ethanporcaro/eric-fulltext-meta huggingface dataset:
Basque: The Basque Language in Education in France. Second Edition. Regional Dossiers Series
Author: Sanchez, Daniel
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Languages,Foreign Countries,Language Minorities,Native Language Instruction,Second Language Learning,Adult Education,Preschool Education,Higher Education,Elementary Secondary Education,Educational Finance,Geographic Regions,Vocational Education,Educational Research

This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of Europe--the Northern Basque country. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists. They can also use this Regional dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The subject of this dossier is Basque, or &quot;Euskara,&quot; a language completely surrounded by Indo-European languages and yet it is totally different. Nowadays, the area where Basque is spoken is called &quot;Euskal Herri&quot; or Basque Country. This area comprises seven historical provinces, four in Spain (Araba/Alava, Bizkaia/Vizcaya, Gipuzkoa/Guipuzcoa and Nafarroa/Navarra) called Southern Basque country or Hegoalde, and three in France (Lapurdi/Labourd, Nafarroa Beherea/Basse Navarre and Zuberoa/Soule). This dossier discusses the situation of the Northern Basque country or Iparralde. Iparralde occupies about two fifths (3,060 km) of the French &quot;departement&quot; Pyrenees-Atlantiques. (Contains 2 tables and 7 endnotes.) [Additional funding for this paper was provided by the Province of Fryslan and the municipality of Leeuwarden. For 1998 edition, &quot;Basque: The Basque Language in Education in France. Regional Dossiers Series,&quot; see ED452716.]
Basque: The Basque Language in Education in Spain. Second Edition. Regional Dossiers Series
Author: Gardner, Nick, Comp.
Date: 2005-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Languages,Language Minorities,Native Language Instruction,Second Language Learning,Educational Policy,Educational Finance,Teachers,Students,Elementary Secondary Education,Higher Education,Preschool Education,Adult Education,Educational Research,Geographic Regions,Vocational Education

This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of the European Union--the Basque country of northern Spain. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists. They can also use this Regional dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The subject of this dossier is Basque or &quot;euskara,&quot; a non-Indo-European isolate language. The area where Basque has traditionally been spoken is called &quot;Euskal Herria,&quot; the Basque Country. Since the late nineteenth century this name has been applied to an area comprising seven historical provinces: four in Spain (Araba/Alava, Bizkaia/Vizcaya (in English, Biscay), Gipuzkoa/Guipuzcoa and Nafarroa/Navarra (in English, Navarre)) sometimes collectively called &quot;Hegoalde,&quot; the southern Basque Country, and three in France (Lapurdi/Labourd, Nafarroa Beherea/Basse Navarre and Zuberoa/Soule), collectively &quot;Iparralde,&quot; the North Basque Country. This dossier discusses the situation in the southern or peninsular Basque Country. &quot;Hegoalde&quot; occupies about 17,800 km in northern Spain on the Bay of Biscay. A separate dossier discusses the situation of Basque in education in the French or continental part of the Basque Country (&quot;The Basque language in education in France, Mercator-Education, 1998&quot;). A glossary is included. (Contains 8 tables and 7 endnotes.) [Additional funding for this paper was provided by the Province of Fryslan and the municipality of Leeuwarden. For 2000 edition, &quot;Basque: The Basque Language in Education in Spain. Regional Dossiers Series,&quot; see ED452720.]
Implementing Indiana&apos;s &quot;Putting Students First&quot; Agenda: Early Lessons and Potential Futures
Author: Manna, Paul
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Educational Change,Nongovernmental Organizations,Educational Policy,Public Policy,Educational Legislation,State Legislation,Program Implementation,School Culture,Leadership,Interviews,Public Officials,Academic Achievement,Teacher Evaluation,Collective Bargaining,Charter Schools,School Turnaround,Politics of Education,State Agencies,School Districts,Educational Improvement,Accountability,Students

In 2011, Indiana's legislature reshaped the state's education policy landscape with a package of laws that enabled local leaders to make swift and potentially sweeping changes to district and school operations. The Hoosier State's reforms, dubbed by supporters as the &quot;Putting Students First&quot; agenda, provide a valuable case study of the crucial launch period that all reform agendas encounter. Although it is too early to judge the ultimate effects of these policy changes, in this paper the authors begin considering what challenges the reform package will confront as it moves deeper into implementation. They offer neither naive praise nor uninformed criticism of Indiana's efforts, nor do they judge whether legislators passed the right mix of reforms. Instead, they consider carefully how implementation has begun and likely will continue to unfold so that Indiana's officials, citizens, and observers elsewhere can begin learning lessons from the state's work. Indiana's experience so far shows that state-level leadership is invaluable for articulating, supporting, and advancing an education reform agenda but that eventual results depend on several things: local leaders and teachers using reforms to carefully, creatively, and properly reshape critical tasks and school cultures to improve students' experiences; state and local officials effectively leveraging resources from nongovernmental organizations to support that reshaping; and implementers inside and outside government having a clear understanding of the opportunities and consequences that will follow from their actions. Unless state and local implementers seize opportunities present in the law, efforts such as &quot;Putting Students First&quot; likely will prompt new rounds of compliance-oriented behavior, wasted money, bureaucratic busyness, frustrated teachers, and few or no substantive gains. After summarizing the essential elements of &quot;Putting Students First,&quot; the authors offer several lessons about implementation based on the state, with broader observations and actionable suggestions about implementing ambitious multidimensional education reforms. Their discussion relies on interviews with Indiana state officials and others conducted during the spring of 2012, official state documents and data, and other publications. Data Sources and Research Methods are appended. (Contains 1 figure, 1 table, and 47 notes.)
Characteristics of Recent Science and Engineering Graduates: 2008. Detailed Statistical Tables. NSF 12-328
Author: National Science Foundation
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Graduates,Engineering,Bachelors Degrees,Masters Degrees,Health Occupations,Sciences,Tables (Data)

This report presents data from the 2008 National Survey of Recent College Graduates (NSRCG) on the characteristics of men and women who received bachelor's or master's degrees in science, engineering, or health fields from U.S. institutions during the two academic years 2006 and 2007. The data reflect the employment, educational, and demographic status of individuals as of the survey reference week of 1 October 2008. The data presented in this report measure the number of individuals with recently acquired science, engineering, and health degrees and do not necessarily coincide with the data on degree completions from the Integrated Postsecondary Education Data System (IPEDS). IPEDS is conducted by the U.S. Department of Education, National Center for Education Statistics. The IPEDS completions data file represents a count of degrees that graduates were awarded, whereas the NSRCG data represent estimates of graduates (persons). The data tables present information on the number and median salaries of recent graduates by field of major, occupation, and various demographic characteristics. Tables are presented separately for bachelor's and master's degree recipients. Complementary tables for the two degree levels are numbered sequentially so that odd-numbered tables are for bachelor's degree recipients and even-numbered tables are for master's degree recipients. Appended are: (1) Technical Notes; (2) Codes Used in Major Degree, Occupation, and Sampling Field; and (3) Survey Questionnaire. (Contains 54 tables.)
Teaching Letter Sounds in Preschool, Kindergarten, and Special Education: Five Strategies to Ease the Memory Burden
Author: Gordon, Lynn
Date: 2010-04-26
Type: Reports - Descriptive
Subjects: Preschool Children,Memory,Learning Disabilities,Reading Instruction,Teaching Methods,Developmental Delays,Phonics,Early Reading,Young Children,Emergent Literacy,Special Education,Kindergarten,Cognitive Processes,Reading Difficulties,Alphabets

Teaching students the most frequent sounds of the alphabet letters is the first crucial step in good phonics instruction. But beginning letter and sound lessons, especially if poorly taught or too rapidly paced, can be overwhelming and confusing for some young children and struggling readers. How can we simplify the cognitive task for such students? This paper presents five strategies that can make mastering letter sounds easier for preschoolers, kindergartners, and struggling readers (including students with developmental delays and specific learning disabilities). Non-reading second language learners can also benefit from this direct and highly comprehensible core method. Although many students do not require the streamlined approach offered here, teachers who seek to increase instructional efficiency, those who wish to accelerate early reading for young children, and those who work with students who demonstrate memory deficits, can employ these strategies to reduce what can be a significant cognitive burden associated with traditional and comprehensive beginning phonics instruction. (Contains 1 figure.)
Recommendations for Choice Program Provisions in the Elementary and Secondary Education Act. Issue Brief No. 3
Author: National Coalition on School Diversity
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: School Choice,Elementary Secondary Education,Educational Legislation,Federal Legislation,Magnet Schools,Public Schools,Charter Schools,Student Diversity,Poverty,Racial Integration,Equal Education,Financial Support,Federal Aid

This policy brief addresses several key provisions in the Elementary and Secondary Education Act that provide policy support and funding to states and localities seeking to deconcentrate poverty and reduce racial isolation in schools. These &quot;choice&quot; programs which include the Magnet Schools Assistance Program and the Voluntary School Choice Program, provide low-income and minority students with opportunities to go to higher-performing schools outside of their traditional school assignment boundaries. A large body of research demonstrates that students attending low-poverty and diverse schools experience more positive academic outcomes and greater opportunities in post-secondary education and career. For this reason, the National Coalition on School Diversity has also encouraged the federal government to promote deconcentration of poverty and racial diversity in the Charter Schools Program, another key &quot;choice&quot; program within the ESEA. As Congress approaches the reauthorization of ESEA, it should adopt the recommendations presented in this paper to ensure that the law's choice programs can continue to support high-quality and efficacious programs that reinforce the law's goals of equity and diversity. (Contains 5 endnotes.)
Reaffirming the Role of School Integration in K-12 Education Policy
Author: National Coalition on School Diversity
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: School Desegregation,Public Schools,Elementary Secondary Education,Educational Policy,Federal Government,Magnet Schools,Financial Support,Federal Aid,Transfer Policy,Federal Legislation,Educational Legislation,Civil Rights,Charter Schools,Housing,Educational Research,Public Agencies,Racial Integration

The November 13, 2009 Conference of the National Coalition on School Diversity brought together more than 300 people from across the nation. This included parents, teachers, school administrators, local and state elected leaders, long time civil rights advocates, community organizers, and government officials. Participants engaged in a substantive, compelling dialogue with representatives from the U.S. Department of Education (USDOE), the Justice Department, the Department of Housing &amp; Urban Development (HUD), Congressional staff, and the White House Domestic Policy Council. Participants expressed their collective concerns about the slow pace of support for voluntary school integration in the new Administration. This Statement summarizes the most important steps they believe the federal government must take in the next two years to support voluntary school integration in American public schools. It is not intended as an exhaustive recap of all the research and policy proposals presented. (Contains 5 footnotes.)
Career Technical Education: Keeping Adult Learners Competitive for High-Demand Jobs
Author: National Association of State Directors of Career Technical Education Consortium (NASDCTEc)
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Adult Vocational Education,Demand Occupations,Occupational Clusters,Labor Force Development,Job Skills,Skill Development,Entrepreneurship,Aviation Education,Employment Opportunities,Program Effectiveness

In today's turbulent economy, how can adult workers best position themselves to secure jobs in high-demand fields where they are more likely to remain competitive and earn more? Further, how can employers up-skill current employees so that they meet increasingly complex job demands? Research indicates that Career Technical Education (CTE) aligned to Career Clusters is a gateway to training and qualifying individuals for high-demand jobs. Despite high unemployment rates, employers are struggling to fill job vacancies with qualified workers because of the &quot;skills gap&quot;. CTE provides opportunities for adults to stay competitive in the workforce by affording students access to certificate programs that lead to industry-recognized credentials and postsecondary education. Through the projections highlighted in this brief, adult learners can plan strategically to strengthen their skills in a way that will increase their marketability as the economy continues to change. (Contains 11 endnotes.)
Federally Funded Charter Schools Should Foster Diversity. Issue Brief No. 2
Author: National Coalition on School Diversity
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Charter Schools,Civil Rights,Educational Change,School Expansion,Magnet Schools,Elementary Secondary Education,Federal Legislation,Financial Support,Educational Finance,Educational Legislation,Student Diversity,Racial Composition,Federal Government,Federal Aid,Incentives,Funding Formulas,Social Isolation,Educational Quality,English (Second Language),At Risk Students,Accountability

The Administration's &quot;Blueprint For Reform,&quot; and FY 2011 budget proposal set forth an education agenda that would make the expansion of charter schools a cornerstone of the reauthorized Elementary and Secondary Education Act (ESEA). Likewise, HR 4330 would promote charter schools as a central catalyst for education reform. Without clearer guidelines, charter school expansion could exacerbate racial and socio-economic isolation, and would also miss an opportunity to promote diversity. The recommendations presented in this paper urge Congress to pair federal support for charter school expansion with incentives that would create and sustain racially, economically and linguistically diverse charter schools; safeguards to ensure that the civil rights of all children are protected; and funding increases that would provide for the expansion or replication of effective, diverse magnet school models. (Contains 25 endnotes.)
Key Principles for ESEA Reauthorization. Issue Brief No. 1
Author: National Coalition on School Diversity
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Legislation,Federal Legislation,Equal Education,Poverty,Racial Segregation,Disadvantaged Schools,Educational Quality,School Choice,Educational Equity (Finance),Federal Aid,Compliance (Legal)

Today, public schoolchildren are more racially isolated than at any time in the past four decades. And, racially isolated schools are overwhelmingly high-poverty schools: indeed nine out of ten of highly segregated schools serving African-American and Latino students are schools of concentrated poverty. With rare exception, racially isolated, high-poverty schools remain unequal--by any measure--and fail to provide students with the skills necessary to participate in the economy and society. To close the achievement gap and prepare students to participate meaningfully in the democracy and global economy, all students must learn to live and work together across race and class lines. Reflecting the high importance that schools and communities have placed on efforts to unlock concentrated disadvantage and segregation in schools, the United States Supreme Court recently acknowledged that promoting diversity and avoiding racial isolation are compelling interests that schools can and should pursue. Accordingly, the reauthorization process must take account of the fact that race and class still matter deeply in the education schoolchildren receive, and efforts to address the impact of concentrated poverty and racial isolation in schools can and should be of paramount importance.
&quot;E Pluribus&quot;... Separation: Deepening Double Segregation for More Students
Author: Orfield, Gary
Date: 2012-09-00
Type: Reports - Research
Subjects: School Segregation,Disadvantaged Schools,Poverty,Race,Equal Education,School Desegregation,Enrollment Trends,Public Schools,Student Diversity,School Demography,Regional Characteristics,Metropolitan Areas,Social Isolation,Hispanic American Students,African American Students,White Students,Asian American Students,American Indian Students

This report shows segregation has increased dramatically across the country for Latino students, who are attending more intensely segregated and impoverished schools than they have for generations. The segregation increases have been the most dramatic in the West. The typical Latino student in the region attends a school where less than a quarter of their classmates are white; nearly two-thirds are other Latinos; and two-thirds are poor. California, New York and Texas, all states that have been profoundly altered by immigration trends over the last half-century, are among the most segregated states for Latino students along multiple dimensions. In this report, the authors summarize the most rigorous research to date showing that segregated schools are systematically linked to unequal educational opportunities. Using data from the National Center on Education Statistics, the authors explore how enrollment shifts and segregation trends are playing out nationally, as well as in regions, states and metropolitan areas. This report suggests a number of specific ways to reverse the trends toward deepening resegregation and educational inequalities. Two related but smaller reports provide a special focus on the South and the West, the two most racially diverse regions in the country. Appended are: (1) Additional Data Tables; and (2) Data Sources and Methodology. Individual sections contain footnotes. (Contains 5 figures and 36 tables.)
Federal Support for School Integration: A Status Report. Issue Brief No. 4
Author: Tegeler, Philip
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Minority Group Children,School Desegregation,Federal Aid,Grants,Teacher Improvement,Elementary Secondary Education,Federal Legislation,Racial Composition,Financial Support,Race,Racial Differences,Language Usage,Magnet Schools,Charter Schools,School Districts,Educational Innovation,Public Schools,Competition,Child Care,Low Income Groups,Student Diversity

The Secretary of Education has expressed strong support for school diversity and reduction of racial isolation in speeches and in the Joint Guidance on Voluntary School Integration, and the Department of Education (DOE) has included a general preference for school integration among its permissible funding preferences. However, this support for school integration is not yet reflected in the requirements and point systems of many key competitive grant programs, where it might make the most difference. In the long struggle for Congressional agreement on an ESEA (Elementary and Secondary Education Act) reauthorization bill and a collective understanding that the primary achievement goal of No Child Left Behind could not be achieved as originally defined, USDOE has offered states flexibility to commit to their own, federally approved plans in exchange for waivers from 10 ESEA requirements. In terms of flexibility for Highly Qualified Teacher Improvement plans and the principle of Supporting Effective Instruction and Leadership, the flexibility does not exempt states from the ESEA requirement of ensuring that poor and minority children are not taught at higher rates than other students by less desirable teachers. (Contains 51 footnotes.) [Additional research for this paper was provided by Michael Hilton.]