ethanporcaro/eric-fulltext-meta huggingface dataset:
Measuring Up 2006: The State Report Card on Higher Education. South Dakota
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for South Dakota include: (1) South Dakota has improved in preparing students to succeed in college. This year South Dakota receives a B in preparation; (2) South Dakota has shown substantial improvement in enrolling students in higher education. This year South Dakota receives an A in participation; (3) South Dakota has lost ground in providing affordable higher education. This year South Dakota receives an F in affordability; (4) South Dakota has shown substantial improvement in the proportion of students earning a certificate or degree in a timely manner. South Dakota receives a B+ in completion this year; (5) Despite substantial improvement, South Dakota continues to lag many other states in realizing the benefits that come from having a more highly educated population. South Dakota receives a C+ in benefits this year; and (6) Like most states, South Dakota receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 1 figure.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. South Carolina
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change,College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for South Carolina include: (1) Despite substantial improvement, South Carolina continues to struggle in preparing students to succeed in college. South Carolina receives a C+ in preparation this year; (2) Despite improvement, South Carolina's performance in enrolling students in higher education remains poor when compared with other states. South Carolina receives a D+ in participation this year; (3) South Carolina has lost ground in providing affordable higher education. Like many other states this year, South Carolina receives an F in affordability; (4) South Carolina has made substantial gains in the proportion of students earning a certificate or degree in a timely manner. This year South Carolina receives a B+ in completion; (5) Despite improvement, South Carolina continues to lag many other states in realizing the benefits that come from having a more highly educated population. South Carolina receives a C in benefits this year; and (6) South Carolina is among nine states that receive a &quot;Plus&quot; in Learning because data were sufficient to compare at least two of the three Learning categories in the state results described in this report. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 2 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. Ohio
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Ohio include: (1) Ohio has made progress in preparing students to succeed in college. This year Ohio receives a B- in preparation; (2) Ohio has made no notable progress in enrolling students in higher education, and receives a B- in participation this year; (3) Ohio has made no notable progress in providing affordable higher education. Ohio receives an F in affordability this year; (4) Ohio has shown substantial gains in the proportion of students earning a certificate or degree in a timely manner. This year Ohio receives a B in completion; (5) Ohio has seen a substantial increase in the benefits the state receives from having a more highly educated population. Ohio earns a B+ in benefits this year; and (6) Like most states, Ohio receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 2 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. New York
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for New York include: (1) New York has shown improvement in preparing students to succeed in college. This year New York receives an A- in preparation; (2) New York has made no notable progress in enrolling students in higher education. New York receives a B- in participation this year; (3) New York has lost considerable ground in providing affordable higher education. This year New York receives an F in affordability; (4) New York has shown substantial improvement in the proportion of students earning a certificate or degree in a timely manner. New York receives an A- in completion this year; (5) New York has seen an increase in the benefits the state receives from having a more highly educated population. This year New York earns a B+ in benefits; and (6) New York is among nine states that receive a &quot;Plus&quot; in Learning because data were sufficient to compare at least two of the three Learning categories in the state results described in this paper. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 1 figure.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. North Carolina
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for North Carolina include: (1) North Carolina has made notable progress in preparing students to succeed in college. This year North Carolina earns a B+ in preparation; (2) North Carolina has made no notable progress in enrolling students in higher education. This year North Carolina receives a B- in participation; (3) North Carolina has made no notable progress in providing affordable higher education. North Carolina receives an F in affordability this year; (4) North Carolina has shown consistently good performance in the proportion of students earning a certificate or degree in a timely manner. This year North Carolina receives a B+ in completion; (5) North Carolina has seen an increase in the benefits the state receives from having a more highly educated population. North Carolina earns a B in benefits this year; and (6) Like most states, North Carolina receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 2 figures.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
Measuring Up 2006: The State Report Card on Higher Education. Nebraska
Author: National Center for Public Policy and Higher Education
Date: 2006-00-00
Type: Reports - Descriptive
Subjects: College Preparation,Enrollment,Access to Education,Paying for College,Student Costs,Academic Persistence,Time to Degree,Graduation Rate,Educational Attainment,Outcomes of Education,Education Work Relationship,Economic Impact,Academic Achievement,Achievement Rating,Educational Indicators,Educational Assessment,Comparative Education,Foreign Countries,Higher Education,Postsecondary Education,Comparative Analysis,Performance Factors,Educational Improvement,Educational Change

The purpose of this state report card is to provide the general public and policymakers with information they can use to assess and improve postsecondary education in each state. &quot;Measuring Up 2006&quot; is the fourth in a series of biennial report cards. The report card grades states in six overall performance categories: (1) Preparation: How adequately does the state prepare students for education and training beyond high school?; (2) Participation: Do state residents have sufficient opportunities to enroll in education and training beyond high school?; (3) Affordability: How affordable is higher education for students and their families?; (4) Completion: Do students make progress toward and complete their certificates or degrees in a timely manner?; (5) Benefits: What benefits does the state receive from having a highly educated population?; and (6) Learning: What is known about student learning as a result of education and training beyond high school? Findings for Nebraska include: (1) Nebraska has made progress in preparing students to succeed in college. This year Nebraska receives a B in preparation; (2) Despite a decline in performance, Nebraska continues to excel in enrolling students in higher education. This year Nebraska receives an A in participation; (3) Nebraska has made no notable progress in providing affordable higher education. Nebraska receives an F in affordability this year; (4) Nebraska has seen a substantial increase in the proportion of students earning a certificate or degree in a timely manner. This year Nebraska receives a B+ in completion; (5) Nebraska has made substantial gains in the benefits the state receives from having a more highly educated population. This year Nebraska earns a B in benefits; and (6) Like most states, Nebraska receives an &quot;Incomplete&quot; in Learning because insufficient data would not allow meaningful state-by-state comparisons. However, data are available this year to examine the readiness of college graduates--from two- and four-year institutions--for advanced practice. This report also includes international comparisons, additional information, questions and answers, and state grades. (Contains 1 figure.) [For &quot;Measuring Up, 2006. The National Report Card on Higher Education,&quot; see ED493360.]
A Descriptive Enquiry into Subject-Verb Concord in English Existential Constructions
Author: Tsuchida, Takehiro
Date: 2011-08-01
Type: Information Analyses
Subjects: English,Grammar,Sentence Structure,Verbs,Nouns,Form Classes (Languages)

Subject-verb concord in English existential constructions is often viewed as problematic from both prescriptive and descriptive approaches to grammar and causes considerable confusion among teachers and learners of English as a second language (ESL). This paper aims to disentangle debates over the curious usage of the "there" + plural noun phrase (NP) construction through descriptive analyses of linguistic phenomena, by conducting corpus research into its actual use as well as reviewing literature. What is apparent from this study is that singular concord of the verb "be" in existential constructions with plural post-verbal NP is frequently used not only in the present tense but also in the past tense in spoken English to such an extent that it seems to be one sort of standard rather than sloppy mistakes. These findings also suggest that existential "there" may be partly reinterpreted as a pronoun and thus the subject of the clause, requiring singular agreement with its corresponding verb. (Contains 8 tables.)
Individuals with Disabilities Are People, First -- Intervene and They Will Learn
Author: Gentry, Ruben
Date: 2010-11-00
Type: Information Analyses
Subjects: Disabilities,Labeling (of Persons),Language Usage,Change,Access to Education,Inclusion,Intervention,Federal Legislation

A major concept in special education is &quot;people first language.&quot; It connotes that the person's name should precede the disability. For example, it is unacceptable to say &quot;an autistic child.&quot; It is more acceptable to say &quot;a child with autism.&quot; However, some authors in the field question the need for using a label at all; just call the child by name, for example, &quot;Robert.&quot; The personal perspective of people first language emphasizes the individual's value, individuality, dignity and capabilities. This is quite a contrast to the historical perspective when individuals with disabilities were viewed as people to be pitied, feared, or ignored. Today, individuals with disabilities look for accurate portrayals that present a respectful, positive view of them as active participants of society. They are concerned about such matters as appropriate education, health care, and employment. Coinciding with the language emphasis, major advances are being made in identifying and implementing intervention strategies for accommodating individuals with disabilities in the schools. They range from strategically rearranging seats in the classroom to providing opportunities for cooperative learning, from orchestrating peer support to gaining parental participation, from teaching self-help skills to addressing transition competencies, and from mastering the social studies to understanding mathematical concepts. Facilitating the people first language and providing appropriate interventions in the instructional process make for a powerful combination in meeting the educational needs of individuals with disabilities. This paper provides a review of evidence-based literature and offers numerous strategies and tips for enabling persons with disabilities to be effective learners. The ultimate expectation is that educating individuals with disabilities will become an exciting, beneficial experience for the student, the teacher, and others involved in the process. (Contains 3 tables.)
Best Practices of Inclusion at the Elementary Level
Author: Wilson, Carolyn H.
Date: 2011-04-00
Type: Reports - Research
Subjects: Elementary Education,Inclusion,Best Practices,Web Sites,Disabilities,Special Needs Students,Caring,Classroom Environment,Classroom Techniques,Role Models,Interpersonal Relationship,Rewards,Teacher Student Relationship

Having inclusion in a school makes every student feel like they are part of the school. The children with disabilities feel accepted and part of the class like everyone else. Students learn to work well with each other and accept differences. Children learn to accept everyone for who they are. The Philosophy of Inclusion website says, Children that learn together, learn to live together (Friend & Bursuck, 1999). Being able to work well and accept everyone is a very important lesson that children need to learn at a very early age. In the inclusive classroom she's been exposed to normal life situations. She's been able to learn life skills that she wouldn't have been able to learn in a self-contained situation. She's much farther along in terms of maturity and responsibility (Osgood, 2005). Building a community in the classroom is yet another best practice of inclusion today. A classroom community is a classroom of students, teacher(s), and others who all share in the responsibilities and rewards of being in that community. Everyone is accepted as they are and differences are not ignored, but embraced and used as learning tools. The Inclusion: School as a Caring Community website lists the benefits of building a classroom community for special needs students, general education students, teachers, and society. Many times, students with special needs have difficulty making friends and being part of the community (Friend & Bursuck, 1999/1996). It is the teacher's responsibility to facilitate social interaction in the classroom and create a safe learning environment for all students. Teachers can do this by planning opportunities for social interaction, nurturing friendships and supportive behavior, and providing a positive role model. (Contains 1 table.)