ethanporcaro/eric-fulltext-meta huggingface dataset:
2008 Mississippi Curriculum Framework: Family and Consumer Sciences. (Program CIP: 19.9999 - Family and Consumer Sciences)
Author: Rosetti, Pamela
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Academic Standards,Job Skills,Student Evaluation,Competence,Course Objectives,Teaching Methods,Time on Task,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Standards,Family Life Education,Nutrition Instruction,Wellness,Child Development,Individual Development,Health Education,Consumer Education,Home Economics

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Family and Consumer Sciences (FCS) education in Mississippi consists of the CORE program and specific occupational programs. The CORE program prepares students for living in the real world and helps them develop leadership, problem-solving, decision-making, critical thinking, communication, computer, and mathematical skills. The specific occupational programs focus on career exploration and gaining the skills in a specific profession for entry-level employment or continuation of education. FCS education enhances the leadership potential and essential life skills of its students and encourages life-long learning. Appended are: (1) National Family and Consumer Science Skill Standards; (2) Health Standards; (3) Academic Standards; (4) 21st Century Skills; and (5) Rubrics. (Contains 7 footnotes.)
Early Child Care and Education: HHS and Education Are Taking Steps to Improve Workforce Data and Enhance Worker Quality. Report to the Chairman, Committee on Finance, U.S. Senate. GAO-12-248
Author: Brown, Kay E.
Date: 2012-02-00
Type: Numerical/Quantitative Data
Subjects: Child Care,Child Caregivers,Early Childhood Education,Preschool Teachers,Teacher Effectiveness,Federal Government,State Government,Government Role,Public Agencies,Labor Force Development,Improvement Programs,Financial Support,Data Collection,Educational Attainment,Wages,Caregiver Training,Teacher Education

Research shows that well trained and educated early child care and education (ECCE) workers are key to helping children in care reach their full developmental potential. Federal and state governments spend billions of dollars each year to improve ECCE programs, including the quality of its caregivers and teachers. Because of the importance of this workforce and the federal investment in it, US Government Accountability Office (GAO) examined (1) what is known about the composition, education, and income of the ECCE workforce and how these characteristics relate to quality, and (2) what activities are the Departments of Health and Human Services (HHS) and Education, and the states financing to improve worker quality? GAO surveyed state child care administrators, interviewed HHS, Department of Education (Education), and other federal and state officials; interviewed ECCE experts and researchers; analyzed Census Bureau and Head Start data; conducted a literature search; and reviewed relevant federal laws and regulations. Appended are: (1) Scope and Methodology; (2) State Workforce Improvement Activities; (3) Cited Studies in the Report; (4) Comments from the Department of Health and Human Services; (5) Comments from the Department of Education; and (6) GAO Contact and Staff Acknowledgments. (Contains 3 tables, 6 figures and 33 footnotes.)
Mortgaging Our Future: How Financial Barriers to College Undercut America's Global Competitiveness. A Report of the Advisory Committee on Student Financial Assistance
Author: Advisory Committee on Student Financial Assistance
Date: 2006-09-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Public Colleges,Financial Problems,Bachelors Degrees,Educational Attainment,Competition,High School Graduates,Low Income Groups,Student Costs,College Readiness,Educational Policy,Federal Legislation,Educational Legislation

Financial barriers in the form of high prices net of all grant aid at four-year public colleges play a critical role in both dimensions of unequal bachelor's degree attainment rates by family income: (1) First, the barriers are a primary cause of low- and moderate-income, college-qualified high school graduates being unable to attain bachelor's degrees at the same rate as their middle- and high-income peers; and (2) Second, the barriers also reduce the number of low- and moderate-income students graduating from high school college-qualified, by diminishing incentives to prepare and plan for college. To demonstrate these points, this report: (1) estimates losses of bachelor's degrees among college-qualified high school graduates from low- and moderate-income families for the decade of the 1990s and the current decade; (2) derives high-level findings about the impact of financial barriers, including an exploration of how such barriers undermine academic preparation, information, and simplification efforts; and (3) identifies the broad implications of those findings for federal, state, and institutional policy. The purpose of the report is to formulate a flexible analytical framework in which the impact of financial barriers on bachelor's degree attainment can be assessed. This framework must be used to evaluate priorities and proposals in the current reauthorization of the Higher Education Act (HEA). Appended are: (1) Advisory Committee 2003 Reauthorization Letter; (2) Advisory Committee Simplification Recommendations; (3) Advisory Committee Members; (4) Advisory Committee Staff; and (5) Authorizing Legislation. (Contains 30 figures, 2 tables and 45 endnotes.)
Early & Often: Designing a Comprehensive System of Financial Aid Information. Abridged Report of the Advisory Committee on Student Financial Assistance
Author: Advisory Committee on Student Financial Assistance
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,Access to Information,Higher Education,Access to Education,Information Dissemination,Educational Benefits,Student Costs,Paying for College,Financial Aid Applicants,Guidelines,Family Involvement,Parent Participation,Mentors,Integrated Activities,Cultural Differences,Partnerships in Education,School Community Relationship,Peer Influence,Program Evaluation,Standards,Money Management,Delivery Systems,Outreach Programs,Time Management

Students and parents need ample time and accurate information to prepare for the financial burden of a college education--those who lack this knowledge base face a significant access barrier to higher education. The early intervention community is calling for a method of delivering age-appropriate information in a timely manner as one means of rectifying an access divide that grows wider each year. This report presents a systematic way to develop an early information delivery program and describes how a program can integrate a method of delivering financial aid information into an existing intervention. The full length report provides a complete, high-level structure of that system enabling practitioners to implement the specific approach most appropriate for their target population and intervention. This abridged version highlights the most important elements in the report leaving out the details that explain the research supporting the findings guiding our recommendations. The abridged version also excludes program examples that exemplify the recommendations. This document is meant as a quick reference guide directing the reader to the parts of the full report that may prove most useful. Page references to the full report are provided. To assist students and families in making informed choices about the financial decision to attend college, three questions must be addressed: (1) What information do students need to know?; (2) How can that information best be delivered?; and (3) When is the most appropriate time to deliver the information? The report is a complete resource on early financial aid information and seeks a wide audience, including curriculum developers, policymakers, college advisors, and the early intervention community. By adapting the framework, guidelines, and unit plans to suit the needs of a program's target population, practitioners may use the resources in this report to develop a financial aid information system uniquely geared to the needs of their own students. [For the full report, "Early & Often: Designing a Comprehensive System of Financial Aid Information. A Report of the Advisory Committee on Student Financial Assistance," see ED529501.]
Written Testimony on Nontraditional Students Submitted for September 30, 2011 ACSFA Hearing
Author: Advisory Committee on Student Financial Assistance
Date: 2011-09-30
Type: Collected Works - Proceedings
Subjects: Nontraditional Students,Barriers,Access to Education,Academic Persistence,Postsecondary Education,Educational Policy,Best Practices,Student Financial Aid,Labor Force Development,Government Role,Federal Government,Remedial Instruction,Student Personnel Services,Scholarships

The Advisory Committee on Student Financial Assistance held a public hearing in Washington DC on Friday last September 30, 2011. Three questions drove the discussion: (1) What are the primary barriers to access and persistence for nontraditional students?; (2) What are the most promising state and institutional strategies and policies for overcoming those barriers?; and (3) What role should the federal government play in encouraging states and institutions to implement best practices? This publication presents written testimonies that addressed these questions. These written testimonies came from the following individuals: (1) Vickie Choitz and Julie Strawn; (2) John Ebersole; (3) Tom Flint; (4) Natala Hart; (5) Reshma Patel and Lashawn Richburg-Hayes; (6) Matthew Smith and Bruce Vandal; and (7) David Warren. Individual testimonies contain figures, endnotes, footnotes, and references. [For related report, "Pathways to Success: Integrating Learning with Life and Work to Increase National College Completion. A Report to the U.S. Congress and Secretary of Education," see ED529485.]
Straight Talk on Teaching Quality: Six Game-Changing Ideas and What to Do about Them
Author: Annenberg Institute for School Reform at Brown University
Date: 2011-12-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,State Standards,Educational Quality,Educational Change,Public Education,School Culture,Teacher Collaboration,Parent School Relationship,School Community Relationship,Educational Assessment,Teaching (Occupation),Teaching Conditions

If asked about the hottest topic or most talked-about players in American public education today, pretty much everyone's answer--from parents to policymakers to pundits--would include the words &quot;teachers&quot; or &quot;teaching.&quot; From both intuition and experience, individuals know that good teaching matters. This has been true for a very long time. Yet it is reasonable to wonder why the drumbeat about teaching quality seems especially loud these days. Maybe it's because the evidence base about the link between the quality of teaching and the achievement of students has gotten a lot stronger over the last fifteen years. It could also be because federal education policy under the previous and current presidents has tied both regulations and dollars to definitions of &quot;highly qualified&quot; teachers and, most recently, to measuring teachers' contributions to their students' learning. And a growing focus on college and career readiness, emphasized in the Common Core State Standards and by reformers as a measure of educational excellence, has underscored how critical teachers are in ensuring that all students have the skills to succeed in their postsecondary lives. The Annenberg Institute for School Reform has worked for nearly two decades with school districts, researchers, parents, and community members and comes to the teaching quality agenda with different perspectives in mind. This paper describes six strategies that both the Annenberg Institute's own experience and its survey of the field have shown to be powerful supports for the quality of instruction. For each strategy, this paper outlines the problem to be addressed; what needs to happen to address the problem; examples of organizations and sites that are implementing the strategy effectively; what readers can ask about and advocate for in their own school communities; and a short list of resources where readers can learn more.
2005 Mississippi Curriculum Framework: Secondary General Drafting. (Program CIP: 15.1301 - Drafting and Design Technology/Technician, General)
Author: Kirk, Karen
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Drafting

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). General Drafting is an instructional program designed to teach students to produce workable drawings on the drawing board and with the computer. Upon successful completion of the program, the student will be qualified for an entry level drafting or related position or may pursue postsecondary education. General Drafting I is the entry level course of the secondary General Drafting program. Students will gain foundation competencies related to orientation, safety, leadership and personal development, and drafting and CAD skills. Students receive 2-2.5 Carnegie units, depending upon time spent in the course. General Drafting II is the exit level course of the secondary General Drafting program. Students will gain foundation competencies related to orientation, safety, advanced leadership and personal development, architectural drafting, and CAD skills. The architectural drafting section includes floor plans, elevations, foundations, and sections. Students receive 2-2.5 Carnegie units, depending upon time spent in the course. The content of this curriculum framework is based on national standards as developed by the American Design Drafting Association. Appended are: (1) American Design Drafting Association Skill Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Machine Tool Operation. (Program CIP: 48.0503 - Machine Shop Technology/Assistant)
Author: Gorman, Nathan
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Machine Tools,Metal Working

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Machine Tool Operation prepares a student for entry-level employment in machining careers and/or for further study at the postsecondary level. Emphasis is on safety, math, measuring tools and instruments, hand and bench tools, blueprint reading, lathe operations, milling operations, lay out, grinding machine operations, and computerized numerical control (CNC). The content of the Machine Tool Operation curriculum framework follows the recommended national standards as formulated by the National Institute for Metalworking Skills (NIMS), www.nims.org. Students that complete the Machine Tool Operation curriculum will be eligible for NIMS Level I certification. The NIMS Website, has materials (blueprints; Level I, II, and III Skills) that can be printed and used in class. Appended are: (1) National Institute for Metalworking Skills Standards; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)
2007 Mississippi Curriculum Framework: Secondary Diesel Service Technology. (Program CIP: 47.0605 - Diesel Mechanics Technology/Technician)
Author: Ellison, Dave
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Scoring Rubrics,Auto Mechanics,Engines,Equipment Maintenance

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). Diesel Service Technology is a two-year secondary program which provides students with a foundation of skills and knowledge related to the service and repair of diesel vehicles and power equipment. Students who complete the program may enter employment in an entry level position, or continue their education in a postsecondary program such as diesel technology, heavy equipment maintenance, or related areas. Students receive instruction in the maintenance and service of a variety of vehicles including small equipment, automobiles, trucks, and tractors/construction equipment. The first year includes instruction in foundation skills/safety procedures, leadership, tool and equipment usage, measurement, basic vehicle service, brakes/hydraulic service, and electrical system service. The second year provides students with a review of foundation skills and safety procedures, advanced leadership skills, advanced tool and equipment usage, diesel engine (performance and repair), advanced electrical systems, and steering and suspension. Appended are: (1) 2004 ASE/NATEF Medium/Truck Technician Standards; (2) Academic Standards; (3) 21st Century Skills; and (4) Rubrics and Resources. A list of suggested references is provided for each unit. (Contains 6 footnotes.)
2005 Mississippi Curriculum Framework: Secondary Metal Trades. (Program CIP: 48.0590 - Metal Trades)
Author: Brown, Gary
Date: 2005-03-18
Type: Reports - Descriptive
Subjects: Vocational Education,Secondary School Curriculum,Time on Task,Competence,Course Objectives,Teaching Methods,Student Evaluation,Technological Literacy,Academic Standards,Job Skills,Federal Legislation,Educational Legislation,State Legislation,Profiles,Best Practices,Metal Working,Welding

Secondary vocational-technical education programs in Mississippi are faced with many challenges resulting from sweeping educational reforms at the national and state levels. Schools and teachers are increasingly being held accountable for providing true learning activities to every student in the classroom. This accountability is measured through increased requirements for mastery and attainment of competency as documented through both formative and summative assessments. The courses in this document reflect the statutory requirements as found in Section 37-3-49, Mississippi Code of 1972, as amended (Section 37-3-46). In addition, this curriculum reflects guidelines imposed by federal and state mandates (Laws, 1988, ch. 487, Section 14; Laws, 1991, ch. 423, Section 1; Laws, 1992, ch. 519, Section 4 effective from and after July 1, 1992; Carl D. Perkins Vocational Education Act III, 1998; and No Child Left Behind Act of 2001). The Metal Trades program is designed as a cluster program for preparation to enter the metal working trades. Metal Trades I includes an introduction to the basic metal working processes. Metal Trades II requires that students choose one of two options (Advanced Welding Option or Advanced Machine Shop Option). The purpose of the course is to prepare students to continue study in a postsecondary metal trades program (Welding, Machine Tool Operation, or Sheet Metal) or to begin work at the entry level in a metal trades occupation. This curriculum has been aligned to modules in the Wheels of Learning program as endorsed by the National Center for Construction Education and Research (NCCER). Students who study this curriculum using the Wheels of Learning materials under the supervision of an instructor who has been certified by the NCCER are eligible to be tested on each module. Students who successfully pass these tests may be certified to the NCCER by the instructor and will receive documentation from NCCER. Metal Trades curriculum framework is aligned to the NCCER Core and Millwright Level I. Appended are: (1) Contren Learning Series Best Practices; (2) Academic Standards; (3) Workplace Skills for the 21st Century; and (4) National Educational Technology Standards for Students. A list of suggested references is provided for each unit. (Contains 7 footnotes.)