ethanporcaro/eric-fulltext-meta huggingface dataset:
Undermining Pell: How Colleges Compete for Wealthy Students and Leave the Low-Income Behind
Author: Burd, Stephen
Date: 2013-05-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Paying for College,College Students,Low Income Students,Family Income,Debt (Financial),Student Employment,Private Colleges,Public Colleges,Tuition,Costs,State Aid,Competition,Access to Education,Retrenchment

The nation's public and private four-year colleges and universities are in danger of shutting down what has long been a pathway to the middle class for low-income and working-class students, the Pell Grant. This report presents a new analysis of little-examined U.S. Department of Education data showing the &quot;net price&quot; -- the amount students pay after all grant aid has been exhausted -- for low-income students at thousands of individual colleges. The analysis shows that hundreds of colleges expect the neediest students to pay an amount that is equal to or even more than their families' yearly earnings. As a result, these students are left with little choice but to take on heavy debt loads or engage in activities that lessen their likelihood of earning their degrees, such as working full-time while enrolled or dropping out until they can afford to return.
Quick Guide: Secondary Response to Intervention
Author: National Technical Assistance Center on Transition (NTACT)
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Response to Intervention,Students with Disabilities,Secondary School Students,Program Implementation,Educational Quality,Progress Monitoring,Supplementary Education,Evidence Based Practice,Information Sources,Web Sites

Ensuring all youth, including youth with disabilities, graduate high school prepared to live independent, productive lives is the ultimate goal of high schools in the 21st century. Being prepared for post-school life means being college and career ready. Being college and career ready has been defined as &quot;being prepared for postsecondary education without the need for remediation, which generally means that students have the academic background to do college level work&quot;. Students with disabilities are currently under performing when compared to students without disabilities and according to established benchmarks (National Center for Education Statistics, 2013). Therefore, in order to be college and career ready, they must be provided with the supports needed to improve their academic performance. The implementation of RtI in secondary schools is one promising practice to support youth with disabilities in developing appropriate skills to successfully complete high school and transition into post-school life. A variety of research has been conducted on RtI at the secondary level including descriptive, qualitative, and experimental/quasi-experimental studies. Descriptive research has examined the perceived importance and availability of RtI intervention practices (Sansosti, Noltemeyer, &amp; Goss, 2010). The descriptive and qualitative research suggests several themes for successful implementation including: (a) implementing quality core instruction; (b) using progress monitoring measures related to core competencies; (c) having secondary and tertiary levels supplement, not replace, core instruction; (d) dedicating resources to implementation, including quality professional development; (e) changing the culture to facilitate RtI implementation including educators, parents, and community members; and (f) the use of evidence- and research-based practices throughout. This report provides many resources for RtI. Run by the American Institutes for Research, the Center on Response to Intervention provides support to states, districts, and schools with implementing RtI efforts. Additionally, the National Center on Intensive Intervention (http://www.intensiveintervention.org), funded through the U.S. Department of Education's Office of Special Education Programs, is a valuable resource for information on RtI.
Undermining Pell: Volume II. How Colleges&apos; Pursuit of Prestige and Revenue Is Hurting Low-Income Students
Author: Burd, Stephen
Date: 2014-00-00
Type: Reports - Research
Subjects: Federal Aid,Grants,College Students,Low Income Students,Paying for College,Private Colleges,Public Colleges,Family Income,Costs,Financial Needs,Competition,Student Financial Aid,Tuition,Endowment Funds,Out of State Students,Enrollment,College Admission,Educational Trends,Access to Education

This report examines U.S. Department of Education data showing the net price -- the average amount of money that students and their families have to pay after all grant and scholarship aid is deducted from the listed price -- for low-income students at more than 1,400 four-year colleges in the 2011-12 academic year. The analysis finds that hundreds of colleges expect the neediest students to pay an amount that equals at least half of their families' yearly earnings. This report follows up on a paper New America released last year looking at the net price data for the 2010-11 academic year. The financial hurdles, the analysis finds, continue to be highest in the private nonprofit college sector, where only a few dozen mostly exclusive colleges meet the financial need of the low-income students they enroll. As compared with last year, the number of private colleges that charge students with family incomes of $30,000 or less an average net price under $10,000 has dropped significantly. At the same time, the number of schools that charge the lowest-income an average net price over $15,000 has risen substantially. [This is an updated copy of the report which corrects an error in the US Department of Education data which listed the net price for low-income students at the College of William and Mary as $19,976 instead of $4,917. To view the previous report, &quot;Undermining Pell: How Colleges Compete for Wealthy Students and Leave the Low-Income Behind,&quot; see ED595529.]
Undermining Pell: Volume III. The News Keeps Getting Worse for Low-Income Students
Author: Burd, Stephen
Date: 2016-03-00
Type: Reports - Research
Subjects: Federal Aid,Grants,College Students,Low Income Students,Educational Trends,Paying for College,Family Income,Costs,Debt (Financial),Financial Needs,Public Colleges,Private Colleges,Student Financial Aid,Endowment Funds,Tuition,Competition

This report examines U.S. Department of Education data showing the average net price for students from families making $30,000 or less at more than 1,400 four-year colleges in the 2013-14 academic year. The analysis finds that hundreds of colleges expect the neediest to pay an amount that equals more than half of their families' yearly earnings. This report follows up on two previous papers that New America has published that looked at the net price data for the 2010-11 and 2011-12 academic years. The financial hurdles, the analysis finds, continue to be highest in the private nonprofit college sector, where only a few dozen mostly exclusive colleges meet the financial need of the low-income students they enroll. Overall, 94 percent of the private colleges examined charge the lowest-income students an average net price over $10,000. The number of private colleges that charge these students an average net price over $15,000 continues to grow, as does the number of institutions that charge these students more than $20,000. [For &quot;Undermining Pell: Volume II. How Colleges' Pursuit of Prestige and Revenue Is Hurting Low-Income Students,&quot; see ED595531. For &quot;Undermining Pell: How Colleges Compete for Wealthy Students and Leave the Low-Income Behind,&quot; see ED595529.]
Multilingual Children beyond Myths and toward Best Practices. Social Policy Report. Volume 27, Number 4
Author: McCabe, Allyssa
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Multilingualism,Misconceptions,Second Language Learning,Literacy,English (Second Language),Parent Child Relationship,Native Language,Language Usage,Linguistic Input,Language Fluency,Transfer of Training,Home Visits,Health Services,Child Care Centers,Child Development,Language Acquisition,Cultural Pluralism,Best Practices,Blacks,Creoles,Black Dialects,Information Dissemination,Family Environment,Educational Environment,Vocabulary Skills,Scientific Research,Preschool Education

Multilingualism is an international fact of life and increasing in the United States. Multilingual families are exceedingly diverse, and policies relevant to them should take this into account. The quantity and quality of a child's exposure to responsive conversation spoken by fluent adults predicts both monolingual and multilingual language and literacy achievement. Contexts supporting optimal multilingualism involve early exposure to high quality conversation in each language, along with continued support for speaking both languages. Parents who are not fluent in English should not be told to speak English instead of their native language to their children; children require fluent input, and fluent input in another language will transfer to learning a second or third language. Messages regarding optimal multilingual practices should be made available to families using any and all available methods for delivering such information, including home visitation programs, healthcare settings, center-based early childhood programs, and mass media. [This issue of &quot;Social Policy Report&quot; also contains: &quot;The Specificity Principle (SP) in Multiple Language Learning&quot; (Marc H. Bornstein). Commentaries in this issue are: (1) &quot;Promoting Positive Development among Young Multilingual Learners&quot; (Lisa M. López); (2) &quot;'Pickney Talk Sweet, eh?' Unpacking Myths and Best Practices for Black Children Who Speak Creoles or Dialects&quot; (Stephanie M. Cureton); (3) &quot;Peering through the Looking Glass with a Multicultural Lens the Challenge of Translational Research&quot; (Michael L. López); and (4) &quot;Multilingual Children Developing and Disseminating Knowledge to Support Successful Language Development&quot; (Diane August).]
ESP Teaching and Teacher Education: Current Theories and Practices
Author: Papadima-Sophocleous, Salomi, Ed.
Date: 2019-06-22
Type: Books
Subjects: English for Special Purposes,Teacher Education,Second Language Instruction,Foreign Countries,Teaching Methods,English Teachers,Educational Games,Instructional Design,Scaffolding (Teaching Technique),Technology Uses in Education,Feedback (Response),Curriculum Development,Collaborative Writing,Dictionaries,Electronic Publishing,Metacognition,Communication Skills,Pronunciation Instruction

This volume addresses issues related to English for Specific Purposes (ESP) teaching practices as well as ESP teacher education as they arise in today's constantly changing and developing world. &quot;ESP Teaching and Teacher Education: Current Theories and Practices?,&quot; supported by the Language Centre of the Cyprus University of Technology, puts together a selection of ten chapters concentrating on ESP teacher education and ESP teaching methodology, including the integration of new technologies in both fields. The volume may be of interest to ESP teacher trainers or language teacher trainers in general, ESP practitioners, ESP researchers, policymakers, material developers, students, as well as any other ESP specialist who may be interested in being updated about the latest developments in the ESP field. [The Language Centre of the Cyprus University of Technology supported the publication of this volume.]
The Role of Public Policies and Community-Based Organizations in the Developmental Consequences of Parent Undocumented Status. Social Policy Report. Volume 27, Number 3
Author: Yoshikawa, Hirokazu
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Public Policy,Community Organizations,Parents,Undocumented Immigrants,Well Being,Parent Influence,Parent Child Relationship,Academic Achievement,Mental Health,Stress Variables,Economic Factors,Economic Climate,Citizenship,Relocation,Attachment Behavior,Work Environment,Enrollment,Child Development,Barriers

Policy debates about undocumented immigration in the United States focus most often on adults and adolescents. Yet 5.5 million U.S. children currently reside with at least one undocumented immigrant parent, with 4.5 million of these children U.S.-born citizens. Given that children with undocumented parents constitute nearly one-third of all children with immigrant parents and about 8 percent of all U.S. children, their well-being holds important implications for U.S. society. This review summarizes the current evidence on whether and how parent undocumented status affects the cognitive, school attainment, and mental health outcomes of children and youth. Research on mechanisms through which these effects occur--including both removal and fear of removal; parent-child separation; lower access to public programs; psychological distress; &quot;awakening&quot; to one's own undocumented status; and work conditions and economic hardship--is also reviewed. Potential moderators include the chronicity of experienced undocumented status; large-scale economic changes such as the Great Recession; and neighborhood and network social capital. Both public policies and community-based organizations' practices may help reduce the developmental risks for children with undocumented parents. We conclude by discussing a range of such policies and practices, related to preschool and prekindergarten, work and employment, border enforcement, program enrollment and access, organizational and institutional partnerships, and a range of choices regarding a pathway to citizenship. [This issue of &quot;Social Policy Report&quot; also includes the following commentaries: (1) All Our Children? (Ruby Takanishi); (2) The Plight of the Children of Unauthorized Mexican Parents (Frank D. Bean); and (3) Children in the U.S. with Undocumented Parents: Research and Policy Issues (Alexander N. Ortega).]
Positive Development of Minority Children. Social Policy Report. Volume 27, Number 2
Author: Cabrera, Natasha J.
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Minority Group Children,Child Development,Child Rearing,Well Being,Research,Ethnic Diversity,Racial Differences,Socioeconomic Status,Immigrants,Research Methodology,Resilience (Psychology),At Risk Persons,Cultural Relevance,Language Skills,Social Development,Family Influence

Although the development and well-being of ethnic and racial minority children have received sustained attention over the past few decades from policymakers, researchers, and practitioners (Cabrera, Beeghly, &amp; Eisenberg, 2012; Crosnoe &amp; Fuligni, 2012; McLloyd, 1990, 2006; Quintana et al., 2006), these efforts have contributed to a body of knowledge that, while rigorous and insightful, has often been deficit-oriented, emphasizing the negative effects of inadequate economic and social resources and an elevated rate of behavior problems, decreased social competence, and lower rates of school success among these children. A primary focus on adversity has had the unintended consequence of eclipsing the strengths or assets that minority families possess to raise healthy children. Consequently, we know more about maladaptation than adaptation among minority children. Because the number of ethnic and racial children now constitutes the numeric majority (U.S. Census 2012), there is an urgency to increase our efforts to conduct rigorous studies of the positive development of ethnic and racial minority children. A focus on positive development, broadly defined as research that focuses on adaptation and adjustment rather than maladjustment and adversity (Dodge, 2011; Guerra, Graham, &amp; Tolan, 2011) is important because it would highlight the significant variability in this population and allow for the identification of the multiple sources and pathways of adaptation, leading to more targeted programs and interventions. [&quot;Positive Development of Minority Children&quot; was co-authored by the Society for Research in Child Development (SRCD) Ethnic and Racial Issues Committee. This issue of &quot;Social Policy Report&quot; also includes three commentaries: (1) Minority Children: The Future Majority of the USA (Cynthia García Coll); (2) Developing a Fully Specified Conceptual Framework to Guide Research and Practice in Support of the Positive Development of Minority Children (Ivelisse Martinez-Beck); and (3) What Are We Studying When We Study Children of Color? Asking New Questions, Advancing New Perspectives (Vonnie C. McLoyd).]
Children of the Recession: The Impact of the Economic Crisis on Child Well-Being in Rich Countries. Innocenti Report Card 12
Author: Fanjul, Gonzalo
Date: 2014-10-00
Type: Reports - Research
Subjects: Developed Nations,Children,Well Being,Economic Climate,Economic Impact,Poverty,Youth Employment,Foreign Countries

As the data in this new edition of the Innocenti Report Card series show, in the past five years, rising numbers of children and their families have experienced difficulty in satisfying their most basic material and educational needs. Most importantly, the Great Recession is about to trap a generation of educated and capable youth in a limbo of unmet expectations and lasting vulnerability. League Tables, the flagship tool of the Innocenti Report Card series, rank the change, since the onset of the crisis, in the poverty levels of children and the impact of the recession on youth. The Report also explores the effects of the recession on youth seeking to enter or remain in the labour force in the middle of a recession. [Support for this report was provided by the Government of Italy.]
Child Well-Being in Rich Countries: A Comparative Overview. Innocenti Report Card 11
Author: Adamson, Peter
Date: 2013-04-00
Type: Reports - Research
Subjects: Developed Nations,Children,Well Being,Life Satisfaction,Academic Achievement,Early Parenthood,Obesity,Bullying,Smoking,Drinking,Drug Use,Childrens Attitudes,Child Health,Child Safety,Child Behavior,Risk,Housing,Foreign Countries

Part 1 of the Report Card presents a league table of child well-being in 29 of the world's advanced economies. Part 2 looks at what children say about their own well-being (including a league table of children's life satisfaction). Part 3 examines changes in child well-being in advanced economies over the first decade of the 2000s, looking at each country's progress in educational achievement, teenage birth rates, childhood obesity levels, the prevalence of bullying, and the use of tobacco, alcohol and drugs.
Building the Future: Children and the Sustainable Development Goals in Rich Countries. Innocenti Report Card 14
Author: Brazier, Chris
Date: 2017-06-00
Type: Reports - Research
Subjects: Developed Nations,Children,Well Being,Sustainable Development,Poverty,Hunger,Sex Fairness,Employment,Municipalities,Inclusion,Safety,Educational Quality,Disadvantaged,Foreign Countries

This Report Card offers an assessment of child well-being in the context of sustainable development across 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). Specifically, this report seeks to bring the SDG [Sustainable Development Goal] targets for children in high-income countries into meaningful operation (while staying true to the ambitions of the global agenda) and to establish a point of departure for reviewing the SDG framework in these contexts. It focuses on those goals and targets with most direct relevance to the well-being of children in high-income settings. Where appropriate, it adapts the agreed SDG indicator, the better to reflect the problems facing children in such countries. The results therefore highlight the new challenges set by the SDGs.
Fairness for Children: A League Table of Inequality in Child Well-Being in Rich Countries. Innocenti Report Card 13
Author: Hudson, John
Date: 2016-04-00
Type: Reports - Research
Subjects: Children,Child Health,Well Being,Life Satisfaction,Social Justice,Ethics,Disadvantaged,Poverty,Social Differences,Cross Cultural Studies,Income,Educational Attainment,Report Cards,Foreign Countries,Childrens Rights,International Law,Treaties,Developed Nations,Tables (Data),Child Welfare,Achievement Gap,Educationally Disadvantaged,International Assessment,Achievement Tests,Secondary School Students,Scores,Gender Differences,Physical Activities,Eating Habits,Trend Analysis,Academic Achievement,Measurement,Adolescents,Books,Educational Policy,Elementary Secondary Education

This Report Card presents an overview of inequalities in child well-being in 41 countries of the European Union (EU) and the Organisation for Economic Co-operation and Development (OECD). It focuses on 'bottom-end inequality' -- the gap between children at the bottom and those in the middle -- and addresses the question 'how far behind are children being allowed to fall?' in income, education, health and life satisfaction. Across the OECD, the risks of poverty have been shifting from the elderly towards youth since the 1980s. These developments accentuate the need to monitor the well-being of the most disadvantaged children, but income inequality also has far-reaching consequences for society, harming educational attainment, key health outcomes and even economic growth. A concern with fairness and social justice requires us to consider whether some members of society are being left so far behind that it unfairly affects their lives both now and in the future. This Report Card asks the same underlying question as Report Card 9 [see ED595433], which focused on inequality in child well-being, but uses the most recent data available and includes more countries. [Funding for this report was provided by the Government of Italy.]
Mind the Gaps: Differences in How Teachers, Principals, and Districts Experience College- and Career-Readiness Policies
Author: Edgerton, Adam Kirk
Date: 2019-08-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Accountability,Educational Policy,State Standards,Language Arts,Academic Standards,Teacher Attitudes,Administrator Attitudes,Principals,School Districts,Elementary Secondary Education,English,Policy Analysis,Public Officials,Comparative Analysis

Critics of standards-based reform often cite an accountability policy environment that disproportionately affects teachers compared with principals and district officials. We directly examine this disproportionality. In our three study states of Texas, Ohio, and Kentucky, we use survey analysis to understand how policy environments for district officials, principals, and teachers differ. We find that in all three states, teachers report experiencing significantly more accountability than do principals. Teachers in every state also report significantly lower authority toward their state's standards. In Texas, these authority gaps predict less coverage of English language arts standards. [This is the in press version of an article published in &quot;American Journal of Education&quot; (ISSN 0195-6744).]