ethanporcaro/eric-fulltext-meta huggingface dataset:
Illinois Community College System. Performance Report For Fiscal Year 2004
Author: Illinois Community College Board
Date: 2004-10-00
Type: Reports - General
Subjects: Economic Progress,Advisory Committees,Community Colleges,Program Effectiveness,Literacy,Ethics,Educational Objectives,Outcomes of Education,Higher Education,Educational Finance,Access to Education,Accountability,Institutional Characteristics,Statewide Planning,Partnerships in Education,Educational Quality,College School Cooperation,Student Diversity,Educational Indicators,Adult Education,Student Financial Aid,Institutional Mission,Difficulty Level

The Illinois Community College System Performance Report replaces the Results Report and reflects an initial effort to increasingly streamline and integrate state outcomes and progress reporting in Illinois. The fresh approach taken this year further combines qualitative information and quantitative data reporting. The Performance Report is structured around the goals in the Illinois Board of Higher Education's (IBHE) Illinois Commitment. These goals include: (1) economic growth; (2) teaching and learning partnerships with P-12 education; (3) affordability; (4) access and diversity; (5) high expectations and quality; and (6) productivity and accountability. Through the &quot;Promise for Illinois&quot;, community colleges pledge to: (1) Address workforce development needs with flexible, responsive and progressive programs; (2) Offer rigorous courses and programs designed for college and university transfer; (3) Expand adult education and literacy programs necessary for individuals and families to have high-quality work and life in Illinois; (4) Equip Illinois residents with the technology skills they need to be successful in the 21st century; (5) Emphasize high quality in all programs, services, and operations; (6) Deliver affordable learning opportunities to the doorstep of Illinois residents; and (7) Model and promote leadership and ethical decision making. In an effort to more closely measure progress toward these goals and pledges three levels of indicators were developed by the Performance Indicator Advisory Committee over the course of a year (January 2002 - February 2003), incorporating feedback from constituent groups. Appended are: (1)  Mission-Specific Goals Selected by College; and (2) Common Measure Goal Statements. A bibliography is included.
Mississippi Business and Technology Framework, 2004
Author: Mississippi Department of Education
Date: 2004-00-00
Type: Guides - Non-Classroom
Subjects: Curriculum Development,Elementary Secondary Education,Technology Education,Business Education,Educational Objectives,Curriculum Design,Instructional Design,Information Technology,State Standards,Curriculum Guides,Teaching Guides,Competence,Educational Strategies,Teaching Methods,Benchmarking,Educational Principles

The primary purpose of the 2004 Mississippi Business and Technology Framework is to promote business and economic literacy, both successful domestic and international functioning, diverse practice of interpersonal, teamwork, and leadership skills, technology as a tool for managing information, and lifelong learning skills that foster flexible career paths and confidence in adapting to a workplace that demands constant retooling. Furthermore, the 2004 Mississippi Business and Technology Framework provides teachers with a tool to help instruct students with the essential skills of finding, understanding, processing, and integrating information that helps them solve a variety of problems. In addition, students must possess a basic knowledge of the various business and technology content areas--accounting, business law, career development, communication, computation, economics and personal finance, entrepreneurship, information technology, international business, management, and marketing, as well as other business and technology areas--and how they interrelate. The 2004 Mississippi Business and Technology Framework is the basis for district curriculum development for K-12 business and technology teachers. The curriculum provides an outline of what students should learn and do in business and technology classrooms. The curriculum replaces the previous business and technology curriculum developed in 2000. A glossary is included.
Assessing the Effectiveness of Education Interventions: Issues and Recommendations for the Title I Evaluation. MPR Reference No. 8911-700
Author: Glazerman, Steven
Date: 2004-05-17
Type: Reports - Evaluative
Subjects: Research Design,Educational Change,Evaluation Methods,Intervention,Program Effectiveness,Change Strategies,Educational Strategies,Evaluation Criteria,Evaluation Needs,Evaluation Research,Educational Practices,Evaluation Problems,Research Methodology,Educational Policy

In October 2002, the Institute of Education Sciences (IES) contracted with Mathematica Policy Research, Inc. (MRP) to help identify issues pertinent to the evaluation of Title I and to propose feasible evaluation design strategies. This design effort took its lead from two sources: (1) the Title I Independent Review Panel (IRP); and (2) a more specialized technical working group (TWG) composed of education research and evaluation experts assembled for the design effort itself. The MPR design team worked with the TWG, the IRP, other outside experts, and IES to develop a series of recommendations concerning: (1) the topic of study for the evaluation; (2) strategies for selecting intervention and schools, and (3) the basic elements of a research design. This document lists the key recommendations that came out of this effort. The report itself provides the rationale for the recommendations and discusses design and measurement issues, including sample sizes. The following are appended: (1) TWG and IRP Members; (2) Teaching of Comprehension in Content Areas: Design Criteria (Thomas Trabasso); and (3) Desirable Characteristics of Comprehension Interventions (Michael Kamil). (Contains 2 tables and 1 figure.)
Monitoring the Future: National Results on Adolescent Drug Use. Overview of Key Findings, 2003. NIH Publication No. 04-5506
Author: Johnston, Lloyd D.
Date: 2004-06-00
Type: Reports - Research
Subjects: Drug Abuse,Alcohol Abuse,Smoking,Secondary School Students,Adolescents,Student Attitudes,Risk,Health Behavior,Incidence,Stimulants,Inhalants,Narcotics,Cocaine,Marijuana,National Surveys

Substance use by American young people remains a major concern for the nation. Smoking, drinking, and illicit drug use are leading causes of morbidity and mortality, both during adolescence and across the life course. How vigorously the nation responds to teenage substance use, how accurately it identifies the substance abuse problems that are emerging, and how well it comes to understand the effectiveness of the many policy and intervention efforts largely depend on the ongoing collection of valid and reliable data. This document is designed to help provide an accurate picture of what is happening in this domain and why. Specific results by drug type are included in this document. First results from the Monitoring the Future study's 2003 nationwide survey of 8th, 10th, and 12th grade students are given in this report. Recent trends in the use of licit and illicit drugs are emphasized. Also presented are trends in the levels of perceived risk and personal disapproval associated with each drug--which this study has shown to be particularly important in explaining trends in use--as well as trends in perceived availability of each drug. (Contains 9 tables.)
Monitoring the Future: National Survey Results on Drug Use, 1975-2003. Volume I: Secondary School Students 2003. NIH Publication No. 04-5507
Author: Johnston, Lloyd D.
Date: 2004-08-00
Type: Numerical/Quantitative Data
Subjects: Drug Abuse,Alcohol Abuse,Smoking,Secondary School Students,Adolescents,Student Attitudes,Risk,Health Behavior,Incidence,Social Influences,Trend Analysis,Stimulants,Inhalants,Narcotics,Cocaine,Marijuana,National Surveys

The use of licit and illicit drugs by American young people has been a source of major policy and public health concerns for the United States since the mid-1960s. The use of these substances is a leading cause of eventual disease and death in the population, but it also contributes in important ways to mortality and morbidity during adolescence.  Monitoring the Future, which is now in its 29th year, has become one of the nation's most relied-upon sources of information on changes taking place in licit and illicit psychoactive drug use among American adolescents, college students, and young adults. The study has tracked and reported the use of an ever-growing array of such substances in these populations. This annual series of monographs, written by the study's investigators and published by the National Institute on Drug Abuse is one of the major vehicles by which the epidemiological findings from the study are reported. The present two-volume monograph reports findings through 2003. (A companion series of annual reports provides a much briefer, advanced synopsis of the key findings from the latest surveys of secondary school students.) Appended are: (1) Prevalence and Trend Estimates Adjusted for Absentees and Dropouts; (2) Definition of Background and Demographic Sub Groups; (3) Estimation of Sampling Errors; (4) Supplemental Tables for Secondary School Students: Trends by Subgroup; and (5) Trends in Specific Subclasses of Hallucinogens, Amphetamines, Tranquilizers, and Narcotics Other Than Heroin. An index of drugs is also included. (Contains 146 tables and 95 figures.)
Qualifications of the Public School Teacher Workforce: Prevalence of Out-of-Field Teaching, 1987-88 to 1999-2000. Statistical Analysis Report. NCES 2002-603. Revised
Author: Seastrom, Marilyn McMillen
Date: 2004-08-00
Type: Numerical/Quantitative Data
Subjects: Teacher Qualifications,Teacher Certification,Public School Teachers,Elementary School Teachers,Middle School Teachers,Secondary School Teachers,Majors (Students),Incidence

Over the last 15 years, interest in student performance and teacher qualifications has intensified among educational policymakers and researchers. During this time period, research has accumulated that links student achievement to the qualifications of teachers. Two central measures of elementary and secondary teacher qualifications are teachers' postsecondary education and their certification. To understand how many students are taught by teachers lacking specified levels of training, efforts have focused on mismatches between teacher qualifications and their teaching assignments (National Commission on Teaching and America's Future 1996; Ingersoll 1999). Such mismatches are commonly referred to as out-of-field teaching. Mismatches might include, for example, teachers with a degree in English who are teaching classes in social science; or, conversely, teachers with educational backgrounds in the social sciences who are assigned to teach classes in reading. The two measures of teacher qualifications featured in this report provide different perspectives  on out-of-field teaching. Teachers who do not have a major, a minor, or certification in the  subject taught can, most certainly, be classified as out-of-field teachers. In the middle grades in 1999-2000, some 11 to 14 percent of the students taking social science, history, and foreign languages, and 14 to 22 percent of the students taking English, mathematics, and science were in classes led by teachers without any of these credentials. In addition, approximately 30 to 40 percent of the middle-grade students in biology/life science, physical science, or ESL/bilingual education classes had teacher lacking these credentials. The following are appended: (1) Technical Notes; (2) Detailed Data Tables; and (3) Standard Error Tables. (Contains 39 tables and 23 footnotes.)
Rates of Computer and Internet Use by Children in Nursery School and Students in Kindergarten through Twelfth Grade: 2003. Issue Brief. NCES 2005-111
Author: DeBell, Matthew
Date: 2005-06-00
Type: Numerical/Quantitative Data
Subjects: Nursery Schools,Computer Uses in Education,Internet,Access to Computers,Elementary Secondary Education,Computers,National Surveys

The use of computers and the Internet by students has increased rapidly in recent years. In 2001, computer and Internet use was more widespread among school-age children and adolescents than among adults. The now commonplace use of these technologies follows the installation of computers and Internet access in nearly all public schools and in a majority of households with children by 2000. This Issue Brief describes the percentages of students in grades 12 or below who used computers or the Internet in 2003. Data for this Issue Brief come from the October 2003 Computer and Internet Use Supplement to the Current Population Survey (CPS). The CPS is a sample survey representative of the civilian noninstitutional population in the United States. The survey is conducted in approximately 56,000 households each month. In October 2003 it collected information regarding 29,075 children enrolled in nursery school through 12th grade. A member of each household who is at least 15 years old provides information about household members. As a result of this data collection method, data regarding computer and Internet use by students were not collected directly from students in most cases, but from another member of the household; this method is a potential source of error. Computer users are identified by questions that ask if the subject uses computers at home, at work, or at school. Internet users are identified by questions that ask if the subject uses the Internet at any location. (Contains 1 table and 3 footnotes.)
The Impacts of Regular Upward Bound: Results from the Third Follow-Up Data Collection. MPR Reference No. 8464-600
Author: Myers, David
Date: 2004-04-00
Type: Reports - Research
Subjects: College Preparation,Outcomes of Education,Economically Disadvantaged,Federal Programs,Academic Achievement,College Attendance,Credits,Grade Point Average,Program Effectiveness,Graduation,Longitudinal Studies,Enrollment,Academic Persistence,High School Students,Postsecondary Education,Secondary Education

Policymakers have long been concerned about the disparities in college attendance between more and less advantaged groups of students. Upward Bound is one of the largest and longest running federal programs designed to help economically disadvantaged students prepare for, enter and succeed in college. Since December 1991, Mathematica Policy Research, Inc., (MPR) has been conducting the national evaluation of Upward Bound for the U.S. Department of Education (ED). The evaluation has focused on program implementation issues and the effects of the program on student outcomes. The &quot;impact study&quot; is designed to measure the impacts or effects of regular Upward Bound on student outcomes, and it is based on a longitudinal evaluation in which eligible applicants from a nationally representative sample of projects were randomly assigned to Upward Bound or to a control group. The results in this document are based on the national evaluation's third follow-up data collection, which was completed in 2000. Because the entire sample of students was beyond high school age by that time, the report includes updated findings on the effects of Upward Bound on high school outcomes. In addition, based on data covering the first few years after sample members left high school, the report addresses the following research questions: (1) What effect does Upward Bound have on students' postsecondary experiences? (2) Who benefits most from Upward Bound? and (3) What is the association between staying in Upward Bound and student outcomes? Findings in this report suggest that for the average student, Upward Bound: (1) increased the number of high school math credits earned by participants; (2) did not affect other measures of high school academic preparation; (3) may have increased enrollment at four-year institutions; and (4) did not affect enrollment at postsecondary institutions more generally when all types of postsecondary institutions are considered. Appended are: (1) Sample Design Unit Nonresponse and Weights; (2) Baseline Characteristics of the Treatment and Control Groups, Third Follow-Up Survey Respondents; (3) Program Effects and Standard Errors; (4) The Effect of Upward Bound on High School Outcomes by Selected Subgroups; (5) The Effect of Upward Bound on College Engagement by Selected Subgroups; (6) Methods Used to Estimate the Effects of Additional Upward Bound Participation; (7) Weighted Standard Deviations for All Outcome Variables; (8) Data Collection; and (9) Sample Sizes and Standard Errors for Reported Impact Estimates. (Contains 29 tables and 3 figures.)
Course Redesign Improves Learning and Reduces Cost. Policy Alert
Author: Twigg, Carol A.
Date: 2005-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Cost Effectiveness,Curriculum Design,Instructional Design,Educational Quality,Educational Improvement,Improvement Programs,Technology Uses in Education,School Holding Power,Performance Technology,Curriculum Development

American Colleges and Universities are continuously challenged to increase access to higher education, improve the quality of student learning, and control or reduce the rising cost of instruction. These challenges are interrelated. As tuition costs continue to rise, access is curtailed. When high failure rates prevent students from successfully completing courses and programs, promises of increased access become hollow. Solutions to these challenges appear to be interrelated as well. Historically, either improving quality or increasing access has meant increasing costs. Reducing costs, in turn, has meant cutting quality, access, or both. In partnership with 30 colleges and universities, the National Center for Academic Transformation (NCAT) has proven that it is possible to improve quality and reduce cost in higher education. Course redesign using information technology is key. Recommendations include: (1) establishing redesign programs; (2) demanding accountability; and (3) building incentives.
Developing and Maintaining a Multimedia Language Lab
Author: Bingham, Scott
Date: 1998-03-17
Type: Reports - Evaluative
Subjects: Computer Software,Language Laboratories,Educational Technology,Multimedia Instruction,Second Language Learning,Second Language Instruction,Computer Assisted Instruction,Intensive Language Courses,Interviews,Administrator Attitudes,Student Attitudes,Teacher Attitudes,Teaching Methods,Student Needs,Evaluation Methods,Faculty Development,Computer Software Evaluation,Needs Assessment,Facilities Management,English (Second Language),Questionnaires

Recent trends in education have pushed for multimedia to be made a part of every effective language program. As a result, language programs around the world are incorporating computer labs into their curricula. However, as many instructors and administrators are unfamiliar with this newer technology, integrating computer assisted language learning (CALL) into their overall goals and objectives often proves problematic. This leads to under-utilization of the technology which in turn creates a general sense of dissatisfaction. The first part of this paper presents the results of a year-long study of a multimedia lab at a full-time, intensive language institute. The instruments for this study included: surveys of both students and instructors; interviews with the program coordinator, students, and instructors; and valuations of the lab facilities in terms of hardware and software; and finally, a year-long qualitative assessment of the multimedia lab. The initial data collected from this study demonstrated that although student knowledge of computers was limited, they felt that CALL was an effective learning tool. Instructors also understood the potential of CALL, yet were unsure of how to integrate it into their teaching methods. Finally, administrators as well were enthusiastic about implementing CALL into their programs, yet were concerned with logistical and budgetary issues. It is the goal of this presentation to provide instructors and administrators with some practical suggestions for effectively managing a multimedia lab.   To this end, the latter part of the paper is divided into three sections: (1) methods for assessing student and faculty needs, and how goals and objectives for a multimedia lab can be established to meet these needs, (2) the development of materials for use in the lab that attempt to accommodate instructor needs with available technology, and (3) procedures to overcome the logistical problems that confront all such labs such as student and faculty training, scheduling and staffing issues, hardware/software management, and assessment and acquisition of new software. (Contains 4 tables.)
The Literacy of America's College Students
Author: Baer, Justin D.
Date: 2006-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Students,Literacy,Accountability,Educational Technology,Reading Skills,Employment Qualifications,Questionnaires,Student Characteristics,Student Experience,Educational Environment,Racial Differences,Gender Differences,Two Year Colleges,English (Second Language),Income,Prose,Educational Attainment,Remedial Programs,Grade Point Average,Majors (Students)

Rapid changes in technology make it necessary for adults of all ages to use written information in new and more complex ways. For example, learning how to operate computers, filling out complicated tax forms, and comparing price labels when shopping for groceries are just a few of the many tasks that are important parts of peoples lives. Every adult needs a range of literacy skills to achieve his or her personal goals, pursue a successful career, and play an active role as a citizen. High levels of literacy also enable individuals to keep pace with changing educational expectations and technologies and support the aspirations of their families. With the recent attention on accountability measures for elementary and secondary schools, accountability in institutions of higher education has been all but overlooked. The National Survey of America's College Students (NSACS) is a study that examines the literacy of U.S. college students, providing information on how prepared these students are to continue to learn and use the skills that they will need in the years to come. Such an examination provides a valuable set of indicators of performance in higher education, informing such issues as the relationship among educational experience, literacy, and preparedness for the job market. Because literacy is not a single skill used in the same manner for all types of printed and written information, the NSACS measured literacy along three dimensions: prose literacy, document literacy, and quantitative literacy. These three literacy domains were designed to capture an ordered set of information-processing skills and strategies that adults use to accomplish a wide range of literacy tasks and make it possible to profile the various types and levels of literacy among different subgroups in society. In addition to measuring the literacy skills of college students, the NSACS administered a background questionnaire to address specific issues of interest to the higher education and policy communities, such as demographics, educational and language background, previous educational experience, career plans, and current college experiences. The following are appended: (1) Sample Questions; (2) Technical Notes; (3) Standard Errors for Tables and Figures; and (4) Glossary. (Individual chapters and appendixes contain footnotes, tables, and figures.)