ethanporcaro/eric-fulltext-meta huggingface dataset:
Industrial Maintenance. Program CIP: 47.0303 - Industrial Maintenance
Author: Mississippi Department of Education, Office of Vocational and Technical Education
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Construction (Process),Industrial Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists,Technological Literacy,Federal Legislation,Educational Legislation,State Legislation,State Standards

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 IV, 2007; and No Child Left Behind Act of 2001). By implementing the National Center for Construction Education and Research in the construction skills standards to the Installation and Service Pathway, students who successfully master the curriculum should have the skills required to enter the workforce or pursue an advanced degree. These skills are based on industry-validated performance indicators. The pathway will include applied instruction designed to articulate with programs offered in Mississippi's community and junior colleges. Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Early Childhood Education. Program CIP: 19.0709
Author: Murdock, Ashleigh Barbee, Ed.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Early Childhood Education,Courses,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,College Readiness,Scoring Rubrics,Check Lists

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 IV, 2007; and No Child Left Behind Act of 2001). The Early Childhood Education Curriculum prepares students for future success in the field of early childhood education by improving academic and technology skills, improving employability skills, and articulating courses to community colleges. The rigorous and relevant 2-year program is based on state and national standards, CDA (Child Development Associate) competency standards, NAEYC (National Association for the Education of Young Children) standards, and 21st century workforce skills. The course is a 2-year program offering 4 Carnegie units of credit. The industry of early childhood education is preparing for changes due to high rates of teacher retirement, national and state initiatives and requirements, and the new focus on the field of early childhood education. The course allows for core academic subjects to be integrated into the curriculum, which are vital to students' success. Research projects that early childhood teacher qualifications will increase, from the previous 2006 minimum standard of CDA, to an associate degree by 2010, with additional work toward a baccalaureate degree by 2020. This curriculum provides students with the background and experience needed to obtain a CDA credential within the summer after graduation. Appended are: (1) 21st Century Skills Standards; (2) MS Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; (5) National Educational Technology Standards for Students; and (6) Glossary. A list of references is provided for each unit.
Culinary Arts. Program CIP: 12.0500-Culinary Arts
Author: Murdock, Ashleigh, Ed.
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Food Service,Mentors,Hospitality Occupations,Vocational Education,Secondary School Curriculum,Educational Policy,Educational Technology,Teaching Methods,State Regulation,State Legislation,Federal Legislation,Standards,College Readiness,Educational Strategies,State Curriculum Guides,Certification,Competency Based Education,Student Evaluation,Course Descriptions,Units of Study,Check Lists,Scoring Rubrics,Worksheets,Active Learning,Industry,Technological Literacy,Teacher Certification,Vocational Education Teachers,Equipment

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 IV, 2007; and No Child Left Behind Act of 2001). Culinary Arts is a pathway for students in the Human Science, Art, and Humanities career cluster. The Culinary Arts pathway program includes classroom and hands-on experiences that will prepare students for employment or continuing education in the foodservice industry. This program was written to incorporate the National Restaurant Associations (NRA) ProStart learning objectives. Any student who successfully completes this program and the mentoring requirements of the NRA can take the National ProStart Certificate of Achievement exam. This is a national certification program recognized throughout the foodservice industry. Each district should implement a maximum student number due to the size of each lab. Appended are: (1) 21st Century Skills Standards; (2) Mississippi Academic Standards; (3) ACT College Readiness Standards; (4) National Industry Standards; and (5) National Educational Technology Standards for Students. A list of references is provided for each unit.
Stepping Stones: Principal Career Paths and School Outcomes. Working Paper 58
Author: Beteille, Tara
Date: 2011-03-00
Type: Reports - Research
Subjects: Urban Schools,Achievement Gains,Academic Achievement,Principals,Administrative Change,Change Strategies,Educational Change,School Administration,Administrator Effectiveness,Longitudinal Studies,Educational Assessment,Educational Indicators,Educational Research,Career Development,Models,Labor Turnover,Outcomes of Education,Data Analysis,Statistical Data,School Statistics

Principals tend to prefer working in schools with higher-achieving students from more advantaged socioeconomic backgrounds. Principals often use schools with many poor or low-achieving students as stepping stones to what they view as more desirable assignments. District leadership can also exacerbate principal turnover by implementing policies aimed at improving low-performing schools such as rotating school leaders. Using longitudinal data from one large urban school district we find principal turnover is detrimental to school performance. Frequent turnover results in lower teacher retention and lower student achievement gains, which are particularly detrimental to students in high-poverty and failing schools. (Contains 10 tables and 3 footnotes.)
Nearly Half of College Student Treatment Admissions Were for Primary Alcohol Abuse. Data Spotlight
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2012-02-07
Type: Numerical/Quantitative Data
Subjects: College Students,Alcohol Abuse,Drinking,Substance Abuse,Risk,Health Behavior,Alcoholism,Drug Rehabilitation,Health Services,Marijuana,Cocaine,Student Attitudes,Drug Abuse,Counseling Services,Help Seeking

Many students, and the public in general, believe that drinking alcohol is a normal part of the college experience. Unfortunately, students' efforts to "be sociable" or "fit in" can escalate into substance use behavior that puts their health and well-being at risk: One in four full-time college students have experienced past year alcohol abuse or dependence. In 2009, there were approximately 374,000 substance abuse treatment admissions aged 18 to 24. Nearly 12,000 of these admissions were college or other postsecondary school students. College student admissions were more likely than nonstudent admissions to report alcohol (46.6 vs. 30.6 percent) as their primary substance of abuse. College student and nonstudent admissions were equally likely to report marijuana as their primary substance of abuse (30.9 vs. 30.0 percent), and college student admissions were less likely than nonstudent admissions to report heroin (7.2 vs. 16.1 percent), other opiates (8.3 vs. 10.5 percent), cocaine (1.9 vs. 4.2 percent), or methamphetamine (1.0 vs. 4.4 percent) as their primary substance of abuse. (Contains 3 footnotes.)
What's Trust Got to Do with It? A Communications and Engagement Guide for School Leaders Tackling the Problem of Persistently Failing Schools
Author: Johnson, Jean
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Trust (Psychology),Communications,Principals,Educational Quality,Administrator Role,Leadership Responsibility,Guides,Failure,Community Involvement,Parent Participation,Interpersonal Communication,Parent Attitudes,Public Opinion,Attitude Measures,Educational Change,Low Income Groups,Minority Groups,Knowledge Level,Academic Standards,Public Schools,Charter Schools,School Choice,Focus Groups,Urban Schools,Educational Policy

The rationale for taking bold action on the nation's persistently failing schools can be summed up in one dramatic and disturbing statistic: half of the young Americans who drop out of high school attend just 12 percent of the nation's schools. Ending the cycle of failure at schools is a daunting challenge and a surprisingly controversial one. There is an intense expert debate on which kinds of reform are most likely to be successful and an uneven track record for even the most earnest attempts at school turnarounds. In many instances, school leaders seem trapped between two undesirable options. They can back away from serious reform to mollify protesting parents, students, teachers, and community residents. That often means students continue attending deeply dysfunctional schools that rob them of their future. Or, leaders can push changes through despite broad opposition. The risk here is that reforms may not be sustained because they are not accepted or well-understood. Even with strong support from governors, mayors, and other key leaders, forging ahead in the face of widespread resistance can damage trust and cohesion and leave superintendents and principals working with alienated, suspicious parents, teachers, and students. That makes a tough challenge even more difficult, and in most cases, it's not the best starting point for long-term success. This paper is an effort to help school leaders and reformers find a third path. The goal is to aid leaders in understanding and anticipating negative community reactions to bold school turnaround proposals. With a more complete, nuanced appreciation of &quot;where communities are coming from&quot;--and by applying well-tested communications and engagement strategies--leaders may be able to avoid the most pernicious and negative forms of public opposition. In this case, forewarned is forearmed. The report draws on three strands of information: (1) An assessment of parents' views on school turnarounds; (2) Public Agenda's reservoir of opinion research and engagement work; and (3) Advice from communications and engagement experts. A complete summary of the background research can be found on page 35. (Contains 5 tables and 23 footnotes.) [This report was written with Jon Rochkind, Michael Remaley and Jeremiah Hess. For a review of this report, see ED529296.]
For Every Child, Multiple Measures: What Parents and Educators Want from K-12 Assessments
Author: Northwest Evaluation Association
Date: 2012-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Academic Achievement,Student Evaluation,Educational Assessment,Parents,Teachers,Administrators,Surveys,Teacher Attitudes,Administrator Attitudes,Parent Attitudes,Evaluation Methods,Formative Evaluation,Summative Evaluation,Cost Effectiveness,School Districts,Federal Legislation

This report highlights the perceptions of parents, whose opinions are rarely sought and whose voices tend to be lost in decisions about how assessments are developed, administered and used. Parents are key consumers of assessment information--and, as taxpayers, they pay for assessments. Classroom teachers and district administrators have the most practical and personal experience with the day-to-day impact of assessments and accountability. Their perceptions matter. The surveys of parents, teachers and district administrators reveal their interest in multiple measures of student performance. These key stakeholders want assessments to zoom in for a close-up view of each individual child's performance, progress and needs. They want assessments to capture more than a snapshot of each child's performance at a single moment in time, in a limited number of subjects and grade levels. They want assessments to zoom out and use a wider lens to track progress over time, throughout the school year, and cover a wide range of subjects and skills. (Contains 14 figures and 2 tables.)
Building Institutional Capacity for Data-Informed Decision Making. Cutting Edge Series. No. 3
Author: Public Agenda
Date: 2012-00-00
Type: Guides - Non-Classroom
Subjects: Evidence,Community Colleges,Organizational Change,Decision Making,Capacity Building,Data,Data Analysis,College Administration,Outcomes of Education,Improvement Programs,Educational Improvement,Educational Practices,Best Practices,Guides,Self Evaluation (Groups),Institutional Evaluation,Evaluation Methods,Educational Policy,Evaluation Utilization,Institutional Research,Information Technology,Computer Uses in Education,Alignment (Education),Educational Resources,Barriers,Guidelines,Mixed Methods Research,Qualitative Research,Coaching (Performance),College Environment,School Culture,Administrative Principles,Program Descriptions

&quot;Building Institutional Capacity for Data-Informed Decision Making&quot; is the third installment of the Cutting Edge series, which aims to help colleges engage faculty, scale successful interventions, and create a strong culture of evidence through use of data to strengthen their institutional change and student success efforts. Though the authors begin by presenting a review of the most common challenges and pitfalls to aligning capacity in these areas with student success (Section 1), the focus of this guide is on promising practices that institutional leaders, IR and IT personnel, and faculty and staff can use at their colleges (Sections 2 and 3). Throughout the guide they offer examples of how these practices have been applied at community colleges, including detailed examples of two colleges that have strengthened their IR capacity through their involvement in Achieving the Dream: El Paso Community College and Montgomery County Community College (Section 4). In Section 5, they offer colleges using this guide a self-assessment tool for evaluating their institutional capacity for data-informed decision making. This tool is heavily based on the readiness assessment colleges submit to Achieving the Dream when they begin participation; thus, they have named it the Augmented Assessment Tool for Achieving the Dream Principle 2: Use of Evidence to Improve Policies, Programs, and Services. Rather than use this tool as a grading device, the authors recommend that colleges and leaders use it as a way to prompt careful thinking and thoughtful discussions with a range of stakeholders from across the college. A list of resources is appended. (Contains 10 footnotes and 25 resources.)
The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School
Author: Eleby, Calvin, Jr.
Date: 2009-04-00
Type: Reports - Research
Subjects: Academic Achievement,Interpersonal Competence,High School Students,Correlation,Teacher Role,Skill Development,Behavior Theories,Surveys,Teacher Attitudes,Qualitative Research

&quot;The major problems facing the world today can be solved only if we improve our  understanding of human behavior&quot; (Schlinger, 2005, pg. 48) and how it affects our  educational experience in high school. The purpose of this study was to explore and  examine to what extent there exists a relationship between social and academic study  skills and its significance. The study answered, specifically, (1) if there exists a  relationship between social and academic skills, (2) the extent of the relationship, and (3)  what can educational leaders and teachers do to assist the student making improvement in  social and academic skills. The research design chosen for this case study was a random  non-experimental design, spanning across five (5) states that included eighteen (18)  teachers and eighteen (18) students. The inquiry took its lead from the view-point of  Burrhus Frederic Skinner, one of the most outspoken behaviorist psychologist. Skinner  was the forerunner of the &quot;behaviorist theory&quot; which postulated that learning has nothing  to do with the mind; rather learning occurs with the acquisition of new behavior. The  study utilized a ten (10) question survey and reviewed the responses from the teachers  regarding the specific student's academic skills and social skills. Three appendixes are included: (1) Letter to principal; (2) Questionnaire/survey; and (3) Letter from Institutional Review Board.
An Analysis of Massachusetts Department of Elementary and Secondary Education Vocational Technical Education Framework for Culinary Arts and Its Effectiveness on Students Enrolled in Post-Secondary Culinary Programs
Author: D'Addario, Albert S.
Date: 2011-05-01
Type: Reports - Research
Subjects: Action Research,Articulation (Education),Technical Education,Vocational Evaluation,Introductory Courses,Achievement Gains,Educational Assessment,Educational Indicators,Comparative Analysis,Comparative Testing,Performance Based Assessment,Skill Analysis,Skill Development,Program Effectiveness,Postsecondary Education,Graduate Surveys,Developmental Studies Programs,Nutrition Instruction,Art Education

This field-based action research practicum investigated how students who have completed culinary training programs in Massachusetts public secondary schools perform in post-secondary coursework. The Department of Elementary and Secondary Education has developed the Vocational Technical Education (VTE) Framework for Culinary Arts that outlines concepts and content that a student should know and be able to do. At Le Cordon Bleu College of Culinary Arts (LCB) in Cambridge, Massachusetts, all entering students are enrolled in LCB Foundations. Because a strong association exists between the VTE Framework for Culinary Arts and the objectives for the LCB Foundations course, it was hypothesized that VTE students, who are expected to have acquired a firm foundation of culinary basics, would outperform graduates of traditional academic high school programs. Twenty randomly selected incoming LCB students, divided equally according to high school background, participated in the three phases of the study. Of the twenty students in the sample, ten had completed a VTE culinary arts program, while the remainder had no previous culinary training. Students completed a baseline assessment test, demonstrated knife handling abilities, and attended LCB Foundations. Numeric scores were awarded for each of the three components, and were averaged together to calculate a readiness score for each student. The research methodology involved comparing results for VTE students versus their non-VTE counterparts. The findings indicated that the VTE students performed no better than their non-VTE counterparts. It was recommended that public school administrators emphasize academics for all learners and institute articulation agreements to facilitate the transition of VTE students to college. (Contains 3 figures and 3 tables.)