Carol E.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: Scheduling,Testing Accommodations,Academic Achievement,Test Validity,Achievement Tests,Scores,Psychometrics,Academic Standards,Control Groups,Matched Groups,Ethnic Diversity,High School Equivalency Programs,Item Analysis,Comparative Testing

Current testing standards call for test developers to provide evidence that testing procedures and test scores, and the inferences made based on the test scores, show evidence of validity and are comparable across subpopulations (American Educational Research Association [AERA], American Psychological Association [APA], &amp; National Council on Measurement in Education [NCME], 1999). Evidence of the comparability of test validity across subpopulations can be collected through examination of: (1) the representation of the content domain being tested; (2) the relationship of test performance to other variables; (3) the internal structure of the test; (4) the response processes of examinees; and (5) the consequences of test score use. This research focuses on examining the internal structure of the test and the response processes of examinees with and without accommodations of test scheduling (e.g., extra time or breaks) and physical setting (private room). In an effort to contribute to the research on the effect of test accommodations on test performance, the current study examines the comparability of academic achievement test performance across examinees who did not receive any test accommodation and examinees who received an accommodation of either (1) extended time only; (2) extended time and private room only; or (3) extended time, private room, and supervised breaks only. These test accommodations represent situations in which there is a change in the scheduling/timing or physical setting of the exam versus the presentation (e.g., audio) or response format (dictated response) of the exam. The equivalence of an academic achievement test's psychometric properties across accommodated and non-accommodated examinees will be examined through the calculation of group descriptive statistics, reliability estimates, standard errors of measurement, and differential item functioning (DIF). (Contains 20 tables.)
Young GED Examinees and Their Performance on the GED Tests. GED Testing Service Research Studies, 2009-1
Author: Zhang, Jizhi
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Credentials,Young Adults,Program Effectiveness,High School Equivalency Programs,Age Differences,Adolescents,Late Adolescents,Student Evaluation,Dropouts,Adult Basic Education,Test Preparation,Student Characteristics,Gender Differences,Racial Differences,Hispanic Americans,African Americans,Whites,American Indians,Alaska Natives,Asian Americans,Hawaiians,Pacific Islanders,Educational Attainment,Employment Level,Institutionalized Persons,Correctional Institutions,One Parent Family,Welfare Services,Student Attitudes,Standardized Tests,Scores

GED [General Educational Development] Tests offer many young adults who have left school a second chance to gain a credential, yet many educators have concerns about policies for very young test-takers and how they perform on the GED Tests. The GED Testing Service sets the absolute minimum age for taking the GED Tests at 16 years of age. However, an individual jurisdiction may establish its own minimum age requirement for testing as long as it is not lower than 16 years. In the United States, 43 states and the District of Columbia require candidates to be 18 years old to receive a GED credential. Most states, however, allow individuals younger than their required minimum age to take the tests with additional documentation. This study provides a comprehensive picture of young adults between 16 and 19 years old taking the GED Tests. What are their academic and demographic characteristics? And how do state policies on minimum age and use of the Official GED Practice Tests (OPT) influence their performance on the GED Tests? Study results show that younger GED examinees who needed additional documentation and approval before testing performed comparably on the tests to teenagers who met the states' standard minimum age requirements. The study also shows that states with stricter state age requirements may possibly encourage early test-takers to thoroughly prepare for the tests. In addition, the study suggests that taking and passing the OPT has a positive association with obtaining a GED credential. (Contains 12 tables.)
Reliability and Validity Evidence for the GED[R] English as a Second Language Test. GED Testing Service[R] Research Studies, 2009-4
Author: Setzer, J. Carl
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Language Tests,High School Equivalency Programs,Psychometrics,Reading Skills,English (Second Language),Test Reliability,Test Validity,Criterion Referenced Tests,Multiple Choice Tests,Item Analysis,Error of Measurement,Data Interpretation,Scores

The GED[R] English as a Second Language (GED ESL) Test was designed to serve as an adjunct to the GED test battery when an examinee takes either the Spanish- or French-language version of the tests. The GED ESL Test is a criterion-referenced, multiple-choice instrument that assesses the functional, English reading skills of adults whose first language is not English. The purpose of this report is to provide some background and psychometric information regarding the ESL Test. Sections of the report provide an overview of the test specifications, estimates of reliability (including internal consistency and classification accuracy), and evidence supporting the validity of test score interpretations. (Contains 8 tables, 1 figure, and 1 footnote.)
Economic and Noneconomic Outcomes for GED Credential Recipients. GED Testing Service[TM] Research Studies, 2008-2
Author: Song, Wei
Date: 2008-00-00
Type: Numerical/Quantitative Data
Subjects: Labor Force Nonparticipants,Credentials,Educational Development,Income,Research Methodology,Labor Market,Labor,Parenting Skills,Family Literacy,Adult Literacy,Tests,Adults,Evaluation Methods,Outcomes of Education,Educational Research,High School Students

The GED (General Educational Development) Tests are widely used to certify a high school level of academic knowledge and skills. The popularity and profound influence of the GED Tests have solicited numerous studies on the outcomes of obtaining a GED credential. Most studies on labor market outcomes for GED credential recipients have targeted specific groups for comparisons across age, gender, or geographic areas. Depending on the samples used and the research methodologies applied, the studies have yielded mixed results. Furthermore, scholars have noticed a scarcity of research on the noneconomic outcomes of GED credential recipients, such as their social participation, health, and parenting skills. This study provides evidence through a recently released nationally representative sample of adults, the 2003 National Assessment of Adult Literacy (NAAL), on the economic outcomes as well as the noneconomic outcomes for GED credential recipients. On the economic outcomes, this study examines labor force participation, work history, weekly wage, and personal income. On the noneconomic outcomes, this study looks into political and social participation, family literacy, and health. Tobit Models are appended. (Contains 21 tables.)
Australian Vocational Education and Training Statistics: Students and Courses, 2009. Preliminary Data
Author: National Centre for Vocational Education Research
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Vocational Education,Public Education,Data,School Statistics,Enrollment,Enrollment Trends,Courses,Training,Postsecondary Education

This publication is a preliminary release of data on the number of students, full-year training equivalents, hours of delivery and subject enrollments relating to Australia's public vocational education and training (VET) system for 2009. As the figures are preliminary, they may be subject to change as further processing of data is undertaken. Final data with more detail and a wider range of variables are expected to be released in July. (Contains 1 table.)