ethanporcaro/eric-fulltext-meta huggingface dataset:
Science for All. Research Brief
Author: Walker, Karen
Date: 2008-05-13
Type: Reports - Descriptive
Subjects: Science Instruction,Science Teachers,Social Values,Global Approach,Science Education,Relevance (Education),Role of Education,Science Process Skills,Scientific Principles,Economic Development,Decision Making,Program Development

Students need to be competent in science because of its impact on everyday decision-making, the rapid pace of change and the increasing interdependent global economy (Lawton, 2007; U.S. Department of Education, 2000; Lederman, 1998). According to the National Research Council, "Teachers of science should develop communities of science learners that reflect the intellectual rigor of scientific inquiry and the attitudes and social values conducive to science learning" (1996). The overarching goals of the National Science Teachers Association (NSTA) and the National Research Council (1996) are for every student to: (1) be scientifically literate; (2) know and understand the natural world; (3) use appropriate scientific processes and principles in making decisions; and (4) increase economic productivity. (Contains 21 online resources.)
Self-Contained Classrooms. Research Brief
Author: Walker, Karen
Date: 2009-11-14
Type: Reports - Research
Subjects: Student Placement,Self Contained Classrooms,Classroom Environment,High Schools,Program Effectiveness,Departments,Elementary Schools,Academic Achievement

Determining the ideal academic setting in which students can be successful continues to be one of the primary goals of educators. Is there a best classroom structure in which students can be successful? Although there is research on the academic gains in the block schedule and in traditional departmentalized settings, both of which are common in secondary schools, there is little research on the effectiveness of a high school self-contained classroom. Rarely do "high school" and "self-contained classroom" appear together. Although the research on the effectiveness of self-contained classrooms is minimal, it is significant. One study done by McGrath and Rust (2002) of fifth and sixth graders in departmentalized and self-contained classrooms found that students in self-contained classrooms made significant gains on the Tennessee Comprehensive Assessment Program (TCAP) in the total battery and language and science subtests. However there were no significant differences in the math, reading and social studies subtests (Catledge-Howard, Ward, Dilworth, & Mississippi State University, 2003; McGrath & Rust, 2002). According to Piirto and Kolloff, students who have been identified as gifted and are in self-contained settings, score higher in this environment than when they are not. Both report that it may be because students are able to be themselves without fear of the social implications associated with their giftedness (Piirto, 2004). (Contains 5 online resources.)
Turning Community College Drop-Outs into Graduates. Policy Page. No. 10-439
Author: Center for Public Policy Priorities (CPPP)
Date: 2010-04-21
Type: Reports - Descriptive
Subjects: Skilled Workers,Technical Institutes,Community Colleges,High School Graduates,Remedial Instruction,College Bound Students,College Preparation,Adults,Nontraditional Students,Barriers,School Holding Power,Academic Persistence,Job Skills,Developmental Programs,Graduation Rate,College Graduates

Although two-thirds of Texas college-bound high school graduates are prepared for college work, a large number of recent graduates and adults returning to pursue higher education are not college ready. Those underprepared for college face the hurdle of completing remedial courses--known as developmental education--in one or all core subject areas of math, reading, and writing--before enrolling in credit-bearing coursework. Nationally, fewer than 40 percent of students who are referred to developmental education actually enroll in college-level courses. In Texas, approximately half of underprepared students do not return to school after the first year of college and never complete college-level coursework. With emerging demand for higher-skilled workers, developmental education reforms are key to maximizing access to good jobs and moving the Texas economy forward. This policy page discusses the challenges Texas faces in achieving greater postsecondary completion at community and technical colleges and outlines the key components to improve our developmental education system to meet those goals. (Contains 26 endnotes.)
The State of Texas Children: Texas KIDS COUNT Annual Data Book--The Importance of Investing in Children
Author: Deviney, Frances
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Public Policy,Social Indicators,Child Development,Human Capital,Well Being,Educational Assessment,Educational Indicators,State Policy,State Standards,State Surveys,Annual Reports,Population Distribution,Population Growth,Population Trends,Child Health,Infant Care,Health Services,Nutrition,Early Childhood Education,Statistical Data,Poverty,Technical Assistance,Child Welfare,Welfare Services,Infant Mortality,Community Benefits,Educational Benefits

On February 4, the Center for Public Policy Priorities (CPPP) released the 18th annual Texas KIDS COUNT data book, &quot;The State of Texas Children 2011.&quot; The annual data book and free data warehouse provide the latest look at more than 80 different measures of child well-being in Texas and every county in the state. This year, the opening essay, &quot;Show and Tell: The Importance of Investing in Children,&quot; explains why it is so critical to invest in children now to guarantee a strong return for Texas' future. (Contains 139 endnotes.) [Additional funding for this paper was provided by the The M.R. and Evelyn Hudson Foundation for funding the Texas KIDS COUNT Project.]
Texas' Child Population: More Kids, More Diversity, More Responsibility
Author: Deviney, Frances
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Population Trends,Children,Ethnic Diversity,Population Growth,Census Figures,Rural Urban Differences,Immigration,State Surveys,Public Policy

Every 10 years, the U.S. Census Bureau counts every man, woman, and child to track the growth of our national, state, and local populations. Between 2000 and 2010, Texas' total population grew at twice the national rate to more than 25 million people. A large part of Texas' growth is due our child population, which grew by 16 percent to 6.9 million children. This report examines the newest census data and describes how Texas' child population changes are as varied as the state itself, differing depending on whether they live in urban or rural areas and their race/ethnicity. These changes are discussed in the context of our ongoing revenue struggle to find enough money to fund our basic needs now and plan for our future. (Contains 11 endnotes.)
Secondary School Counseling. Research Brief
Author: Walker, Karen
Date: 2005-04-11
Type: Reports - Descriptive
Subjects: Employment Qualifications,National Standards,School Counselors,School Counseling,Secondary Schools,Mental Health,Student Needs,Counselor Role,Counselor Training

"Secondary school counselors are professional educators with a mental health perspective who understand and respond to the challenges presented by today's diverse student population" ("Why secondary school counselors?"). As times have changed, so has the role of the school counselor. In the early part of the 20th century when the country was rapidly growing and the Industrial Age was king, there were high poverty and crime rates. This created a strong need for marketable job skills, so the position of school vocational counselor was created. As what can happen when needs change, job descriptions are often added to, but often not reexamined, to determine if it still meets the needs and demands of the job. The literature was clear that this has been the case in regards to the role of the school counselor. As a result, the counselor is often expected to meet the vocational, academic, social, and emotional needs of their clients while having an unrealistically high number of students to serve. The literature also stated that counselors are often used for jobs other than that of a counselor such as to do supervision and discipline. When developing a sensible job description for the school counselor, feedback from all of the stakeholders (ie. students, teachers, parents, administration, and community) and the counselors is critical to the success of that role. In structuring the information form for the stakeholders, following the National Standards for School Counselors could be used as an outstanding guide. Once the comments and needs have been compiled, they should be prioritized with descriptions of what each would look like, who would implement it, then realistic timeframes should be established. (Contains 16 online resources.)
Resident Graduate Charges at California's Public Universities. Factsheet 07-02
Author: California Postsecondary Education Commission
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Doctoral Degrees,Universities,Undergraduate Students,Graduate Students,Master Plans,Out of State Students,Public Colleges,Fees,Student Personnel Services,Educational Finance,Financial Problems,Comparative Analysis,In State Students,Tuition,Student Costs,Student Financial Aid,Educational Policy,State Policy,Retrenchment

California charges students enrolled in academic graduate degree programs more to attend the State's public universities than it charges undergraduate students. The rationale for this differential stems from two principle factors. First, providing graduate courses is generally more expensive than the cost of providing undergraduate courses. Second, while advanced education and training provide substantial societal benefits, students completing academic graduate degrees generally earn higher salaries upon completion of their graduate studies, resulting in more personal financial gain from this level of education. Both of California's public university systems charge resident graduate students a systemwide enrollment fee, as well as mandatory, campus-based fees. The mandatory campus-based fees vary from campus to campus and help support student services such as counseling, student union activities, student government, and recreational facilities. Through budget actions over the past several years, California has required resident students to pay an increasing proportion of the cost of their education, while nonresident students have been assessed increased &quot;tuition&quot; levels to cover their educational costs. Under California's Master Plan for Higher Education, both the California State University (CSU) and the University of California (UC) are authorized to offer graduate degree programs. The California State University has been precluded from offering most doctoral degrees independently, with the exception being doctoral-level degrees in Education administration. The CSU is also authorized to offer doctoral degrees jointly in partnership with a University of California campus or with one of the State's independent colleges and universities. This papers answers the following questions: (1) What does the California State University charge graduate students?; (2) What does the University of California charge graduate students?; (3) What has the Governor proposed in terms of changes to resident graduate student fees for the 2007-08 fiscal year?; and (4) Who are graduate resident students?
Resident Undergraduate Charges at California's Public Colleges and Universities. Factsheet 07-01
Author: California Postsecondary Education Commission
Date: 2007-03-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Personnel Services,Public Colleges,Out of State Students,Community Colleges,Universities,In State Students,Student Costs,Fees,Educational Finance,Comparative Analysis,Tuition,Educational Policy,State Policy,Retrenchment,Financial Problems,Budgets,Student Financial Aid

Over the past 15 years, California has significantly increased fees for its residents attending the State's public colleges and universities. All three of California's public postsecondary education segments charge resident students a systemwide enrollment fee. In addition, the California State University and the University of California also charge students mandatory, campus-based fees. These campus-based fees help support student services such as counseling, student union activities, student government, and recreation. California has sought to avoid charging resident students for the direct cost of instruction. That cost is referred to as &quot;tuition&quot; and is charged to nonresident students. This paper answers the following questions: (1) What do the California Community Colleges charge resident students?; (2) What does the California State University charge resident students?; (3) What does the University of California charge resident students?; (4) What has the Governor proposed in terms of changes to resident undergraduate student fees for the 2007-08 fiscal year?; and (5) Who are undergraduate resident students?
Progress Report on Funding Gender Gap Research in California Postsecondary Education. Working Paper WP/07-04
Author: California Postsecondary Education Commission
Date: 2007-06-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Equal Education,Achievement Gap,Males,Gender Issues,Etiology,Disproportionate Representation,Minority Groups,Gender Differences,Research Needs,Financial Support,Elementary Secondary Education,Educational Research,Enrollment Influences,Enrollment Management,Enrollment Trends,College Bound Students,Research Proposals,Fund Raising,Financial Needs

Commission reports show that females outnumber males in college enrollment and graduation, both nationally and in California--a gap that continues to widen, especially for males in underrepresented racial and ethnic groups. Recent Commission research described this disparity and how it varies by race/ethnicity, academic discipline, and postsecondary segment. However, the Commission does not have sufficient resources to support additional research that would assess the causes and effects of the gap, along with proposed policy recommendations to close the gap. Therefore, the Commission is seeking funding from outside foundations or other sources to research the influence of K-12 education on gender gaps in the pipeline to college, with an emphasis on underrepresented minority males who are most affected by the education achievement gap. In March, staff reported to the Commission that letters of inquiry were sent to major national and California foundations whose mission and goals indicated they might be interested in research related to college equity and access issues. The Lumina Foundation, a large foundation based in Indianapolis, Indiana, that has a high priority of educational equity, has requested that the Commission submit a formal Letter of Inquiry in order to receive further consideration for funding. The staff has prepared and submitted the &quot;Letter of Inquiry&quot; to Lumina; a copy is attached. Staff will report to the Commission at the June meeting on any outcome of that submission, and on any additional responses it has received since this memorandum was prepared.
The Texas Public Education Challenge. Policy Brief No. 1
Author: Center for Public Policy Priorities (CPPP)
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Educational Finance,Public Education,State Aid,Court Litigation,Government Role,State Legislation,Taxes,Expenditure per Student,Educational Equity (Finance),Equal Education,Educational Facilities,Educational Vouchers

This is the first in a trilogy of policy briefs discussing public education and taxes. This brief discusses the challenge facing Texas in funding public education. This brief also explains why the Texas Supreme Court's recent decision in &quot;West Orange-Cove II&quot; requires increased state appropriations for public education.
The Best Choice for a Prosperous Texas: A Texas-Style Personal Income Tax. Policy Brief No. 2
Author: Center for Public Policy Priorities (CPPP)
Date: 2006-01-00
Type: Reports - Descriptive
Subjects: Educational Finance,Taxes,Middle Class,Income,Public Education,Tax Rates,Constitutional Law,State Legislation,Economic Development

Part one of this trilogy of policy briefs explains the challenge facing Texas in funding public education. This policy brief explains why a Texas-style personal income tax is the best way to meet the needs of Texas. Only a personal income tax can significantly reduce reliance on property taxes--cutting the school operations tax from $1.50 to $0.50--while providing adequately for education--over $5 billion annually. Alternative tax proposals are not able to reduce property taxes as much or fund public education as well. An expanded business tax by itself cannot raise enough money. A higher sales tax would be volatile and regressive. An income tax would &quot;reduce&quot; taxes on the middle class and &quot;benefit&quot; the economy. Public opinion polls show that Texans are open to considering a Texas-style income tax.
Recommendations to USDA for the 2009 Child Nutrition Programs Reauthorization. Testimony 08-337
Author: Hagert, Celia
Date: 2008-07-15
Type: Opinion Papers
Subjects: Children,Eating Habits,Breakfast Programs,Hunger,Nutrition,Income,Public Policy,Obesity,Prevention,Child Health,Lunch Programs,Food,Federal Programs,Goal Orientation

For more than 20 years, the Center for Public Policy Priorities (CPPP) has been a nonpartisan, nonprofit 501(c)(3) research organization committed to improving public policies and private practices to better the economic and social conditions of low- and moderate-income Texans. CPPP believes the upcoming reauthorization of the child nutrition programs and WIC (women, infants, and children) should provide the opportunity to improve access, meal quality and nutrition in the school breakfast and lunch, summer nutrition, afterschool and child and adult care food programs, and in WIC. These programs are profoundly important to the millions of low-income children and communities struggling to combat childhood hunger and improve children's health in Texas and across the Southwest. In this article, the author highlights the Center's priorities for reauthorization. The following recommendations, if adopted, would qualitatively improve the programs, help them better achieve those goals, and give an important boost to children in Texas, the Southwest region, and to all of America's children: (1) Improving Access and Participation; (2) Supporting healthy eating habits that help to prevent childhood obesity and other nutrition-related diseases; (3) Expanding the School Breakfast Program; and (4) Reducing Administrative Barriers.
Projections of Education Statistics to 2021. Fortieth Edition. NCES 2013-008
Author: Hussar, William J.
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Projections,Graduation Rate,Expenditures,Educational Finance,Elementary Secondary Education,Public Schools,Private Schools,High School Graduates,Elementary School Teachers,Secondary School Teachers,Public Education,Postsecondary Education,College Graduates,Academic Degrees,Regional Characteristics,Age Differences,Gender Differences,Racial Differences,Public Colleges,Private Colleges,College Freshmen,Teacher Student Ratio,School Statistics,Educational Trends

&quot;Projections of Education Statistics to 2021&quot; is the 40th report in a series begun in 1964. It includes statistics on elementary and secondary schools and postsecondary degree-granting institutions. This report provides revisions of projections shown in &quot;Projections of Education Statistics to 2020&quot; and projections of enrollment, graduates, teachers, and expenditures to the year 2021. In addition to projections at the national level, the report includes projections of public elementary and secondary school enrollment and public high school graduates to the year 2021 at the state level. The projections in this report were produced by the National Center for Education Statistics (NCES) to provide researchers, policy analysts, and others with state-level projections developed using a consistent methodology. They are not intended to supplant detailed projections prepared for individual states. Assumptions regarding the population and the economy are the key factors underlying the projections of education statistics. NCES projections do not reflect changes in national, state, or local education policies that may affect education statistics. Appended are: (1) Introduction to Projection Methodology; (2) Supplementary Tables; (3) Data Sources; (4) References; (5) List of Abbreviations; and (6) Glossary. (Contains 77 tables, 27 figures and 1 footnote.) [For &quot;Projections of Education Statistics to 2020. Thirty-Ninth Edition. NCES 2011-026,&quot; see ED524098.]
Active Learning Methods
Author: Zayapragassarazan, Z.
Date: 2012-00-00
Type: Journal Articles
Subjects: Active Learning,Learning Strategies,Educational Methods,Teaching Methods,Program Descriptions,Medical Education

Present generation students are primarily active learners with varied learning experiences and lecture courses may not suit all their learning needs. Effective learning involves providing students with a sense of progress and control over their own learning. This requires creating a situation where learners have a chance to try out or test their ideas. This testing is ideally accomplished by connecting students' ideas to concrete experience and that's where the "active" part of the learning comes in. Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject. This article briefly describes about some of the popular active learning strategies that have resulted in enhanced learning and are widely followed across the medical schools globally.
Opportunity Texas[TM]: Learn. Earn. Save.
Author: Center for Public Policy Priorities (CPPP)
Date: 2010-12-09
Type: Reports - Descriptive
Subjects: Academic Achievement,Public Policy,Statewide Planning,Social Indicators,Structural Unemployment,Low Income,Employment Opportunities,Economic Opportunities,Educational Opportunities,Family Financial Resources,Change Strategies,Economic Change,Organizational Objectives

Texas faces numerous challenges but also has abundant opportunities to build the middle class and increase prosperity. Unfortunately, too many Texans are on the sideline, lacking access to opportunities to learn, earn, and save to secure a more prosperous future for themselves and their families. To create jobs, increase income, and promote savings, Texas must develop and expand programs and policies to ensure greater prosperity for all Texans. &quot;Opportunity Texas[TM],&quot; which is a joint statewide initiative of the Center for Public Policy Priorities and RAISE Texas, acknowledges the following challenges: (1) There's a mismatch between the skills of today's Texas workforce and the skills demanded by tomorrow's jobs; (2) Texans struggle to make ends meet with incomes below the national average and limited opportunities to move ahead; and (3) Texans' ability to move ahead is threatened by limited access to savings products and programs. The initiative also offers solutions to create jobs, increase income and to promote savings. It works in partnership with the business community, public schools, higher education, non-profits, the public sector, financial institutions, and employers to expand asset-building products and services for low- and moderate-income Texans. (Contains 7 footnotes.) [Additional funding for this publication was provided by Citi, CFED, F.B. Heron Foundation, and the Texas High School Project.]