ethanporcaro/eric-fulltext-meta huggingface dataset:
Providing Paid Employment Opportunities for TANF Participants Engaged in Vocational Education Programs: Examples from Denver, Colorado; Kentucky; and California. Strategies for Increasing TANF Work Participation Rates. Brief Number 1
Author: Person, Ann
Date: 2008-12-00
Type: Collected Works - Serial
Subjects: Employment Opportunities,Vocational Education,Welfare Services,Work Study Programs,Program Descriptions,State Programs,Urban Programs,Community Colleges,Labor Force Development,Welfare Recipients

This practice brief profiles three programs, two statewide and one local, that provide work opportunities to Temporary Assistance for Needy Families (TANF) recipients who are participating in vocational education programs. The authors selected programs that combine vocational education and paid work because this strategy reinforces the emphasis of the TANF program on encouraging recipients to engage in work as quickly as possible. This also allows them to meet their core 20-hour federal work requirement through paid, subsidized employment and to use their hours spent in school to meet any required hours over 20 (i.e., non-core hours), as long as they are directly related to a specific job or occupation. The programs that are profiled in this paper are: The Essential Skills Program, Ready to Work, and the California Community College CalWORKS Program. (Contains 3 notes.)
Budget Update--June 5, 2009. Report 09-13
Author: Woolfork, Kevin
Date: 2009-06-05
Type: Reports - Descriptive
Subjects: Educational Finance,Budgets,State Legislation,State Government,Financial Support,Budgeting,Taxes,Rehabilitation,Correctional Institutions,Social Services,Community Colleges,State Colleges,Federal Aid,Postsecondary Education,Elementary Secondary Education,Resource Allocation

With the failure of most of the May 19 ballot measures, Governor Arnold Schwarzenegger has released additional proposed revisions to the current year (2008-09) and budget year (2009-10) state spending plans. The Governor and Legislature adopted an 18-month spending plan in late February, but that budget now has a $24 billion deficit. The Legislature has convened the Budget Conference Committee to discuss proposed changes to the February-adopted budget and reconcile planned spending with anticipated revenues. The Conference Committee expects to complete its work by mid-June. Presented herein is a  summary of the major components of the May Revision to the 2009-10 state budget.
Access and Equity for All Students: Meeting the Needs of Students with Disabilities. Report 09-15
Author: Angeli, Mallory
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Educational Policy,Faculty Development,Student Personnel Services,State Standards,Disabilities,Instructional Materials,Access to Education,Equal Education,Special Needs Students,College Students,Student Needs,Educational Environment,Academic Accommodations (Disabilities),Accessibility (for Disabled),Transitional Programs,Staff Development,Educational Finance,College Bound Students

Access and equity for all students in California colleges and universities continues to be a high priority of the California Postsecondary Education Commission (CPEC). Over the past year, CPEC staff conducted research, collected data, convened an advisory committee and hosted a panel of service providers and students. They identified areas where services should be expanded. It is apparent that there is a need for increased access to instructional materials in alternative formats as well as developing campus climates that are responsive to students with disabilities. This report presents policy recommendations in the areas of campus climate, alternative instructional materials, professional development, and student services. The recommendations in this report were adopted by the California Postsecondary Commission at its meeting on June 9, 2009.
Access and Equity for All Students: Meeting the Needs of LGBT Students. Report 09-14
Author: Angeli, Mallory
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Substance Abuse,Advisory Committees,Academic Persistence,Student Surveys,Homosexuality,Special Needs Students,Access to Education,Equal Education,Educational Environment,Student Needs,College Students,Student Personnel Services,At Risk Students,Mental Health,Health Needs,Sexuality,Family Relationship,Data Collection,Educational Policy,Advocacy,Professional Development,Instructional Materials,Social Attitudes,Social Bias

Access and equity for all students in California colleges and universities is a high priority of the California Postsecondary Education Commission. Over the past year, CPEC staff have reviewed research, collected data, convened an advisory committee, and hosted a panel of experts, students, and advocates on the issues faced by lesbian, gay, bisexual, and transgender (LGBT) students. LGBT students face many challenges that require additional campus services and resources for them to be successful in college, according to research and experts in the field. Compared to heterosexual students, LGBT students face higher rates of mental health problems, sexual health risks, substance abuse, and family issues leading to negative health outcomes. Another significant issue is the lack of data and limitations in collecting that data. Data comes only from optional student surveys. Without consistent longitudinal data, it is impossible to track and assess LGBT student persistence and degree completion. This paper outlines policy recommendations supported by research and by individuals working in advocacy for LGBT students in higher education. Because many campuses face similar challenges in creating supportive campus climates, and some have already adopted practices and policies, CPEC recommends that campuses share best practices on policies, professional development, training materials, and other resources. This repository of information can enhance the efforts of systems and individual campuses and reduce planning and implementation costs.
Program Planning and Review to Promote Responsiveness to Public Needs. Report 09-16
Author: Wilson, Stacy
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Community Colleges,College Programs,Program Proposals,Nursing Education,Enrollment,Instructional Leadership,Doctoral Programs

State law directs the California Postsecondary Education Commission (CPEC) to review and comment on the need for new degree and certificate programs proposed by the public higher education systems. The California Legislature, the Administration, and the Legislative Analyst's Office consider the review of proposals for new degree and certificate programs to be among CPEC's most important responsibilities. This annual report provides a summary of program planning and review activities conducted by CPEC during the 2009-10 academic year. During this period, CPEC staff conducted an extensive review of a proposal to establish a nursing school at UC Davis, conducted independent reviews of 21 additional program proposals, assessed the long-range plans of the public higher education systems, and updated and modified program review agreements between CPEC and the systems to enhance the review process. Four indices are included: (1) CPEC's Program Review Guidelines; (2) California State University's Long-Range Program Plans; (3) University of California's (UC's) Long-Range Program Plans; and (4) New Community College Programs.
Teacher Professional Development in California: Status of Review. Report 09-18
Author: Agbassekou, Hanouvi
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Faculty Development,Models,Elementary School Teachers,Secondary School Teachers,Educational Finance,Financial Support,Academic Achievement,Context Effect,Educational Administration,College Role

Over the last year, the Improving Teacher Quality (ITQ) program staff have been looking at the scope of professional development for K-12 teachers in California. Staff are assessing current models of professional development offered, how they are funded, and how widespread are the kinds of professional development that research finds best at improving student achievement. This review will help staff better understand the context in which the ITQ program operates and help define the role of the program. The findings will inform the content and administration of the ITQ program and will foster discussions on the role that colleges and universities can play in supporting professional development for current teachers.
State Budget Update, August 21, 2009. Report 09-21
Author: Woolfork, Kevin
Date: 2009-09-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,State Legislation,State Government,Financial Support,Budgeting,Taxes,Rehabilitation,Correctional Institutions,Social Services,Community Colleges,State Colleges,Student Financial Aid,Federal Aid,Student Costs,Fees,State Aid,Elementary Secondary Education,Postsecondary Education,Resource Allocation,Labor Force Development,Public Health,Transportation,Housing,Educational Administration,Income

On July 28, the Governor signed legislation making significant revisions to the 2009-10 state budget. The revised budget allocates $85 billion in State General Fund spending, down from the $92 billion in the budget approved by the Governor and Legislature in February. This budget revision also captures some savings from the just-completed 2008-09 fiscal year. These revisions were necessitated by continuing weakness in the economy resulting in declining state revenues. The revised 2009-10 budget lowers General Funds by $813 million for the University of California and by $718 million for California State University. It reduces Proposition 98 funding for the community colleges by $812 million through a combination of cuts and deferrals, but provides full funding for the Cal Grant student financial aid programs. (Contains 2 tables.)
Legislative Update, June 9, 2009. Report 09-20
Author: Blair, Julia
Date: 2009-06-00
Type: Reports - Evaluative
Subjects: State Legislation,Postsecondary Education,Educational Finance,Access to Education,Costs,Educational Facilities,Financial Support,Student Costs,Fees,Paying for College,Labor Force Development,Institutional Mission,Textbooks,Private Colleges,Educational Legislation,Educational Policy,Enrollment Trends,Public Education,Transfer Students,Technical Education,Vocational Education

This update contains analyses of legislative initiatives being tracked by staff of the California Postsecondary Education Commission. The positions shown for each bill are those adopted by the Commission at its June 9, 2009 and earlier meetings. A matrix of bills monitored by CPEC staff is included. Contents include: (1) Access; (2) Affordability; (3) Postsecondary Education Facilities Funding; (4) Private Postsecondary Education; (5) Segmental Mission and Functions; (6) Student Fees and Financial Aid; (7) Workforce Development; (8) Other Areas;  (9) Other Bills being Monitored by Staff; (10) Summary Matrix of Bills; and (11) Legislative Committee Membership.
The Degree Gap: Are University Graduates Making Full Use of Their Degrees? Report 09-23
Author: Angeli, Mallory
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Economic Progress,Occupations,Employment Patterns,Labor Market,Community Surveys,College Graduates,Higher Education

California's degree gap is a growing concern. According to recent reports and news articles comparing the number of degrees awarded with the jobs expected in the coming decade, California will not have enough university graduates to meet the needs of the labor market. Previous work by the California Postsecondary Education Commission (CPEC) showed significant shortages of graduates in some high-demand technical fields such as nursing and computer science. The solution is not as simple as increasing production of degrees. Many people with university degrees are in jobs where they may not be making full use of their education. Data from the 2007 American Community Survey shows that California has nearly half a million university graduates working in occupations that are not traditionally regarded as requiring a bachelor's degree. Nearly 50,000 work as secretaries and administrative assistants and 100,000 are in other clerical jobs. About 40,000 are in lower-level jobs in health care. Many thousands more are working in retail, food service, and manufacturing. Breaking down the data for different age groups shows that this problem affects mid-career workers, not just recent graduates who may be establishing themselves in careers. Data for earlier years shows that these patterns of employment have existed for at least a decade. This apparent underemployment is a concern because a university education has become increasingly expensive and graduates often need the income from a well-paid profession to repay student loans. Employment of university graduates in low-skill jobs may be contributing to a shortage of skilled professional workers, limiting economic growth. This report examines the way that earnings vary between occupations and between educational levels in order to better understand how university graduates are making use of their degrees in the labor market.
The New Tax Credits: How Much Will They Offset Higher Student Fees in California? Report 09-22
Author: Jones, Jessika
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Tax Credits,Credits,Paying for College,Fees,Student Costs,State Colleges,Community Colleges,Access to Education,Eligibility,Family Income,Public Colleges,Marital Status

The American Recovery and Reinvestment Act (ARRA) significantly increases federal tax credits for people who pay for college education. For many families, these tax credits will offset most of the recent fee increases at University of California (UC), California State University (CSU), and the community colleges. Some students will likely be deterred from enrolling due to the higher fees and it is important to make students and parents aware that the new credits will, for a majority of families, balance out the increase in student fees. This paper presents how much the new tax credits will offset higher student fees in California.
Improving Teacher Quality Program: 2009 Grants and Current Activity. Report 09-24
Author: Sidarous, Natalie
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Federal Legislation,Grants,Educational Quality,State Aid,Faculty Development,State Programs,Middle Schools,Achievement Gap,Educational Change,Workshops,Teaching Methods,Conferences (Gatherings),Program Evaluation

California Postsecondary Education Commission's (CPEC's) Improving Teacher Quality State Grants Program (ITQ) awards $8 million annually to support university-based teacher professional development projects. The program is funded by the federal No Child Left Behind Act of 2001. CPEC awards these grant funds through a competitive process involving evaluations by expert readers. This paper lists the current projects ITQ will be funding and its other activities.
Legislative Update, September 2009. Report 09-25
Author: Blair, Julia
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: State Legislation,Postsecondary Education,Educational Legislation,Access to Education,Educational Finance,Costs,Educational Facilities,Financial Support,Private Colleges,Institutional Mission,Student Costs,Fees,Student Financial Aid,Labor Force Development,Textbooks,Student Needs,Public Education,Enrollment Trends,Transfer Students,Nursing Education,Technical Education,Vocational Education,Veterans

This update contains analyses of legislative initiatives being tracked by California Postsecondary Education Commission (CPEC) staff. The positions indicated are those adopted by the Commission at the September 8, 2009, and earlier meetings. A matrix of bills monitored by CPEC staff is included.
The Contours of Inclusion: Frameworks and Tools for Evaluating Arts in Education
Author: Glass, Don
Date: 2008-00-00
Type: Collected Works - Proceedings
Subjects: Art Education,Evaluation,Access to Education,Disabilities,Special Education,Educational Change,Partnerships in Education,Museums,High Schools,Units of Study,World History,Measures (Individuals),Observation,Data Collection,Evaluation Methods,Standards,Surveys,Elementary Schools,Program Evaluation,Action Research,Inquiry,Theater Arts,Dance Education

This collection of essays explores various arts education-specific evaluation tools, as well as considers Universal Design for Learning (UDL) and the inclusion of people with disabilities in the design of evaluation instruments and strategies. Prominent evaluators Donna M. Mertens, Robert Horowitz, Dennie Palmer Wolf, and Gail Burnaford are contributors to this volume. The appendix includes the AEA Standards for Evaluation. (Contains 10 tables, 2 figures, 30 footnotes, and resources for additional reading.) [This is a proceedings document from the 2007 VSA arts Research Symposium that preceded the American Evaluation Association's (AEA) annual meeting in Baltimore, MD.]
WIC Eligibles and Coverage--1994 To 2007: Estimates of the Population of Women, Infants, and Children Eligible for WIC Benefits. Executive Summary
Author: Food and Nutrition Service (USDA)
Date: 2009-09-00
Type: Numerical/Quantitative Data
Subjects: Eligibility,At Risk Persons,Welfare Recipients,Welfare Services,Trend Analysis,Statistical Analysis,Poverty Programs

The Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) provides food, nutrition education, breastfeeding support, and health care and social service referrals to nutritionally at-risk low-income pregnant women, new mothers, infants, and children through age 4. This report offers updated estimates of the population that met these criteria and was eligible for WIC benefits in each of the years 1994 through 2007.
Tracking and Detracking: High Achievers in Massachusetts Middle Schools
Author: Loveless, Tom
Date: 2009-12-00
Type: Reports - Research
Subjects: Middle Schools,Track System (Education),High Achievement,Middle School Students,Grouping (Instructional Purposes),Academic Achievement,Educational Change,Comparative Analysis,Educational Policy,Incidence,Urban Schools,Poverty,Risk,Multivariate Analysis,Individualized Instruction,Socioeconomic Influences,Educational History,Ability Grouping,At Risk Students,Racial Differences,Hispanic American Students,White Students,African American Students,Institutional Characteristics,Administrator Role,Teacher Role,Parent Role,Boards of Education,Mathematics Achievement

This study examines tracking--the practice of grouping students into separate classes or courses based on their prior academic achievement--at the middle-school level, and the percentage of high-achieving students in tracked and untracked schools. It focuses on Massachusetts, a leader in &quot;reforming&quot; tracking, and the changes that have occurred there over eighteen years (1991-2009). Specifically, the study addresses the following: (1) How has tracking changed since the 1990s? (2) Why have some schools detracked while others are resisting such reform? and (3) Are there differences in the number of high-achieving students associated with tracked and untracked schools? Specifically, do tracked and untracked schools produce similar percentages of students reaching the &quot;advanced&quot; level on the Massachusetts Comprehensive Assessment System (MCAS)? Key findings include: (1) Tremendous change has occurred in tracking since the 1990s; (2) Several factors influence tracking policy; (3) Detracking is more prevalent in urban, high poverty schools; and (4) Detracking carries risks for high-achieving students. A Multivariate Model of Influence on Tracking Policy is appended. (Contains 16 tables, 2 figures, and 42 endnotes.) [Foreword by Chester E. Finn, Jr. and Amber M. Winkler.]
Arizona Academic Standards: Grade 4
Author: Arizona Department of Education
Date: 2009-01-19
Type: Reports - Descriptive
Subjects: Health Education,Physical Activities,Art Education,Dance Education,Music Education,Academic Standards,Grade 4,State Standards,Job Skills,Second Language Learning,Reading Achievement,Writing Achievement,Language Arts,Listening Skills,Speech Communication,Communication Skills,Mathematics Achievement,Science Achievement,Social Studies,Technology Education,Public Speaking,Native Language Instruction,Public Schools

This publication contains Arizona public schools' academic standards for grade 4. The contents of this document include the following: (1) The Arts Standard 2006--Grade 4; (2) Comprehensive Health Education/Physical Activity Standards 1997--Essentials (Grades 4-8);  (3) Foreign and Native Language Standards 1997--Essentials (Grades 4-8); (4) Reading Standard Articulated by Grade Level 2003--Grade 4; (5) Writing Standard Articulated by Grade Level 2004--Grade 4; (6) Language Arts Standards 1996--Essentials (Grades 4-8), including Standard 3: (7) Listening and Speaking, and Standard 4: Viewing and Presenting;  (8) Mathematics Standard Articulated by Grade Level 2008--Grade 4; (9) Science Standard Articulated by Grade Level 2004--Grade 4; (10) Social Studies Standard Articulated by Grade Level 2006--Grade 4; (11) Technology Standards 2000--Essentials (Grades 4-8); and    (12) Workplace Skills Standards 1997--Essentials (Grades 4-8).
Longitudinal Surveys of Australian Youth (LSAY): 1998 Cohort--User Guide. Technical Report 53
Author: National Centre for Vocational Education Research
Date: 2009-00-00
Type: Guides - Non-Classroom
Subjects: Longitudinal Studies,Foreign Countries,Research Reports,Access to Information,Maps,Predictor Variables,Standards,Test Reliability,Classification,Research Design,Questionnaires,Guides,Youth Programs,Vocational Education,Cohort Analysis

This user guide has been developed for users of the Longitudinal Surveys of Australian Youth (LSAY). It consolidates existing technical documentation and other information into one document. The guide aims to address all aspects of the LSAY data including: how to access the data, data restrictions, variable naming conventions, the structure of the data, documentation, classifications and code frames used, weights and derived variables. (Contains 23 tables, 5 figures and 7 footnotes.) [For support documents, see ED507568, ED507569, ED507562, ED507576, and ED507580.]