ethanporcaro/eric-fulltext-meta huggingface dataset:
Looking at CIRC through Quantitative Lenses: Can It Improve the Reading Comprehension of Filipino ESL Learners?
Author: Gonzales, Wilkinson Daniel Wong
Date: 2015-07-00
Type: Reports - Research
Subjects: Foreign Countries,English (Second Language),Second Language Learning,Reading Comprehension,Reading Improvement,Reading Instruction,Instructional Effectiveness,Statistical Analysis,Quasiexperimental Design,Pretests Posttests,Cooperative Learning,Group Activities,Integrated Activities,Writing (Composition),Grade 8,Secondary School Students

Several pressing issues in reading instruction have prompted educators world-wide to conduct researches on how to best improve reading comprehension skills. Although there is a wealth of reading comprehension researches done with EFL learners and native English speakers, there seems to be limited published studies conducted in the Philippine ESL context, particularly one that focuses on the sub-skills of reading comprehension. The researchers attempted to address the aforementioned by assessing the effectiveness of Cooperative Integrated Reading and Composition (CIRC) in improving the reading comprehension of 127 Grade 8 Filipino ESL learners particularly in recalling details, summarizing, identifying the main idea, making inferences, and determining fact vs. opinion within three sessions in a span of two weeks. Adopting a quantitative quasi-experimental research design, the researchers discovered that, despite the insignificance of the posttest scores between the lecture and CIRC groups, there were notable internal improvements for both groups in particular sub-skills. This short-term study provides an important direction to ESL teachers in, but not limited to, the Philippine classroom. Other pedagogical implications are further discussed in this study.
Comparing the Probability Related Misconceptions of Pupils at Different Education Levels=Usporedba pogrješnih predodžaba o konceptima vjerojatnosti kod ucenika razlicitog stupnja obrazovanja
Author: Gürbüz, Ramazan
Date: 2012-06-00
Type: Reports - Research
Subjects: Probability,Misconceptions,Grade 5,Grade 6,Grade 7,Grade 8,Statistical Analysis,Age Differences,Elementary School Students,Mathematics Instruction,Mathematical Concepts,Foreign Countries,Intervention,Observation,Mathematics Tests,Teaching Methods

The aim of the paper is to compare and evaluate the probability-related misconceptions of pupils at different education levels. A cross-sectional/age study was thus conducted with 540 pupils in 5th-8th grades. An instrument, comprising six questions on the concepts of compound events, probability of an event and probability comparisons, was used. Data were analyzed using descriptive statistical techniques (SPSS 15.0) and the chi-square test. This study showed that the percentage of correct answers increased when the level of education increased, whereas the misconceptions about the concept of compound events I decreased; also, the percentage of correct answers decreased and the misconceptions about the concept of compound events II increased. In the questions related to the concept of probability of an event and probability comparisons, as the level of education increased both the percentage of correct answers and the misconceptions increased. Therefore, it can be suggested that pupils' misconceptions regarding probability concepts vary, which depends on the characteristics of such concepts and pupils' age and education level. (Contains 8 tables and 6 figures.)
Child Care Assistance Spending and Participation in 2012: A Record Low
Author: Matthews, Hannah
Date: 2014-02-00
Type: Reports - Evaluative
Subjects: Participation,Enrollment Rate,Expenditures,Block Grants,Federal Aid,Trend Analysis,Funding Formulas,Financial Needs,Low Income Groups,Employed Parents,Child Development,Social Services,Investment,Statistical Distributions,Child Care

Child care subsidies help make quality child care affordable for low-income parents, allowing them to attend work or school to support their families while ensuring their children's healthy development. Access to quality child care is also proven to strengthen families' economic security. The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. States contribute in the form of matching funds and maintenance-of-effort (MOE). In addition, states use funds from the Temporary Assistance for Needy Families (TANF) block grant to deliver child care assistance. States can spend TANF funds directly on child care or transfer up to 30 percent of their funds to CCDBG or a combination of CCDBG and the Social Services Block Grant (SSBG). TANF also has a state MOE requirement. This brief provides analysis of national trends for spending and participation in CCDBG and TANF child care in 2012, based on the most recent state data available from the U.S. Department of Health and Human Services (HHS). An appendix contains the following table: State Child Care Expenditures (CCDBG and TANF Combined) and Monthly Average Number of Children Served (CCDBG), 2011-2012.
Child Care Assistance: Helping Parents Work and Children Succeed
Author: Matthews, Hannah
Date: 2014-07-24
Type: Reports - Evaluative
Subjects: Child Care,Block Grants,Employed Parents,Low Income Groups,Child Development,Investment,Financial Needs,Economic Impact

Quality child care enables parents to work or go to school while also providing young children with the early childhood education experiences needed for healthy development. The Child Care and Development Block Grant (CCDBG) is the primary federal program that provides funding for child care assistance for low-income working parents. Child care assistance is a vital public investment that increases the sustainability of employment for low-income parents and provides stability for parents struggling to gain economic security. It also allows many parents to access higher quality care than they could otherwise afford. In spite of several years of post-recession economic recovery, the percentage of Americans living in poverty remains high. The majority of parents with young children work. More than 30 percent of poor children and half of low-income children--living in families earning less than 200 percent of the federal poverty level--lived in families with at least one worker employed full-time, year round. For parents working in low-wage jobs, paying the high costs of child care is a struggle. The average annual costs of center-based care for a 4-year-old ranges from $4,312 in Mississippi to $12,355 in New York. Nationwide, families living below poverty who pay for child care spend approximately 30 percent of their income, which is significantly higher than families not in poverty who pay 8 percent of their incomes. This brief highlights why child care assistance is an essential work support program for low-income working families and provides evidence that these subsidies are associated with sustainable employment for parents and improved child outcomes. It makes the case for why additional investments at the federal and state level are critical.
Child Care and Development Block Grant (CCDBG) Participation Continues to Fall
Author: Matthews, Hannah
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Child Care,Block Grants,Low Income Groups,Federal Aid,Federal Programs,Enrollment Rate,Financial Needs

Child care subsidies help make quality child care affordable for low-income parents, allowing them to attend work or school to support their families while ensuring their children's healthy development. The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. Child care subsidies help make quality child care affordable for low-income parents, allowing them to attend work or school to support their families while ensuring their children's healthy development. The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. Child care assistance spending is at a 10-year low. Far greater investment--at the federal and state levels--is urgently needed to reverse this troubling trend.
SNAP E&amp;T
Author: Lower-Basch, Elizabeth
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Welfare Services,Welfare Recipients,Employment Services,Employment Programs,Job Training,Eligibility,Financial Support,Partnerships in Education,Stakeholders,Pilot Projects,Barriers,Program Descriptions

This document provides an overview of Supplemental Nutrition Assistance Program Employment and Training (SNAP E&amp;T). SNAP E&amp;T is a funding source that allows states to provide employment and training and related supportive services to individuals receiving Supplemental Nutrition Assistance Program (SNAP, formerly known as food stamps) benefits. These services are intended to assist recipients in gaining skills, training, work, or experience that will increase their employment and earnings, and reduce their need for SNAP. This overview discusses the following regarding SNAP E&amp;T: (1) eligibility and targeting; (2) funding; (3) examples of &quot;third-party match programs&quot;; (4) participation requirements; (5) SNAP pilots; and (6) program limitations.
College Preparation for African American Students: Gaps in the High School Educational Experience
Author: Bryant, Rhonda Tsoi-A-Fatt
Date: 2015-02-00
Type: Speeches/Meeting Papers
Subjects: College Preparation,African American Students,High School Students,College Readiness,Equal Education,Racial Composition,Minority Group Students,Course Selection (Students),Teacher Competencies,Teaching Experience,School Counselors,Racial Differences,Ethnic Groups,White Students,Multiracial Persons,Hispanic American Students,Hawaiians,Pacific Islanders,American Indian Students,Alaska Natives

College degree attainment is regarded as a primary solution to reduce poverty and close wealth gaps between people of color and whites in the United States. With the changing labor market and a more globalized economy, a far greater number of jobs require a postsecondary credential. More students must attend and complete college to keep pace with this employer demand. However, many African American young people graduate high school unprepared for the rigors of college. Much of the discussion about college readiness for African American students has centered on the deficiencies of students, families, and communities. Lack of academic achievement for African American students is often attributed to environmental and cultural differences that impact school performance (Stewart, 2007). However, equal focus must be given to deficiencies and disparities in school systems, particularly those with high-minority populations. Better understanding the differences in what low-minority and high-minority schools offer to students can provide a foundation for reforms that yield more college-ready students from all racial backgrounds. This paper highlights three primary educational issues of importance to college readiness: access to rigorous college preparatory courses, experienced teachers, and school counselors. It also highlights the tremendous disparity in access to these core elements between high-minority and low-minority schools. Finally, this paper suggests potential implications for future policymaking related to schools serving primarily African American students.
Thriving Children, Successful Parents: A Two-Generation Approach to Policy
Author: Schmit, Stephanie
Date: 2014-07-09
Type: Reports - Evaluative
Subjects: Early Intervention,At Risk Persons,Family Programs,Public Policy,State Policy,Poverty,Child Welfare,Well Being,Family Characteristics,Employed Parents,One Parent Family,Training,Parent Education,Child Care,Access to Health Care,Access to Education

A two-generation approach to public policies brings together worlds that are often separated (focusing only on children or only on parents) to modify or create new policies that focus on the needs of parents and children together. Two-generation policies reflect strong research findings that the well-being of parents is a crucial ingredient in children's social-emotional, physical, and economic well-being. And at the same time, parents' ability to succeed in school and the workplace is substantially affected by how well their children are doing. Two-generation programs and policies are not a new idea. One of the most commonly known two-generation programs, Head Start, was created nearly 50 years ago with the idea of supporting the developmental needs of children while also supporting their parents' ability to parent and to improve their livelihood. Recently, there has been considerable attention to encouraging, supporting, testing, and disseminating local two-generation programs that align services for parents and children. However, there has been much less attention to the focus of this paper: an examination of major federal and state policy areas to identify opportunities for large-scale change that better support families as a whole and provide a more conducive environment for local programs to do their work with families. This paper has two goals: (1) To give policy experts in individual program areas a sense of what it could mean to think two-generationally and why it matters; and (2) to look at the opportunities for large scale policy changes that go beyond innovative local programs.
United States Head Start by the Numbers: 2013 PIR Profile
Author: Center for Law and Social Policy (CLASP)
Date: 2014-10-00
Type: Numerical/Quantitative Data
Subjects: Profiles,Preschool Education,Annual Reports,School Statistics,Statistical Distributions,Participant Characteristics,Family Characteristics,Professional Personnel,School Activities,Early Childhood Education,Early Intervention,School Schedules,Enrollment,Language Usage,At Risk Students,Racial Differences,Minority Groups,Ethnic Groups,Screening Tests,Disabilities,Access to Health Care,Family Programs,Preschool Teachers,Teacher Characteristics

This fact sheet is based on the 2013 Program Information Report (PIR) data, which all Head Start programs are required to complete on an annual basis. It provides statistical charts and tables on 2013 Head Start programs, participants, families, and staff. [For the 2012 PIR Profile, see ED547120.]
First Steps for Early Success: State Strategies to Support Developmental Screening in Early Childhood Settings
Author: Johnson-Staub, Christine
Date: 2014-10-00
Type: Reports - Evaluative
Subjects: Child Development,Early Childhood Education,Screening Tests,Developmental Stages,Developmental Delays,Young Children,Child Care,Allied Health Personnel,Early Intervention,Child Caregivers,Preschool Teachers,Disadvantaged Youth,Federal Legislation,Educational Legislation,Disabilities,Equal Education,Welfare Services,State Policy,Access to Health Care,Federal Aid,Financial Support,Health Insurance,Certification,Educational Quality,Professional Development

Young children's development occurs along a continuum, with milestones reached at ages that vary within an accepted timeframe. Milestones not met within the expected timeframe can raise concerns about developmental delays, health conditions, or other factors contributing negatively to the child's growth and learning. Monitoring children's development in relation to this continuum through developmental screening, to identify delays, and to individualize approaches to development and learning, is an important part of providing high-quality child care and early education. Developmental screenings, which indicate whether a child is meeting expected developmental milestones or may have a developmental delay that requires further assessment, are part of a broader set of preventive health care practices recommended by experts, including the American Academy of Pediatrics (AAP). Early, regular, and reliable screening can help identify problems or potential problems that may threaten the child's developmental foundation and lead to additional delays and deficits later in childhood. Properly trained and supported professionals in early childhood settings can use information from screening to help inform practice, shape individual child interactions, and refer children and families for additional services. This paper looks at the degree to which children currently receive developmental screening, the role of child care and early education programs in connecting children to developmental screening, national efforts and funding streams to support developmental screening and its relationship to early childhood, and state policy examples and recommendations stakeholders can draw on when considering expanding access to developmental screening in early childhood settings.
College Student Eligibility. SNAP Policy Brief. June 2014 Update
Author: Lower-Basch Elizabeth
Date: 2014-06-00
Type: Reports - Descriptive
Subjects: Low Income Groups,College Students,Student Financial Aid,Federal Legislation,Social Services,Eligibility,Career Education,Technical Education,Vocational Education,Remedial Programs,At Risk Students,Adult Basic Education,English (Second Language)

Even after accounting for all financial aid, many low-income college students have thousands of dollars of unmet need, even when they attend low-cost institutions such as community colleges. This is one factor that contributes to low rates of college completion, especially by low-income and other non-traditional students. One way to close this gap is to help students understand and access public benefits that can help them temporarily meet basic needs. The Supplemental Nutrition Assistance Program (SNAP, formerly known as food stamps) is one of the few benefit programs that is available to individuals without regard to family status or disability. Some media reports on the 2014 Farm Bill suggest that it eliminates SNAP eligibility for college students. This is not accurate--section 4007 of the Agricultural Act of 2014 (H.R. 2642), which reauthorizes SNAP, modifies one of the exceptions to the restrictions. This policy brief details additions to the 2014 Farm Bill that reauthorized SNAP. Most if not all students currently eligible for SNAP will remain eligible.
Improving Education Outcomes for African American Youth: Issues for Consideration and Discussion
Author: Center for Law and Social Policy (CLASP)
Date: 2014-03-00
Type: Reports - Evaluative
Subjects: African American Students,African American Achievement,African American Education,Outcomes of Education,Articulation (Education),Elementary Secondary Education,Low Achievement,Transitional Programs,School Safety,Performance Factors,Educational Resources,Educational Change,Change Strategies,College Readiness,Career Readiness,Community Involvement,Dropout Prevention,Continuation Students,Racial Bias,Violence,Discipline

The current state of low academic achievement among a large majority of African American students is complex. While the U.S. has long professed that a world-class education is the right of every child, there are still major inequities in the education system that leave African American children with fewer opportunities to receive a quality education throughout the educational pipeline (elementary, secondary, and postsecondary). There are several points throughout the education pipeline where African American students are lost. Knowing these points of loss presents an opportunity to be strategic and deliberate with the nation's investments in African American children and youth. These points of loss include: (1) the early years; (2) third grade; (3) middle school; (4) ninth grade; (5) recovering high school dropouts; and (6) transition into postsecondary education. A list of resources is included.
What State Leaders Should Know about Early Head Start
Author: Matthews, Hannah
Date: 2014-04-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Policy,Federal Programs,Preschool Education,Partnerships in Education,Program Descriptions,Child Care,Child Care Centers,Relevance (Education),Eligibility,Federal Aid,Delivery Systems,Teacher Qualifications,Technical Assistance,Professional Development,Accountability,Agency Cooperation

Early Head Start (EHS) is a federally-funded, community-based program that provides comprehensive child and family development services to low-income pregnant women and families with children under the age of 3. The mission of EHS is to support healthy prenatal outcomes and enhance the intellectual, social, and emotional development of infants and toddlers to promote later success in school and life. In 2014, Congress appropriated $500 million to expand Early Head Start services through Early Head Start-Child Care (EHS-CC) partnerships and new EHS grants. EHS-CC partnerships are intended to leverage the quality standards of EHS so that more low-income infants and toddlers in licensed child care centers and family child care homes can benefit from high-quality services. This paper reviews 11 key aspects of how the federal Early Head Start program works. Each section includes considerations for state leaders, such as how other state systems relate to a particular aspect of EHS, or what types of policy changes states could consider to better coordinate and leverage EHS resources, including new dedicated funding for EHS-CC partnerships. Each section concludes with links to related online resources. [This paper is an update of an earlier version published in June 2011 (ED538030).]
Investing in Boys and Young Men of Color: The Promise and the Opportunity. Issue Brief: Focus on Education
Author: Bird, Kisha
Date: 2014-06-10
Type: Reports - Descriptive
Subjects: Males,Minority Group Students,Role of Education,Adolescents,Young Adults,Dropout Prevention,Intervention,Learner Engagement,College Readiness,Career Readiness,Culturally Relevant Education,Access to Education,Postsecondary Education,Educational Innovation,Repetition,Required Courses,Racial Differences,Ethnic Groups,Paying for College,Low Income Groups,At Risk Students

This policy brief was prepared for the &quot;Investing in Boys and Young Men of Color: The Promise and Opportunity&quot; briefing held in June 2014 that was co-sponsored by National Council of La Raza, PolicyLink, the Executive Alliance to Expand Opportunities for Boys and Young Men of Color, and the Institute for Black Male Achievement. The briefing discussed education and employment solutions that communities of color have implemented for boys ages 12-24. It also lifted up the voices of young men who these innovative programs are helping to transform. This brief provides information on the following: (1) drop out prevention and recovery; (2) interventions to prevent high school dropout and support student recovery and reengagement; (3) preparation for college and careers; (4) strategies to ensure young men of color are college and career ready; (5) postsecondary access and affordability; and (6) innovations to increase postsecondary access, affordability, and attainment.