ethanporcaro/eric-fulltext-meta huggingface dataset:
Poverty among Young Children in Black Immigrant, US-Born Black, and Non-Black Immigrant Families: The Role of Familial Contexts. Discussion Paper Series. DP 2010-02
Author: Thomas, Kevin J. A.
Date: 2010-00-00
Type: Reports - Research
Subjects: Young Children,Poverty,African Americans,Immigrants,Risk,Family Structure,One Parent Family,Acculturation,Educational Attainment,Heads of Households,Hispanic Americans,Latin Americans,Human Capital,Refugees,Whites,Asian Americans

This study examines how familial contexts affect poverty disparities between the children of immigrant and US-born Blacks, and among Black and non-Black children of immigrants. Despite lower gross child poverty rates in immigrant than US-born Black families, accounting for differences in family structure reveals that child poverty risks among Blacks are highest in single-parent Black immigrant families. In addition, within two-parent immigrant families, child poverty declines associated with increasing assimilation are greater than the respective declines in single-parent families. The heads of Black immigrant households have more schooling than those of native-Black households. However, increased schooling has a weaker negative association with child poverty among the former than the latter. In terms of racial disparities among the children of immigrants, poverty rates are higher among Black than non-Black children. This Black disadvantage is, however, driven by the outcomes of first-generation children of African and Hispanic-Black immigrants. The results also show that although children in refugee families face elevated poverty risks, these risks are higher among Black than non-Black children of refugees. In addition, the poverty-reducing impact associated with having an English-proficient household-head is about three times lower among Black than non-Hispanic White children of immigrants. (Contains 7 footnotes, 7 tables and 2 figures.)
Earnings and Income Volatility in America: Evidence from Matched CPS. Discussion Paper Series. DP 2010-05
Author: Ziliak, James P.
Date: 2010-00-00
Type: Reports - Research
Subjects: Family Income,Gender Differences,Family Structure,Educational Attainment,Heads of Households,One Parent Family,Whites,African Americans,Marital Status

In this paper we offer new evidence on earnings and income volatility in the United States over the past four decades by using matched data from the March Current Population Survey. We find that between 1973 and 2008 family income volatility rose by 38 percent, primarily as a result of higher volatility of husbands earnings and non means-tested nonlabor income. Rising family income volatility is in evidence across race, education, and family structure, and after declining sharply while young, it is increasing in the latter part of the life cycle among the skilled. The Federal tax and transfer system dampens the magnitude of volatility in any given year, but not the trends. Nonparametric tests of structural change indicate that overall family income volatility peaked in 1999, with the 2000s characterized by greater short-term volatility rather than a continued secular increase. Most of the increase in family earnings volatility occurred prior to the 1990s, which coincides with the trend volatility of male earnings. The earnings volatility of women fell dramatically through the early 1980s, and the ongoing secular decline implies male and female earnings volatility is converging. A variance decomposition suggests that the trends in earning volatility are driven both by increases in the conditional variance of earnings of continuous workers as well as the variance of the conditional mean of those workers exiting the labor force. Data Appendix is included. (Contains 6 tables, 20 figures, and 5 footnotes.)
The Playwork Primer, 2010 Edition
Author: Wilson, Penny
Date: 2010-00-00
Type: Guides - Non-Classroom
Subjects: Play,Playgrounds,Children,Child Development,Child Care Occupations

People always want to begin by defining play, but playworker and play theorist Gordon Sturrock says, "Trying to define play is like trying to define love. You can't do it. It's too big for that." Instead, playworkers and theorists describe play this way: "Play is a set of behaviors that are freely chosen, personally directed, and intrinsically motivated." This publication offers a list of terms used in the field of playwork. A list of resources is included. (Contains 43 endnotes.) [Funding for this work was provided by the Kalliopeia Foundation, the Foundation for Global Community, and MOM's Organic Market.]
Alienation and First-Year Student Retention. Professional File. Number 116, Spring 2010
Author: Liu, Richard
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: College Freshmen,School Holding Power,Alienation,Predictor Variables,Minority Groups,College Housing,Student Financial Aid,College Environment,Grade Point Average,Active Learning,Cooperative Learning,Dropouts,College Transfer Students

Since Summerskill's study on college attrition forty years ago, the interest in this topic has never waned. This study was particularly interested in the relationship of race to retention. Various theoretical frames of references have been proposed: Price's organization theory, Durkheim's Suicide, and Marx's Alienation have been used to guide empirical studies. These theories have developed into the concepts of student equilibrium and student change. Critiques of these approaches are provided. It is proposed that Alienation, one of the aspects of student change, is an important theoretical reference to use in exploring first-year retention. Factors affecting retention were examined by using both binary and multinomial logistic regression to analyze the heterogeneous student population who did not return their second year. Findings suggest that race is related to retention but not in the anticipated way. Also, support was found for including a measure for Alienation to explain retention, as it was one of the most significant variables in the models. A bibliography is included. (Contains 5 footnotes and 2 tables.)
In Their Own Words: Effectiveness in Institutional Research. Professional File. Number 115, Spring 2010
Author: Knight, William E.
Date: 2010-00-00
Type: Reports - Research
Subjects: Policy Formation,Institutional Research,Time Management,Quality Control,Interviews,Observation,Decision Making,Educational Planning,Professional Development,Interprofessional Relationship,College Faculty,Reflection,Faculty Workload,Educational Researchers,Trust (Psychology)

This study sought to understand and improve effectiveness in institutional research (IR) by interviewing, observing, and analyzing resumes of IR practitioners who have been identified by their colleagues as particularly effective in having an impact on decision-making, planning, and policy formation. Ten themes for effectiveness in IR were identified, including understanding your institution, multiple perspectives of its constituents, and academe in general; engagement, visibility, relationships, and trust; helping leaders make meaning of IR findings and use of IR work in the institution; viewing IR as a means to a greater goal; professional colleagues and professional development; workload, time management, and tools; being self-reflective and proactive; attention to detail and quality control; personal and professional qualities; and technical competency. A model of the components of effectiveness in IR is provided. (Contains 2 figures.)
Institutional versus Academic Discipline Measures of Student Experience: A Matter of Relative Validity. Professional File. Number 114, Winter 2009
Author: Chatman, Steve
Date: 2009-00-00
Type: Reports - Research
Subjects: Educational Research,Feedback (Response),Science Education,Teaching Methods,Higher Education,Discipline,Research Universities,Intellectual Disciplines,Multivariate Analysis,Student Experience,Undergraduate Students,Surveys,Social Sciences

The census survey of undergraduates attending a major research university system presents an opportunity to measure both disciplinary and institutional differences in students' academic experience. Results from nearly 60,000 responses (38% response rate) from the 2006 administration found greater variance among majors within an institution than between equivalent majors across institutions. Cluster analysis techniques were employed to establish disciplinary patterns, with traditional distinctions between hard and soft sciences generally supported. Reporting practices called into question range from institutional comparisons that ignore academic program mix and discipline to campus performance comparisons that do not recognize pedagogical differences by academic major. More specifically, these results suggest that calls for comparable institutional performance measures, as proposed by the Spellings Commission, must take into consideration disciplinary differences in instruction. (Contains 2 footnotes, 2 tables, and 9 figures.) [A version of this paper was presented at the SERU (Student Experience in the Research University) Project Symposium, Assessing the Undergraduate Experience in the Postmodern University, April 25, 2007, Berkeley, CA and appears as Research &amp; Occasional Paper Series: CSHE.8.07, Center for Studies in Higher Education, Berkeley, CA. An earlier version of this paper was also presented in June 2007 at the 47th Annual Forum of the Association for Institutional Research in Kansas City, MO.]
A Ten-Step Process for Creating Outcomes Assessment Measures for an Undergraduate  Management Program: A Faculty-Driven Process. Professional File. Number 113, Midsummer 2009
Author: Carter, Shani D.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Administrator Education,College Faculty,Participative Decision Making,Test Construction,Undergraduate Students,Majors (Students),Student Evaluation

The article recounts in detail the process used to include all department faculty members in the design of outcomes assessment measures for the management major, basing these on broad learning outcomes which the department had previously identified. While other literature has described the outcomes assessment design process in broad terms, the current article relates specific steps used to produce test questions. The article incorporates theory from the outcomes assessment, human resource development, and the organizational behavior literatures. An appendix is included. (Contains 2 tables.)
Mercury and Hazardous Chemicals in Schools: A Manual for Students in Southeast Asia. EPA 747-R-08-002
Author: US Environmental Protection Agency
Date: 2008-04-00
Type: Guides - Classroom - Learner
Subjects: Hazardous Materials,Risk,Adolescents,Foreign Countries,School Safety,Child Health,Children,Child Development,Empowerment,At Risk Persons,Educational Environment,Public Health,Equipment,Pollution,Science Laboratories,Vocational Education,Art Education,Maintenance,Dining Facilities,School Nurses,Athletics,Poisoning,Prevention,Conservation (Environment)

Children and adolescents, up to approximately age 20, are more susceptible than adults to potential health risks from chemicals and environmental hazards. Hazardous chemicals can interrupt or alter the normal development of a child's body, leading to lasting damage. Since children are smaller than adults, similar levels of exposure to toxic chemicals will have a greater effect on children compared to adults. In addition, the prevalence of chemicals in the modern era means that children today are exposed to dangerous chemicals throughout their lives, beginning in the womb. Children generally rely on adults to protect them from the risks associated with exposure to dangerous environmental agents. Through education and training, however, children and adolescents can empower themselves about the risks associated with hazardous chemicals. Once young people are aware of the threats in their everyday lives, they can take action with the adults in their schools and communities to create safer conditions. This manual will inform you about health risks associated with exposure to chemicals and environmental hazards, especially mercury, and explain what you as a student can do to promote chemical safety in your school and community. A procedure for cleaning up a mercury spill safely is appended. (Contains 4 figures, 4 tables and 15 footnotes.) [This document was prepared by Battelle Memorial Institute under contract EP-W-04-021.]
Mercury and Chemical Management in Schools: An Instructor's Guide for Trainers in Schools in Southeast Asia. EPA 747-R-08-003
Author: US Environmental Protection Agency
Date: 2008-04-00
Type: Guides - Classroom - Teacher
Subjects: Hazardous Materials,Risk,Adolescents,Foreign Countries,School Safety,Child Health,Children,Child Development,Educational Environment,Public Health,Equipment,Pollution,Science Laboratories,Vocational Education,Maintenance,Dining Facilities,School Nurses,Poisoning,Prevention,Conservation (Environment),School Policy,School Administration,Teaching Guides,Computer Uses in Education,Teacher Role,Administrator Role,College Faculty,Secondary School Teachers,Professional Development

This instructor's guide is a tool to help instructors promote the concepts of safe mercury and chemical management in schools. It contains three types of materials: (1) Guidance for the instructor/facilitator on conducting the training course (Section I); (2) A copy of all presentations with talking points as appropriate (Section II); and (3) Instructions for participant activities (Section III). Sections II and III are both arranged according to the four training session topics: (1) Importance of Mercury and Chemical Management for School Administrators and Teachers; (2) Hazardous Chemicals and Equipment in Schools; (3) Policies and Actions for School Administrators and Teachers; and (4) Be Smart About Mercury. The presentation slides (overheads) corresponding with Section II are contained on a CD included with this guide. (Contains 1 table and 2 footnotes.) [This document was prepared by Battelle Memorial Institute under contract EP-W-04-021.]
Trigger Happy: The Troubling Trend of Primary School Closures in Glasgow City Schools
Author: Koch, Joshua F.
Date: 2010-05-00
Type: Numerical/Quantitative Data
Subjects: School Closing,Statistical Data,Foreign Countries,City Government,Urban Schools,Enrollment Trends,Class Size,Academic Achievement,Small Schools

This paper examines the continuing trend of school closures in Glasgow, Scotland. Particular attention will be paid to Stonedyke Primary School, which Glasgow City Council was proposing to close at the time of this research. Current statistical data and research is used to better examine the current crisis Stonedyke Primary faces. Furthermore, this paper examines past research on school closures in Scotland and Worldwide, to determine what possible solutions may be available to Stonedyke and future Scottish schools. (Contains 5 figures, 4 tables, 2 footnotes, and 4 appendices.)
Dilemmas in Formulating the Israeli High School Sociology Curriculum: Analysis of the 1988-1998 Curricula
Author: Naveh, Nissan
Date: 2008-08-21
Type: Reports - Evaluative
Subjects: Research Methodology,Educational Change,Foreign Countries,Sociology,Curriculum Development,Educational Theories,Barriers,Performance Factors,Curriculum Evaluation,Curriculum Research

The Israeli high school sociology curriculum underwent changes during the 1980s and 1990s, the main one of which was the replacing of the 1988 academic-oriented curriculum with the &quot;new&quot; (1998) pedagogical-didactic curriculum. An analysis of the two reveals issues regarding the content of the two curricula. The article covers nine issues framed as dilemmas or conflicts between curricular options, such as the place of theory versus research methods; universalism versus localism; general versus sectoral content; and micro versus macro in outlook. The article also lists several factors contributing to the change in Israel's high school sociology curriculum, particularly the influence of sociology research in Israel's universities; changes in educational philosophy; changes in the pupil population; and the influence of the choice of textbooks. Two appendixes are provided: (1) Sample Unit from the 1988 Curriculum--Unit on Culture; and (2) Table of Contents: &quot;The Individual and the Social Order&quot; by Daniela Roth-Heller and Nissan Naveh (eds.) &quot;A Sociology Reader.&quot; Tel Aviv: Am Oved, 1986. A bibliography is also included.
Babies in Minnesota: The Well-Being and Vulnerabilities of Our Youngest Children
Author: Chase, Richard
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Birth,Neonates,Infants,Toddlers,Early Parenthood,Unwed Mothers,Fetal Alcohol Syndrome,Body Weight,Nutrition,Child Health,Infant Mortality,Race,Home Visits,Leaves of Absence,Medical Services,Early Intervention,Early Childhood Education,Mental Health,Well Being,Immunization Programs,Child Care,Low Income Groups,Child Abuse,Diseases,Obesity,Poisoning,Autism,Health Insurance,Welfare Recipients,Parent Education,Poverty,Housing,Homeless People,Depression (Psychology),Institutionalized Persons,Parents,Prenatal Care,Employed Parents

Researchers in many fields agree. The physical, social, and economic health and well-being of adults and society as a whole are strongly influenced by the early experiences of children, when the foundation for effective cognitive and social skills and abilities are developed. Children who have developmental delays or disabilities require and often receive early intervention. Children who have adverse experiences or prolonged toxic stress associated with poverty, child abuse and serious neglect, parental substance abuse, neighborhood violence, or maternal depression also need interventions to build the foundational skills necessary to reach their full potential. The most cost efficient time to intervene--to break the cycle of disadvantage for vulnerable children through providing access to comprehensive developmental, health, and educational resources--is in the very early ages. This report provides a snapshot of how young children and their parents in Minnesota are faring, presenting indicators and trends with regard to births, newborns, infants, and toddlers as well as with regard to family strengths and stressors. When data are available, differences based on geography, income, and race/ethnicity are also noted. The report concludes with both implications of the major trends and differences and effective strategies for improving the well-being of our most vulnerable young children. A list of data sources is included. [Funding for this paper was provided by the Minnesota Community Foundation.]
Cargill Core Knowledge Connection: Second Progress Report
Author: Shardlow, Ben
Date: 2004-10-00
Type: Reports - Evaluative
Subjects: Core Curriculum,Elementary School Curriculum,Preschool Curriculum,Curriculum Implementation,Urban Schools,Suburban Schools,Academic Achievement,Educational Change,Public Schools,Charter Schools,Nontraditional Education,Inservice Education

During the 2001-02 school year, the Cargill Foundation and Minnesota Humanities Commission invited elementary schools and preschools in Minneapolis and its suburbs to apply for three-year grant funding to introduce the Core Knowledge curriculum in their schools. In the first year of implementation, the different contexts of the six participating schools made for six different sets of goals and strategies. The second year of the Cargill Core Knowledge Connection has seen further development in the implementation efforts of participating schools, the training and support activities of the Minnesota Humanities Commission, and the evaluation activities of Wilder Research Center. This evaluation of the Cargill Core Knowledge Connection is based on the findings of the Johns Hopkins study, and focuses mainly on the factors found likely to be related to successful implementation by the end of the three-year grant period. Last year, the interim report concluded with three issues to consider: the diversity of participating schools, the incidence of unexpected bumps in the road, and the importance of relationships. This year's study findings show that these themes continue to be important in the development of the Cargill Core Knowledge Connection. Highlighted in this report are additional issues from this year's experience, for consideration in the coming year. Appendices include: (1) Logic Models; (2) Winter 2004 Teacher Survey; and (3) Spring 2007 Teacher Survey. (Contains 29 figures and 3 footnotes.)
Achievement Plus: A Partnership to Transform Underachieving Schools. Brief
Author: Wilder Research
Date: 2010-02-00
Type: Reports - Evaluative
Subjects: Urban Schools,Academic Achievement,Partnerships in Education,Public Schools,Philanthropic Foundations,Low Income Groups,School Effectiveness,Improvement Programs,School Community Relationship

Achievement Plus is a partnership between the Amherst H. Wilder Foundation and the Saint Paul Public Schools to improve the academic achievement of low-income children in Saint Paul urban schools. Developed in 1997, Achievement Plus integrates the school community, families, and the resources of public and private organizations to ensure academic achievement for all. This paper presents the effects of the implementation of the Achievement Plus at the following schools: (1) Dayton's Bluff; (2) John A. Johnson; and (3) North End. Overall, Achievement Plus has succeeded in developing strong partnerships that meet student and family needs at the school sites.
Early Care and Education (ECE) Facts
Author: Chase, Richard
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Young Children,Enrollment,Kindergarten,School Readiness,Financial Support,Private Financial Support,Low Income Groups,Federal Aid,State Aid

This paper presents several facts about the early care and education in Minnesota. These facts are organized according to the following topics: (1) Children age 5 and younger in Minnesota; (2) Number of early care and education programs and providers; (3) Children ages 0-2 and 3-5 enrolled in quality early childhood programs; (4) Number of children served by Child Care Assistance Program; (5) Minnesota kindergarten readiness results; and (6) Public and private spending on early care and education. (Contains 1 footnote.)