ethanporcaro/eric-fulltext-meta huggingface dataset:
Arts-Based Programs and Arts Therapies for At-Risk, Justice-Involved, and Traumatized Youths. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2016-05-00
Type: Information Analyses
Subjects: Art Education,Art Therapy,At Risk Students,Juvenile Justice,Trauma,Art Activities,Behavior Change,Intervention,Integrated Activities,Mentors,Outcomes of Treatment

Research suggests that the arts can have a positive impact on youth development, from birth through adolescence. This review explores recent research on arts-based programs and arts therapies. Programs were considered arts-based if at least one of the main components was an arts-related activity, or if there was a deliberate use of arts in the program to bring about a change in behavior. This category includes standalone, arts-based interventions as well as programs incorporating the arts in combination with other approaches (such as mentoring). The review focuses on the following three populations: (1) at-risk youths, (2) justice-involved youths, and (3) traumatized youths.
Implementation Science. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2015-04-00
Type: Information Analyses
Subjects: Juvenile Justice,Program Implementation,Theory Practice Relationship,Research Utilization,Evidence Based Practice

Implementation science is about finding ways to integrate research evidence into decisions made in real-world settings. The overall goal of implementation science in the juvenile justice field is to find different strategies to encourage and facilitate the use of research on what works and what doesn't work, in order to improve the policies and practices that directly affect at-risk and justice-involved youths. The aim is to provide evidence-based treatment and services to youths, to improve their lives and reduce their involvement in the justice system. It is important for policymakers and practitioners in the juvenile justice system to use available research to inform their decisions about youth programming. It is equally important for researchers to give consideration to the translation and dissemination of their research, so that practitioners and policymakers have an opportunity to access, understand, and apply research findings to everyday practice.
Wyoming Community College System Annual Enrollment Report. Academic Year 2016-2017
Author: Wyoming Community College Commission
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Two Year College Students,Geographic Regions,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,Intellectual Disciplines,Racial Differences,Ethnicity,Service Learning,Noncredit Courses,Credits,Dual Enrollment,Remedial Instruction

This report provides an annual look at the summer 2016, fall 2016 and spring 2017 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2016 term, data were extracted from the recently implemented Centralized Station Instance (CSI) reporting system using one report rather than consolidating individual customized reports from all seven colleges.
Intersection between Mental Health and the Juvenile Justice System. Literature Review: A Product of the Model Programs Guide
Author: US Department of Justice, Office of Juvenile Justice and Delinquency Prevention (OJJDP)
Date: 2017-07-00
Type: Information Analyses
Subjects: Mental Disorders,Juvenile Justice,At Risk Persons,Youth,Access to Health Care,Program Effectiveness,Screening Tests,Clinical Diagnosis,Delinquency,Violence,Referral,Institutionalized Persons,Correctional Institutions,Recidivism,Barriers,Gender Differences,Racial Differences,Ethnicity,Age Differences,Intervention,Counseling

Mental health disorders are prevalent among youths in the juvenile justice system. This literature review focuses on the scope of mental health problems of at-risk and justice-involved youths; the impact of mental health on justice involvement as well as the impact of justice involvement on mental health; disparities in mental health treatment in the juvenile justice system; and evidence-based programs that have been shown to improve outcomes for youths with mental health issues.
Wyoming Community College System Annual Enrollment Report. Academic Year 2017-2018
Author: Wyoming Community College Commission
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Enrollment Trends,Two Year College Students,Geographic Regions,Part Time Students,Full Time Students,Age Differences,Gender Differences,Place of Residence,Intellectual Disciplines,Racial Differences,Ethnicity,Service Learning,Noncredit Courses,Credits,Dual Enrollment,Remedial Instruction,Distance Education

This report provides an annual look at the summer 2017, fall 2017 and spring 2018 term's enrollment in categories such as student enrollment status, location and demographics of the community college student population. The content and format of this report have been developed through a collaborative effort between the Wyoming Community College Commission (WCCC), the Executive Council and the Data Governance/Institutional Research Council members representing the seven community colleges. Effective with the summer 2016 term, data were extracted from the recently implemented Centralized Station Instance (CSI) reporting system using one report rather than consolidating individual customized reports from all seven colleges. [For the 2016-2017 report, see ED590854.]
New Mexico Higher Education Department Annual Report, 2017
Author: New Mexico Higher Education Department
Date: 2018-02-12
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Private Colleges,Adult Education,College Readiness,Educational Policy,State Programs,Enrollment,School Holding Power,Graduation Rate,Undergraduate Students,Graduate Students,Student Financial Aid,Educational Finance,Financial Support,Articulation (Education),Transfer Programs,State Regulation,State Legislation

The New Mexico (NM) higher education state attainment goal -- the Route to 66 -- has been a driving force for many of the initiatives undertaken in New Mexico. The New Mexico Higher Education Department (HED) works energetically and collaboratively with 31 public higher education institutions (HEIs) across the State. The HED also registers and licenses all private post-secondary schools in the state, which currently number 195. Through state-wide collaboration amongst all of NM's higher education institutions and vast stakeholders, significantly improved outcomes in higher education in the state are being realized. By choosing to focus on state-wide initiatives that can benefit all students, HED is committed to improving the success of New Mexico's students. In this annual report, executive summaries are provided for the following HED divisions: (1) Policy &amp; Programs; (2) Legal; (3) Planning and Research; (4) Adult Education; (5) GEAR UP [Gaining Early Awareness and Readiness for Undergraduate Programs]; (6) Private and Postsecondary Schools; (7) Financial Aid; and (8) Institutional Finance and Capital Projects. [For the 2016 report, see ED572892.]
Student Affordability Report, 2017. Daring to Be Great: The NDUS Edge
Author: North Dakota University System
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Student Costs,College Students,Tuition,Fees,Federal Aid,Student Financial Aid,Student Loan Programs,Debt (Financial),Research Universities,State Universities,Community Colleges,College Housing,Paying for College,Grants,Comparative Analysis,Regional Characteristics,Differences

This 2017 student affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room and Board; (2) Total Estimated Student Cost; (3) Federal Funding Sources; (4) Net Price; (5) Loan Volume and Indebtedness; and (6) Percent of Students with Aid. The 2016-17 tuition and mandatory fee rates at the state's research institutions--University of North Dakota (UND) and North Dakota State University (NDSU)--and regional four-year universities--Minot State University (MiSU), Mayville State University (MaSU), Dickinson State University (DSU), and Valley City State University (VCSU)--were lower than regional counterparts. NDUS two-year campus tuition and mandatory fee rates continue to be higher than regional counterparts. Mandatory fees are those assessed to all students regardless of program and do not include course or program specific fees. NDUS 2016-17 room and board rates at all research and four-year institutions are significantly lower than regional rates. Two-year college room and board rates are much higher than regional rates. Tuition and fees range from 28-40% of the total estimated student cost. Room, board, books, supplies, travel and other expenses account for the remaining 60-72% of the cost. Federal Work-Study awards continue to decline. It is increasingly difficult for campuses to compete with high paying jobs in the market place. The 10-year change is a 16.3% reduction. Loan volume is declining at all institution types. All saw a reduction in number of borrowers, average loan amount borrowed, and total volume over the past five years. In 2015, the average NDUS overall student loan indebtedness for graduates was $27,034, a 2.4% decrease from 2014, for all loan types (federal, Perkins, private alternative loans, and other loans.) All institution categories showed a reduced loan indebtedness from the prior year. The national average continued to climb by 4.0% at $30,100, as reported by the Institute for College Access &amp; Success. [For the 2016 report, see ED572890.]
Women in STEM: 2017 Update. ESA Issue Brief #06-17
Author: Noonan, Ryan
Date: 2017-11-13
Type: Reports - Research
Subjects: Females,STEM Education,Labor Market,Income,Employment Patterns,Educational Attainment,Science Careers,Disproportionate Representation,Gender Differences,Occupations,Salary Wage Differentials

In March, the Office of the Chief Economist (OCE) released the first in a series of reports updating and expanding our previous work examining the science, technology, engineering, and math (STEM) workforce. That first report, &quot;STEM Jobs. 2017 Update,&quot; provided an overview of STEM workers and their earning power. This second report provides a more detailed look at the gender dynamics of the STEM economy. Key findings in this report, which are consistent with previous research, including research done by OCE, are the following: (1) Women filled 47 percent of all U.S. jobs in 2015 but held only 24 percent of STEM jobs; (2) Women with STEM jobs earned 35 percent more than comparable women in non-STEM jobs -- even higher than the 30 percent STEM premium for men; (3) While nearly as many women hold undergraduate degrees as men overall, they make up only about 30 percent of all STEM degree holders; and (4) Women with STEM degrees are less likely than their male counterparts to work in a STEM occupation; they are more likely to work in education or healthcare.
Historically Black Colleges and Universities: Action Needed to Improve Participation in Education&apos;s HBCU Capital Financing Program. Report to Congressional Requesters. GAO-18-455
Author: Emrey-Arras, Melissa
Date: 2018-06-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Black Colleges,Educational Finance,Program Evaluation,Federal Aid,Educational Facilities Improvement,School Maintenance,Dormitories,Endowment Funds,Needs Assessment

Historically Black Colleges and Universities (HBCUs) play a prominent role in the nation's higher education system. For example, about one-third of African Americans receiving a doctorate in science, technology, engineering, or mathematics received undergraduate degrees from HBCUs. To help HBCUs facing challenges accessing funding for capital projects, in 1992, federal law created the HBCU Capital Financing Program, administered by the Department of Education (Education), to provide HBCUs with access to low cost loans. The Government Accountability Office (GAO) was asked to review the program. This report examines HBCUs' capital project needs and their funding sources, and Education's efforts to help HBCUs access and participate in the HBCU Capital Financing Program. GAO surveyed all 101 accredited HBCUs and 79 responded, representing a substantial, but nongeneralizable, portion of HBCUs. GAO analyzed the most recent program participation data (1996-2017) and finance data (2015-16 school year); reviewed available HBCU master plans; visited nine HBCUs of different sizes and sectors (public and private); and interviewed Education officials and other stakeholders. GAO recommends Education (1) include direct outreach to individual HBCUs and steps to address participation challenges for some public HBCUs in its outreach plan, and (2) analyze the potential benefits and costs of offering loan modifications in the program. Education outlined plans to address the first recommendation, and partially agreed with the second. GAO continues to believe both recommendations are warranted.
Private School Choice: Requirements for Students and Donors Participating in State Tax Credit Scholarship Programs. Report to Congressional Requesters. GAO-18-679
Author: Nowicki, Jacqueline M.
Date: 2018-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Choice,Tax Credits,Scholarships,Donors,Private Schools,State Programs,Eligibility,Elementary School Students,Secondary School Students,Income

Tax credit scholarship (TCS) programs offer state tax credits to individuals or businesses that donate to scholarship funds for students to attend private elementary and secondary schools. Through these credits, donors may reduce the amount they owe in state taxes by the full or a partial amount of their donation, depending on each program's rules. Designing a TCS program requires that many decisions be made, such as which students will be eligible to receive scholarships and the effect donations will have on donors' state taxes. The Government Accountability Office (GAO) was asked to review key characteristics of TCS programs. This report examines: (1) state TCS programs' policies regarding student eligibility and scholarship awards; and (2) how donating to a TCS program could affect the amount of state and federal taxes owed by donors. For both objectives, GAO reviewed publicly-available documents about student eligibility and tax provisions for all 22 programs authorized as of January 2018 and verified the accuracy of the information with state program officials. GAO also interviewed federal officials and reviewed relevant federal guidance and policy documents. Findings reveal that in 2018, there were 22 TCS programs authorized across 18 states, which provide state tax credits for individual and business donations that fund scholarships for students to attend elementary and secondary private schools. To determine the eligibility of students for these scholarships, most TCS programs use household income and have various approaches to determine scholarship award amounts. Income limits vary widely among programs, ranging from approximately $32,000 to $136,500 per year for students from a four-person household in school year 2017-2018. The effect of TCS donations on donors' tax liability depends on program characteristics and donors' financial circumstances. Specifically, half of the 22 programs allow eligible donors to claim 100 percent of their donations as state tax credits, meaning that for each dollar donated, state taxes owed are reduced by a dollar, up to any maximum set by the state. The remaining 11 programs allow donors to claim from 50 to 85 percent of their donations as state tax credits.
Studying Deterrence among High-Risk Adolescents. Juvenile Justice Bulletin. NCJ 248617
Author: Loughran, Thomas A.
Date: 2015-08-00
Type: Reports - Research
Subjects: At Risk Persons,Delinquency,Correlation,Sanctions,Crime,Adolescents,Program Effectiveness,Punishment,Correctional Institutions,Institutionalized Persons,Juvenile Justice,Public Policy,Attitude Change,Youth,Probability,Risk,Antisocial Behavior,Urban Areas

How and why do many serious adolescent offenders stop offending while others continue to commit crimes? The Pathways to Desistance study, a multidisciplinary investigation that attempts to answer this question, followed more than 1,300 serious juvenile offenders for 7 years after their conviction. In this bulletin, the authors investigate the link between perceptions of the threat of sanctions and deterrence from crime among serious adolescent offenders. Specifically, they examine the following questions: (1) Do deterring juveniles' offending and punishment experiences mold offenders' perceptions of risks and consequences of offending (which relate directly to their propensity to be deterred from crimes)? (2) Does placing offenders in a correctional facility have any tangible deterrent effects? and (3) Does longer placement have a more deterrent effect on juveniles? Selected findings include: (1) There was no meaningful reduction in offending or arrests in response to more severe punishment (e.g., correctional placement, longer stays); (2) Policies targeting specific types of offending may be more effective at deterring youth from engaging in these specific offenses as opposed to general policies aimed at overall crime reduction; (3) In response to an arrest, youth slightly increased their risk perceptions, which is a necessary condition for deterrence; and (4) Creating ambiguity about detection probabilities in certain areas or for certain types of crime may have a deterrent effect by enhancing the perceived risk of getting caught. The authors conclude with a discussion of directions for future applied research into deterrence and consider some broader implications for juvenile justice policy and practice.
K-12 Education: Public High Schools with More Students in Poverty and Smaller Schools Provide Fewer Academic Offerings to Prepare for College. Report to the Ranking Member, Committee on Education and the Workforce, House of Representatives. GAO-19-8
Author: Nowicki, Jacqueline M.
Date: 2018-10-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Public Schools,High Schools,Small Schools,High School Students,Poverty,College Preparation,Access to Education,Low Income Students,Academic Education,Public Colleges,College Readiness

Poverty can have a profound effect on academic outcomes and college readiness and students from lowincome families are less likely to go to college. The low rates of degree attainment for low-income students raises questions about whether the students who wish to pursue higher education have access to courses that support their readiness for college. The Government Accountability Office (GAO) was asked to review college preparatory course offerings in U.S. high schools. This report (1) examines the extent to which high schools of different poverty levels offer courses to prepare students academically for college, and (2) describes the challenges students in high-poverty schools face being prepared to attend college. GAO analyzed 2015-16 Education data on course offerings by school poverty level, type, and size, and developed a generalized linear regression model to explore whether certain school-level characteristics may be associated with course offerings; reviewed a generalizable sample of public 4-year college websites for course requirements for admission; and interviewed officials from Education and the Department of Justice. GAO also conducted site visits to 12 high-poverty high schools in 3 states selected to provide variation in course offerings, among other things. In this review, GAO focused on public 4-year colleges because they offer a bachelor's degree and are generally a more affordable 4-year option. Findings showed that students in relatively poor and small schools had less access to high school courses that help prepare them for college, according to GAO's analysis of Department of Education (Education) data for school year 2015-16 (the most recent available). While most public high schools, regardless of poverty level, offered courses like algebra and biology, disparities in access were associated with school poverty level for more advanced courses like calculus, physics, and those that may allow students to earn college credit, like Advanced Placement (AP) courses (see figure). High-poverty schools were less likely to offer the math and science courses that most public 4-year colleges expect students to take in high school, according to GAO's analysis of college websites. GAO's regression analysis also showed that smaller schools and certain types of schools, like charter schools, are less likely to offer the college preparatory math or science courses that many colleges look for during the admissions process.
Perceived Barriers to Mental Health Services among Detained Youth. Juvenile Justice Bulletin. NCJ 248522
Author: Abram, Karen M.
Date: 2015-09-00
Type: Reports - Research
Subjects: Mental Health Programs,Juvenile Justice,Institutionalized Persons,Youth,Barriers,Alcohol Abuse,Drug Abuse,Mental Disorders,Attitudes

This bulletin is part of a series that presents the results of the Northwestern Juvenile Project--a longitudinal study of youth detained at the Cook County Juvenile Temporary Detention Center in Chicago, IL. The authors examine youth's perceptions of barriers to mental health services, focusing on youth with alcohol, drug, and mental health disorders. Findings include: (1) Most frequently, youth did not receive services because they believed their problems would go away without outside help (56.5 percent); (2) Nearly one-third of youth (31.7 percent) were not sure whom to contact or where to get help; (3) Nearly one-fifth of the sample (19.1 percent) reported difficulty in obtaining help; and (4) African American and Hispanic detainees received significantly fewer services in the past compared with non-Hispanic white youth. Male detainees also received significantly fewer services in the past when compared with female detainees. The authors interviewed 1,829 juveniles detained in Chicago to determine their need for, use of, and barriers to services. [See report for list of funding support.]