ethanporcaro/eric-fulltext-meta huggingface dataset:
State Wi-Fi Leadership for Fostering Digital Learning Ready K-12 Schools: Extending the Broadband Imperative II
Author: Fox, Christine
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Internet,Computer Networks,Educational Planning,Telecommunications,Handheld Devices,Information Technology,State Departments of Education,Needs Assessment,Administrator Attitudes,School Administration,Access to Computers,Educational Opportunities,Equal Education,Educational Finance,Resource Allocation,Computer Security,Cooperation,Technology Uses in Education,Capacity Building,Statewide Planning,Technology Planning,Elementary Secondary Education

Providing access to robust connectivity is critical to ensuring today's students are college and career ready. As such, federal, state, and district-level leaders have dedicated a significant amount of time, effort, and resources toward improving our schools' external broadband access, including both Internet access and wide area network (WAN). The integration of digital tools such as mobile devices, adaptive learning software, and real-time analytics has heightened the need to expand the broadband imperative to include access to high-quality, ubiquitous Wi-Fi access. The 2016 National Education Technology Plan (NETP) addresses this need and recommends that &quot;students and educators have broadband access to the Internet and adequate wireless connectivity.&quot; State education departments are taking note and evaluating the internal accessibility needs of their schools and generating policies and funding pathways to support their growing demands. This paper explores the steps states are taking to address the wireless equity gaps that exist among their schools. Leaders from Illinois, New Mexico, North Carolina, and Utah outline the planning, policy, funding, and management approaches their state agencies and education technology leaders are adopting regarding Wi-Fi, and they share their recommendations for promoting and/or creating equitable access opportunities to high-quality Wi-Fi connectivity.
2017 Montana Youth Risk Behavior Survey High School Results and 2017 Comparative Tables for: Grades 7-8; American Indian Students on or near a Reservation; American Indian Students in Urban Schools; Nonpublic Accredited Schools; Alternative Schools; Students with Disabilities
Author: Montana Office of Public Instruction
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Health Behavior,High School Students,National Surveys,Risk,Student Surveys,Health Education,State Surveys,Incidence,At Risk Students,Tables (Data),Trend Analysis,Student Behavior,Demography,Safety,Violence,Suicide,Smoking,Drinking,Drug Use,Sexuality,Body Weight,Eating Habits,Physical Activities,Head Injuries,Sleep,Grades (Scholastic),Injuries,Rape,Sexual Abuse,Dating (Social),Bullying,Marijuana,Dietetics,Obesity,Food,Nutrition,Homeless People

The Youth Risk Behavior Survey (YRBS) is an epidemiologic surveillance system that was established by the U.S. Centers for Disease Control and Prevention (CDC) to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence and adulthood. To monitor priority health-risk behaviors in each of these six categories and obesity and asthma among youth and young adults, CDC developed the YRBS. The YRBS has been conducted biennially since 1991 in Montana. The purpose of the YRBS is to assist educators and health professionals in determining the prevalence of the aforementioned health-risk behaviors among youth. This report describes the results of the survey and the methods used to conduct the survey. The results will be used to focus the continuing development of statewide comprehensive health education and to reduce those health behaviors that place Montana youth at risk. Survey results are presented in the following parts: (1) Introduction; (2) Survey Methods; (3) Frequency Distributions; (4) Graphs; (5) 10-Year Trend Analysis; and (6) 2017 Comparative Data Results (Montana High School YRBS and Subgroups). [Additional funding for YRBS was provided by the Montana Board of Crime Control, Montana Department of Public Health and Human Services, Billings Area Indian Health Service, and Montana Department of Transportation.]
State Education Leadership Interoperability: Leveraging Data for Academic Excellence
Author: State Educational Technology Directors Association (SETDA)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Data,Information Management,State Government,Private Sector,Leadership,Partnerships in Education,Student Records,State Action,State Programs,Program Implementation,Data Collection,State Departments of Education,Federal Legislation,State Legislation,Governance,Best Practices

This publication highlights how state leaders tackle data interoperability with the emergence of data standards for student information, assessment, digital content, and other educational applications. While states are at various maturity levels for interoperability, each state shares goals for interoperability, the drivers for those goals, current status and use cases, as well as some of the challenges in the process. Private sector partners share observations, perceptions of states' status in the interoperability process, as well as some of the pain points from the vendor perspective. State and private sector leaders identify recommendations and the next steps necessary to continue the conversations within states, among states, and with the private sector to develop cohesive data interoperability practices to achieve student learning goals. This report examines the current data interoperability efforts in nine states: Delaware, Georgia, Michigan, Nebraska, North Carolina, Oregon, Utah, Wisconsin, and Wyoming. Throughout the report, states explore the successes and challenges in making interoperable solutions where data is seamlessly connected and readily available for use by decision makers, teachers, parents, and students.
The Virginia Plan for Higher Education: Annual Report for 2017 to the General Assembly of Virginia
Author: State Council of Higher Education for Virginia
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Educational Planning,Statewide Planning,Higher Education,State Policy,Educational Objectives,Educational Trends,Educational Indicators,State Aid,Success,Achievement Gap,Paying for College,Educational Research,Tuition,Costs,Cost Effectiveness,Economic Factors,Debt (Financial),Loan Default,Enrollment Rate,Remedial Programs,Academic Persistence,School Holding Power,Time to Degree,Wages

Virginia faces a future in which higher education will play an increasingly important role. Virginians will need deeper and broader knowledge and skills to be engaged, productive participants in the evolving Commonwealth and its economy. At the same time, the demographics of the emerging generation are changing, as an increasing share of youth will come from populations that historically have been underrepresented in both higher education and the highly educated sectors of the workforce. These changes transpire at a time when the cost of attending college has increased beyond the capacity of many Virginians. The Virginia Plan for Higher Education is designed to identify trends that the Commonwealth must address if it is to prosper and succeed. Through input by higher-education partners, The Virginia Plan is intended to help guide a vision for Virginia's future through a common framework. This framework is built on the premise that all partners in higher education must work together to help Virginia, its citizens and its regions. [For the report from the previous year, &quot;The Virginia Plan for Higher Education: Annual Report for 2016 to the General Assembly of Virginia,&quot; see ED572957.]
Career Expectations: mba.com Prospective Students Survey 2018. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2018-06-00
Type: Numerical/Quantitative Data
Subjects: Graduate Students,Business Administration Education,Occupational Aspiration,Vocational Interests,Decision Making,Career Choice,Expectation,Student Surveys,Career Development,Employment Patterns,Entrepreneurship,Job Satisfaction,Demography,Gender Differences,Travel,Promotion (Occupational),Salaries,Industry,Occupations,Occupational Mobility

This survey report--the second in a series of topical reports based on the results of the 2018 mba.com Prospective Students Survey--presents the findings associated with with candidates' post-graduate management education career interests, including goals, industries, and job functions. [The following individuals from the GMAC Research Department made significant contributions to the publication of this report: Rhonda Daniel, Survey Research Manger, questionnaire development and interpretation of data, and drafting of the manuscript for intellectual content; Gregg Schoenfeld, Senior Director, Research &amp; Data Science, manuscript review, Matt Hazenbush, Research Communications Senior Manager, manuscript review; Tacoma Williams, Research Senior Coordinator, sample development; Devina Caruthers, Associate Research Manager, survey management.]
Ministry of Advanced Education Central Data Warehouse: Quality Assurance and the Data Quality Management Plan
Author: Ministry of Advanced Education (Canada)
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Public Colleges,Databases,Information Storage,Information Management,Quality Control,Quality Assurance

The Ministry of Advanced Education, post secondary institutions, and others require data for a variety of purposes, including research and analysis, as a basis for decision-making, and to satisfy accountability requirements. The Central Data Warehouse (CDW) was developed to serve those purposes by collecting a standard set of data from public postsecondary institutions, and storing that data in a central database that can be accessed by the Ministry, post secondary institutions and other users under particular approved circumstances. The objective of the Data Quality Management Plan (DQMP), which is presented and explained in this document, is to ensure that the CDW data is of sufficient quality to serve its purposes and that the quality of the data is actively managed for ongoing improvement over time.
The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation&apos;s Schools
Author: Kosciw, Joseph G.
Date: 2018-00-00
Type: Reports - Research
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Student Organizations,Well Being,Educational Environment,School Culture,School Safety,Language Usage,Social Bias,Bullying,Violence,Victims,Self Disclosure (Individuals),School Personnel,Role,Parent Role,Advocacy,Social Discrimination,Extracurricular Activities,Gender Bias,Mental Health,Academic Aspiration,Academic Achievement,Attendance,Discipline,Student School Relationship,Psychological Patterns,Clubs,Curriculum,Sex Education,School Policy,Institutional Characteristics,Disabilities,Racial Differences,Ethnicity,Immigrants,Educational Resources,Student Attitudes,Middle School Students,High School Students

The [Gay, Lesbian and Straight Education Network] GLSEN National School Climate Survey is our flagship report on the school experiences of [lesbian, gay, bisexual, transgender, and queer] LGBTQ youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN &quot;2017 National School Climate Survey&quot; report includes information on LGBTQ middle and high school students' experiences, including: (1) hearing biased language, from both students and educators; (2) experiences of harassment and assault; (3) anti-LGBTQ discrimination; (4) effects of a hostile school climate on educational outcomes and psychological well-being; and (5) the availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's &quot;National School Climate Survey&quot; also includes insights on LGBTQ-inclusive sex education, student activism, parent advocacy, experiences of LGBTQ students with disabilities, and experiences of LGBTQ immigrant students. [For the executive summary, see ED590244. For &quot;The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools,&quot; see ED574780.]
The 2017 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation&apos;s Schools. Executive Summary
Author: Gay, Lesbian and Straight Education Network (GLSEN)
Date: 2018-00-00
Type: Reports - Research
Subjects: Homosexuality,Sexual Orientation,Sexual Identity,Student Organizations,Well Being,Educational Environment,School Culture,School Safety,Language Usage,Social Bias,Bullying,Violence,Victims,Self Disclosure (Individuals),School Personnel,Role,Parent Role,Advocacy,Social Discrimination,Extracurricular Activities,Gender Bias,Mental Health,Academic Aspiration,Academic Achievement,Attendance,Discipline,Student School Relationship,Psychological Patterns,Clubs,Curriculum,Sex Education,School Policy,Institutional Characteristics,Disabilities,Racial Differences,Ethnicity,Immigrants,Educational Resources,Student Attitudes,Middle School Students,High School Students

The &quot;National School Climate Survey&quot; is the Gay, Lesbian and Straight Education Network (GLSEN) flagship report on the school experiences of lesbian, gay, bisexual, transgender, and queer (LGBTQ) youth in schools, including the extent of the challenges that they face at school and the school-based resources that support LGBTQ students' well-being. The survey has consistently indicated that specific school-based supports are related to a safer and more inclusive school climate, including: supportive educators, LGBTQ-inclusive curriculum, inclusive and supportive policies, and supportive student clubs, such as Gay-Straight Alliances or Gender and Sexuality Alliances (GSAs). The full GLSEN &quot;2017 National School Climate Survey&quot; report includes information on LGBTQ middle and high school students' experiences, including: (1) hearing biased language, from both students and educators; (2) experiences of harassment and assault; (3) anti-LGBTQ discrimination; (4) effects of a hostile school climate on educational outcomes and psychological well-being; and (5) the availability and utility of supportive school resources. This report also examines demographic and school differences in students' experiences, as well as changes in school climate over time. In addition, for the first time, this installment of GLSEN's &quot;National School Climate Survey&quot; also includes insights on LGBTQ-inclusive sex education, student activism, parent advocacy, experiences of LGBTQ students with disabilities, and experiences of LGBTQ immigrant students. This executive summary presents key findings from the survey. [For the full report, see ED590243. For &quot;The 2015 National School Climate Survey: The Experiences of Lesbian, Gay, Bisexual, Transgender, and Queer Youth in Our Nation's Schools,&quot; see ED574780.]
Quality of Life in Adult Learning. Adult Higher Education Alliance Annual Conference Proceedings (42nd, Orlando, Florida, March 8-9, 2018)
Author: Elufiede, Kemi, Ed.
Date: 2018-03-00
Type: Collected Works - Proceedings
Subjects: Quality of Life,Adult Learning,Higher Education,Best Practices,Professional Identity,Elementary School Teachers,Secondary School Teachers,College Faculty,Resilience (Psychology),Medical Education,Trainees,Virtual Universities,Graduation Rate,Honors Curriculum,Gender Differences,Burnout,Sexual Abuse,Educational Trends,Lifelong Learning,First Year Seminars,Self Management,Family Work Relationship,Student Recruitment,School Holding Power,Faculty Development,Gerontology,Transformative Learning,Skill Development,Transfer of Training,Public Speaking,Anxiety,Self Disclosure (Individuals),Adult Education,Adult Educators,Foreign Students,Evolution,Neurology

The 42st annual conference of the Adult and Higher Education Alliance (AHEA) was held at the University of Central Florida in March 2018 and explored the theme, &quot;Quality of Life in Adult Learning.&quot; The purpose of the Adult and Higher Education Alliance (AHEA) is to help institutions of higher education develop and sustain learning environments and programs suitable for adults. Papers were presented about widely varying approaches to the best practices related to the role of adult learning in enhancing quality of life. In addition, factors that may contribute to the improved quality of life for adult educators, was also discussed. (Individual conference papers contain references.)
Special Report: Homelessness. Health Risk Behaviors of Students Not Living in a Parent&apos;s or Guardian&apos;s Home. 2017 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Health Behavior,High School Students,Risk,Student Surveys,Homeless People,Incidence,At Risk Students,State Surveys,Substance Abuse,Bullying,Sexuality,Eating Habits,Physical Activities,Grades (Scholastic)

The Montana Youth Risk Behavior Survey (YRBS) is administered by the Montana Office of Public Instruction every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2017 YRBS was conducted in February 2017. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. To encourage accurate responses to sensitive questions, a strict protocol was implemented to protect the privacy and confidentiality of all participating students. The questionnaire was designed without skip patterns to ensure survey completion by students in a similar period of time. Data used in this report from the 2017 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana.
Special Needs Report: Health Risk Behaviors of Montana High School Students with Special Needs. 2017 Montana Youth Risk Behavior Survey
Author: Montana Office of Public Instruction
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Health Behavior,High School Students,Risk,State Surveys,Student Surveys,Special Needs Students,At Risk Students,Special Education,Bullying,Sexuality,Suicide,Substance Abuse,Psychological Patterns,Eating Habits,Physical Activities,Grades (Scholastic),Incidence

The Montana Office of Public Instruction administers the Montana Youth Risk Behavior Survey (YRBS) every two years to students in grades 7 through 12. The purpose of the survey is to help monitor the prevalence of behaviors that not only influence youth health, but also put youth at risk for the most significant health and social problems that can occur during adolescence. While all schools in Montana can participate in the survey on a volunteer basis, approximately 50 high schools are randomly selected to be included to provide the Montana statewide data to be used in other national YRBS reports. The 2017 YRBS was conducted in February 2017. Schools administering the survey were provided with detailed written instructions on conducting a random survey in their schools. To encourage accurate responses to sensitive questions, a strict protocol was implemented to protect the privacy and confidentiality of all participating students. The questionnaire was designed without skip patterns to ensure survey completion by students in a similar period of time. Data used in this report from the 2017 YRBS are based on a random sample survey of Montana high school students. The weighted data results contained in this report can be used to make inferences about the priority health-risk behaviors of all high school students in grades 9 through 12 in all schools in Montana. However, users should be careful in using the data since respondents in self-reported surveys may have a tendency to underreport behaviors that are socially undesirable, unhealthy, or illegal (alcohol consumption, drug use, seat belt nonuse, etc.) and over report behaviors that are socially desirable (amount of exercise, etc.). For the purpose of this report, youth with special needs are those who answered &quot;yes&quot; to the question, 'During the past 12 months, did you receive help from a resource teacher, speech therapist, or other special education teacher at school?' Forty-four separate risk behaviors were queried for association with having special needs. These findings are presented in narrative, table and graph forms in the report.
Connecting the Challenges Faced by Foreign-Born Students in Higher Education
Author: Soremi, Modupe
Date: 2018-03-00
Type: Speeches/Meeting Papers
Subjects: State Colleges,College Students,Foreign Students,Barriers,Graduation,Certification,Student Experience,English (Second Language),Academic Advising,Paying for College,Access to Information,Time Management,Knowledge Level,Student Personnel Services,Cultural Differences,Student Characteristics,Social Isolation,Interpersonal Relationship,Friendship

The unprecedented increase in the foreign-born population in the United States since the 1970s, low post secondary graduation rates, combined with the requirement of a higher education degree in the U.S. labor market precipitated this study. Since foreign-born students are an integral part of the U.S. population, understanding the challenges faced by foreign-born students in higher educational institutions will create an avenue for recommending solutions to many of these challenges, thereby increasing their educational attainment and economic productivity and ultimately preparing more Americans for the competitive 21st century global market. This study investigates the challenges faced by foreign-born students in a state college and solicited suggestions for improvement in foreign-born student achievement. [For the complete proceedings, see ED590245.]