ethanporcaro/eric-fulltext-meta huggingface dataset:
Postsecondary Students with Disabilities: Enrollment, Services, and Persistence. Stats in Brief. NCES 2000-092
Author: Hurst, David, Ed.
Date: 2000-06-00
Type: Reports - Evaluative
Subjects: College Students,Postsecondary Education,Disabilities,Enrollment Trends,Educational Attainment,Comparative Analysis,Accessibility (for Disabled),Academic Accommodations (Disabilities),Surveys,Student Personnel Services,Institutional Characteristics,Colleges,Academic Support Services,Academic Persistence,Student Needs

How do the postsecondary enrollment and attainment patterns of students with disabilities compare to students without disabilities? What types of accommodations do institutions provide students with disabilities? These are among the important questions raised by legislation such as the Americans with Disabilities Act (ADA) and the Individuals with Disabilities Education Act (IDEA). To address these questions, it is useful to examine information provided by both students and institutions on students with disabilities in postsecondary institutions and the types of services institutions provide. Because a number of different surveys are mentioned in this Stats in Brief, it is important to note the particular population that was sampled and the year in which the survey was administered. This Stats in Brief reports the results of several National Center for Education Statistics (NCES) surveys that have collected information on students with disabilities. Estimates may depend on the timing of the survey relative to implementation of legislation such as the Individuals with Disabilities Education Act.
Private Schools: A Brief Portrait. Findings from the Condition of Education 2002. NCES 2002-013
Author: Alt, Martha Naomi
Date: 2002-08-00
Type: Reports - Evaluative
Subjects: Private Schools,Educational Assessment,Educational Indicators,Educational Trends,School Statistics,Statistical Data,Statistical Analysis,Enrollment Trends,Elementary Secondary Education,Early Childhood Education,Higher Education,Postsecondary Education,Student Characteristics,Academic Achievement,Outcomes of Education,Population Groups,Achievement Rating,Achievement Gains,Courses,Teacher Characteristics,Performance Factors,Context Effect,Community Support,Parent Attitudes,Financial Support,Public Schools,Educational Practices

&quot;The Condition of Education&quot; summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from early childhood education to graduate and first-professional programs; (2) student achievement and the longer-term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, parental and community support for learning, and public and private financial support of education at all levels. The 2002 edition also includes a special analysis that examines private schools, how they differ by type (Catholic, other religious, and nonsectarian), and how they differ from public schools.
Nontraditional Undergraduates: Findings from the Condition of Education 2002. NCES 2002-012
Author: Choy, Susan
Date: 2002-08-00
Type: Reports - Descriptive
Subjects: Nontraditional Students,Undergraduate Students,Student Characteristics,Enrollment Trends,Student Employment,Distance Education,Academic Persistence,Educational Attainment

&quot;The Condition of Education&quot; summarizes important developments and trends in education using the latest available data. The report, which is required by law, is an indicator report intended for a general audience of readers who are interested in education. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available. The 2002 print edition includes 44 indicators in six main areas: (1) enrollment trends and student characteristics at all levels of the education system from early childhood education to graduate and first-professional programs; (2) student achievement and the longer-term, enduring effects of education; (3) student effort and rates of progress through the educational system among different population groups; (4) the contexts of elementary and secondary education in terms of courses taken, teacher characteristics, and other factors; (5) the contexts of postsecondary education; and (6) societal support for learning, parental and community support for learning, and public and private financial support of education at all levels. The 2002 edition also includes a special analysis that describes nontraditional undergraduates in terms of their demographic characteristics, enrollment patterns, ways of combining school and work, participation in distance education, and persistence patterns. To make the special analysis available to audiences interested in the enrollment of nontraditional students in postsecondary education, the special analysis is reprinted here as a separate volume.
Selected Papers in School Finance, 1997-99. NCES 1999-334
Author: Fowler, William J., Jr., Ed.
Date: 1999-06-00
Type: Collected Works - General
Subjects: Educational Finance,Cost Indexes,Investment,Productivity,Input Output Analysis,Expenditures,Economic Impact,Measurement Techniques,Teacher Salaries,Salary Wage Differentials,Correlation,Comparative Analysis,Costs,Operating Expenses,Mathematical Models,Computation,Statistical Analysis,School Statistics,Wages,School District Spending,Definitions,Predictor Variables,Statistical Data,Institutional Characteristics,School District Size,Funding Formulas,Statewide Planning,Mathematical Formulas,Elementary Secondary Education,Operations Research

The National Center for Education Statistics (NCES) commissioned the papers in this publication to address advances in measuring education inflation and adjusting for it, as well as to examine the emergence of a new focus on school spending, rather than school district spending, as well as new, private sources of funding for public education, and a review of the status of assessing educational productivity. The first two papers continue the NCES tradition of commissioning papers to address the measurement problems of the education finance research community. The other papers examine the relationship between school district and school spending, and private sources of funding public education, of which surprisingly little is known. The final paper examines the existing attempts to estimate the cost of educational outcomes, and the implications for policymakers and researchers. Following an Introduction and Overview by William J. Fowler, Jr., papers included, in order, are: (1) Adjusting for Differences in the Costs of Educational Inputs (Eric A. Hanushek); (2) An Alternative Measure of Inflation in Teacher Salaries (Dan Goldhaber); (3) School Districts and Spending in the Schools (Amy Ellen Schwartz); (4) New Revenues for Public Schools: Alternatives to Broad-Based Taxes (Michael F. Addonizio); and (5) Modern Education Productivity Research: Emerging Implications for the Financing of Education (David H. Monk and Jennifer King Rice). (Individual papers contain references.)
The Condition of Education 2001 in Brief. NCES 2001-125
Author: Wirt, John
Date: 2001-09-00
Type: Numerical/Quantitative Data
Subjects: Educational Assessment,Educational Indicators,School Statistics,Academic Achievement,Data Analysis,Statistical Data,Statistical Analysis,Participation,Outcomes of Education,Learner Engagement,Educational Environment,Educational Quality,Postsecondary Education,Community Support,Context Effect,Enrollment Trends,Racial Distribution,Reading Achievement,Mathematics Achievement,Achievement Gap,Health,Salary Wage Differentials,Dropout Rate,Mathematics Curriculum,Program Costs,Womens Education,Educational Attainment,English Language Learners,Second Language Learning,Vocational Education,Teacher Student Ratio,Technology Uses in Education,Educational Practices,Inclusion,Teacher Qualifications,Violence,School Safety,Teaching Methods,Distance Education,Reading Programs,Early Reading,Expenditures,Comparative Education,Elementary Secondary Education,Higher Education,Academic Degrees

This publication contains a sample of the 59 indicators in &quot;The Condition of Education 2001.&quot; Since 1870, the federal government has gathered data about students, teachers, schools, and education funding. As mandated by Congress, the U.S. Department of Education's National Center for Education Statistics (NCES) annually publishes a statistical report on the status and progress of education in the United States. &quot;The Condition of Education&quot; includes data and analysis on a wide variety of issues. The indicators in the 2001 edition are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Academic Progress; (4) Quality of Elementary and Secondary School Environments; (5) The Context of Postsecondary Education; and (6) Societal Support for Learning. The indicators in &quot;The Condition of Education&quot; use data from government and private sources. [For the full report &quot;The Condition of Education 2001. NCES 2001-072,&quot; see ED546120.]
The Condition of Education 2001. NCES 2001-072
Author: Wirt, John
Date: 2001-06-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,School Statistics,Educational Trends,Educational Indicators,Educational Assessment,Student Participation,Outcomes of Education,Academic Achievement,Achievement Gains,Learner Engagement,Educational Quality,Educational Environment,Elementary Secondary Education,Postsecondary Education,Context Effect,Community Support,Statistical Data,Statistical Analysis,Access to Education,First Generation College Students,Academic Persistence,Educational Attainment,Enrollment Rate,Enrollment Trends,Racial Distribution,Parent Background,Ethnicity,Adult Learning,Undergraduate Students,Graduate Students,Reading Achievement,Reading Skills,Mathematics Achievement,Mathematics Skills,Language Proficiency,Achievement Gap,Science Achievement,Comparative Education,Adult Literacy,Study Habits,Mass Media Use,Service Learning,Wages,Student Attitudes,Academic Aspiration,Student Educational Objectives,Time,Time Factors (Learning),Student Costs,Transitional Programs,Remedial Programs,Graduation Rate,College Graduates,Females,Academic Degrees,English Instruction,Second Language Programs,Class Size,Teacher Student Ratio,Inclusion,School Choice,Teacher Education,Teacher Qualifications,School Safety,Violence,Educational Opportunities,Distance Education,Teaching Methods,College Faculty,Early Reading,Technology Uses in Education,After School Programs,Parent Participation,Parent Attitudes,Financial Support,Expenditures,Debt (Financial),Data Analysis,Participation,Health,Salary Wage Differentials,Dropout Rate,Mathematics Curriculum,Program Costs,Womens Education,English Language Learners,Second Language Learning,Vocational Education,Reading Programs,Higher Education

To ensure reliable, accurate, and timely data, which are necessary to monitor the progress of education in the United States, Congress has mandated that the National Center for Education Statistics (NCES) produce an annual report, &quot;The Condition of Education.&quot; This year's report presents 59 indicators of important developments and trends in U.S. education. &quot;The Condition of Education&quot; includes data and analysis on a wide variety of issues. The indicators in the 2001 edition are in six sections: (1) Participation in Education; (2) Learner Outcomes; (3) Student Effort and Academic Progress; (4) Quality of Elementary and Secondary School Environments; (5) The Context of Postsecondary Education; and (6) Societal Support for Learning. The indicators in &quot;The Condition of Education&quot; use data from government and private sources. Appended are: (1) Supplemental Tables; (2) Supplemental Notes; and (3) Standard Error Tables. A Glossary, Bibliography, and Index are included. [For &quot;The Condition of Education 2001 in Brief. NCES 2001-125,&quot; see ED546119.]
Emerging International Researchers: Findings from the Evaluation of the East Asia and Pacific Summer Institutes Program
Author: Martinez, Alina
Date: 2012-06-05
Type: Reports - Evaluative
Subjects: Graduate Students,Student Exchange Programs,International Educational Exchange,Partnerships in Education,Science Education,Engineering Education,Science Course Improvement Projects,Program Effectiveness,Program Evaluation,Educational Cooperation,Scientific Research,Interpersonal Relationship,Scientists,Global Education,Sensitivity Training,Researchers,Graduate Surveys,Interviews,Quasiexperimental Design,Fellowships,Foreign Countries

Students in science and engineering (S&amp;E) are preparing for careers in fields where international partnerships are increasingly important to advancing knowledge and discoveries. It has been over a decade since the National Science Board (NSB) highlighted the importance of international collaboration and called for increased government commitment to promoting international S&amp;E research and education. NSB called for the National Science Foundation (NSF) to take a leadership role in international S&amp;E research and education activities promoting &quot;…increased participation in international S&amp;E activities by younger U.S. scientists and engineers from diverse backgrounds, especially those in the early stage of their careers, in order to develop an internationally competitive and globally-engaged S&amp;E workforce.&quot; NSF's East Asia and Pacific Summer Institutes (EAPSI) program, which provides international fellowships to U.S. graduate students in S&amp;E, is one program that helps to further NSF's commitment to support the active engagement of early career S&amp;E researchers in international collaborations. NSF contracted with Abt Associates to conduct an evaluation of the EAPSI program to investigate whether it was meeting its goal of providing U.S. graduate students with international experiences that will enable future collaboration with foreign peers. This report summarizes the findings from that evaluation, which was designed to investigate the characteristics of EAPSI applicants and their motivations for participation, the host researchers' motivations for participating in the program, participants' experiences in and perceptions of the program, and outcomes of the program.
Evaluation of the National Science Foundation&apos;s Integrative Graduate Education and Research Traineeship Program (IGERT): Follow-Up Study of IGERT Graduates. Final Report
Author: Carney, Jennifer
Date: 2011-02-00
Type: Reports - Research
Subjects: Graduate Students,Graduate Study,College Faculty,Interdisciplinary Approach,Learning Activities,Internship Programs,Seminars,Team Teaching,Outcomes of Education,Career Readiness,Graduate Surveys,Interviews,Student Characteristics,Labor Force,Comparative Analysis,Research,Training

The National Science Foundation&apos;s Integrative Graduate Education and Research Traineeship (IGERT) program supports students in science, technology, engineering, and mathematics (STEM) fields who participate in university-developed interdisciplinary graduate training experiences. Faculty members at each IGERT site develop a series of education and research activities in which students and faculty from multiple departments participate. Activities are centered on an interdisciplinary theme and commonly include multidisciplinary research collaborations, cross-departmental lab rotations, interdisciplinary seminars, team-taught courses, and/or off-campus internships. Most IGERT students enroll in a single-discipline PhD program and participate in IGERT in addition to their regular departmental experiences. This report presents the findings from the &quot;IGERT Graduates Follow-Up Study,&quot; which was designed to investigate the short-term professional outcomes of IGERT graduates and to assess whether IGERT-funded graduate students are prepared for successful science, technology, engineering, and mathematics (STEM)-related careers and have developed the requisite research, teaching, and leadership capacities. It also explores how IGERT graduates have fared in their early careers, one to eight years postgraduation, relative to their counterparts trained through more traditional single-discipline programs. The findings from this study illustrate the interdisciplinary environment in which STEM graduates currently work, the alignment between IGERT graduate training and the STEM workforce, and the role IGERT graduates are playing in advancing a more interdisciplinary approach to research and in training the next generation of STEM scholars and researchers. Five appendices include: (1) Samples, Data Collection, and Weighting; (2) Selected Data Tables; (3) STEM Discipline Mapping; (4) Survey of Graduates; and (5) Interview Protocol. [This report was prepared with the assistance of: Beth Gamse, Meredith Beck, Grace Chang, Daphne Garcia, Barbara Lovitts, Tom McCall, Jan Nicholson, Satyendra Patrabansh, Mylene San Gabriel, Jonathan Spader, Chris Rodgers, and Daniel Smith.]
NASA Informal Education: Final Report. A Descriptive Analysis of NASA&apos;s Informal Education Portfolio: Preliminary Case Studies
Author: Rulf Fountain, Alyssa
Date: 2010-12-28
Type: Numerical/Quantitative Data
Subjects: Informal Education,Federal Government,Space Exploration,Program Evaluation,Portfolio Assessment,Outreach Programs,Elementary Secondary Education,STEM Education,Case Studies,Summer Science Programs,Partnerships in Education,Sustainability,Financial Support

This report was requested by the National Aeronautics and Space Administration&apos;s (NASA), Office of Education in July 2009 to evaluate the Informal Education Program. The goals of the evaluation were twofold: (1) to gain insight into its investment in informal education; and (2) to clarify existing distinctions between its informal education and outreach efforts. The evaluation findings provide descriptive information about all the projects in NASA&apos;s education portfolio affiliated with Outcome 3 (Informal Education) and selected Outcome 2 (Elementary and Secondary Education) that serve the informal education community. Additionally, the evaluation findings provide detailed information about five specific NASA-selected informal education projects, partnerships, or activities, and pay particular attention to their progress toward stated goals, use of NASA resources and materials, reach into their respective communities, development of strategic partnerships, and sustainability. The variety of projects selected allows NASA to document a range of activities in its informal education portfolio, to better understand their implementation and effectiveness, and to ultimately inform future funding decisions. The evaluation of NASA&apos;s Informal Education Program is also assisting NASA in identifying any practical differences between its informal education and outreach efforts, and determining if any existing redundancies can be addressed. Findings from this evaluation effort will inform NASA&apos;s Office of Education as it reviews its current organizational structure to determine whether the existing composition should be revised. Additional preparation support was provided by Hilary Rhodes and Caroline Shlager (Abt Associates) and Erica Fields (Education Development Center, Inc.) The following appendices are included: (1) Project Profiles; (2) Data Collection Protocols; (3) Survey: Distinguishing NASA&apos;s Informal Education and Outreach Activities; (4) CP4SMP Grantees; (5) Map of Individual Girl Scout Councils Reached by NASA; (6) Summary of NASA Activities with Girl Scouts USA and Boy Scouts of America; and (7) Frequencies and Means for Survey Items.
Review of Final Year MSP Evaluations, Performance Period 2007. Analytic and Technical Support for Mathematics and Science Partnerships
Author: Bobronnikov, Ellen
Date: 2010-03-01
Type: Reports - Evaluative
Subjects: Federal Programs,Partnerships in Education,Mathematics Education,Science Education,Best Practices,Program Evaluation,Evaluation Criteria

This final report culminates the evaluation and technical assistance provided for the U.S. Department of Education&apos;s Mathematics and Science Partnership (MSP) Program and its projects since 2005. As part of this support, Abt Associates looked across the portfolio of projects funded by the MSP program to draw lessons on best practices. This work investigated what was learned about rigorous evaluation of MSP projects through their final year of funding. Conducted were in-depth analyses to assess the extent to which the project evaluations met specified criteria. Also discussed were the rigor of these evaluations, the challenges and successes in meeting specific evaluation criterion, and recommendations that may help improve future MSP project evaluations. Included is Appendix A: Criteria for Classifying Designs of MSP Evaluations.