ethanporcaro/eric-fulltext-meta huggingface dataset:
Controlling Rowdy House Parties through Enforcement. E-Fact Sheet
Author: Higher Education Center for Alcohol, Drug Abuse, and Violence Prevention (ED)
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Alcohol Abuse,Neighborhoods,Risk,Student Behavior,College Students,Drinking,School Community Relationship,Police,Safety,Student Responsibility,Law Enforcement,Commuting Students

Off-campus parties that foster underage and high-risk drinking and become a nuisance to neighbors are often a sore spot when it comes to town-gown relations. Responding to these parties is leading communities to adopt new measures and enforcement strategies to reduce a range of problems faced by students and residents alike. While many policy and enforcement strategies have been identified and implemented at colleges and universities and in surrounding communities aimed at reducing underage and/or unruly house parties, little research has been conducted to identify the effectiveness of specific measures. Two separate studies reported in a special college drinking supplement of the &quot;Journal of Studies on Alcohol and Drugs&quot; (July 2009) developed programs in which colleges worked closely with their surrounding communities, using measures such as increased police patrols in problem neighborhoods and raising student awareness of their responsibilities as community residents.
Child Care and Development Block Grant Participation in 2009
Author: Matthews, Hannah
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Low Income Groups,Federal Aid,Children,Family Characteristics,Participation

The Office of Child Care released preliminary federal fiscal year 2009 administrative data for the Child Care and Development Block Grant (CCDBG). This fact sheet provides a snapshot of CCDBG program participation in 2009, noting the great variability in child care assistance programs among states. Participation is one of several significant variations among state child care programs. Policymakers and advocates are encouraged to obtain the most recent information about their state--including data on participation, expenditures, income eligibility criteria, and provider reimbursement rates--to evaluate the full range of child care assistance policies. A snaphot of CCDBG participation in 2009 includes: (1) The number of children receiving CCDBG assistance increased slightly in 2009; (2) CCDBG serves children from birth to age 13; (3) CCDBG serves children from different backgrounds; (4) Three-quarters of children are in licensed settings, and more than half are in center-based care; (5) Vouchers are the most common type of payment for care; and (6) Most families receiving CCDBG are working, low-income, and providing co-payments. (Contains 3 figures and 8 endnotes.)
Rethinking Research on Multiracial College Students: Toward an Integrative Model of Multiraciality for Campus Climate
Author: Guillermo-Wann, Chelsea
Date: 2012-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Civil Rights,Student Diversity,Educational Environment,Social Bias,Social Theories,Racial Bias,Multiracial Persons,Social Attitudes,College Students,Racial Identification,Cultural Influences,Models,Social Justice,Student Characteristics,Peer Influence,White Students,Racial Composition,Classification,Aggression

Although recent research on multiraciality exposes mixed race experiences in the post-Civil Rights era, higher education scholarship still seems to lack a framework that connects two racial systems of oppression that inform and reinforce each other: traditional racisms targeting monoracially-constructed groups, and monoracism targeting multiraciality.  Considering that college has the potential to prepare all students to effectively engage in our increasingly diverse society, we must also examine how multiple racisms function around multiraciality in college. Accordingly, this paper reviews race-based theories and frameworks common in American higher education research, and builds upon aspects of them to develop an integrative model for examining multiraciality in a way that accounts for historical and contemporary contexts, individual identities, campus structures, and broader systems of oppression.  It draws upon elements of racial formation theory, multiracial identity theory, critical race theory, and campus climate for diversity frameworks.  The model purposefully contests postracial perspectives at the same time that it makes multiracial Americans visible in race-sensitive research on the racial dynamics higher education. (Contains 1 figure.)
Examining Discrimination and Bias in the Campus Racial Climate: Multiple Approaches and Implications for the Use of Multiracial College Student Data
Author: Guillermo-Wann, Chelsea
Date: 2012-11-02
Type: Reports - Evaluative
Subjects: Civil Rights,Multiracial Persons,Predictor Variables,Classification,Social Attitudes,Racial Bias,College Students,Racial Identification,Racial Differences,Racial Discrimination,White Students,Minority Group Students,At Risk Students,Multiple Regression Analysis,Psychological Patterns,Educational Environment,Student Characteristics

The practical problem of how to utilize multiple race data in quantitative higher education research collides with neo-conservative and liberal assumptions that a perceived growth in a post-civil rights multiracial population suggests racism no longer exists, and with concerns that multiracial data will undermine civil rights progress.  Given that larger proportions of younger Americans are acknowledging multiple racial backgrounds, these individuals are likely to comprise increasing proportions of the college-going population.  This study explores different ways of operationalizing race when analyzing manifestations of racism in the campus climate for multiracially- and monoracially-identifying college students in the United States.  Specifically, it examines how different racial categorizations changes group characteristics, mean levels of discrimination, and the strength of predictor variables in multiple linear regression analyses.  The data comes from the 2009-2010 Diverse Learning Environments survey piloted by the Higher Education Research Institute at UCLA, and includes 4,984 college students from 14 institutions across the U.S., 912 of which indicate two or more racial categories.  When aggregated into a single group, students who mark two or more racial categories experience discrimination more frequently than students who only indicate a white background, suggesting mixed race students do not occupy an &quot;honorary white&quot; status as might commonly be assumed.  However, double minority multiracial students have higher frequencies of discrimination than minority/white multiracial students, indicating that relative whiteness may result in comparative privilege for the latter group.  Importantly, the strength and significance of predictors change for monoracially-constructed groups based on how multiracially-identifying students are classified.  The analyses are framed within a new Integrative Model of Multiraciality for campus climate, which guides theoretical interpretations of the racial classification approaches and findings to dispel post-racial and colorblind myths, address civil rights concerns, and provide implications for future research, policy, and practice. Variables and Factors are appended. (Contains 5 tables.)
School-Age Children in CCDBG: 2009 Update
Author: Matthews, Hannah
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Federal Aid,Low Income Groups,Children

The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality. CCDBG provides child care assistance to children from birth to age 13. In fiscal year 2010, states received $5 billion in federal CCDBG funds. States are expected to contribute an additional $2.2 billion to draw down all federal funds. This fact sheet highlights key information about school-age children and CCDBG. These information include: (1) A third of children served in CCDBG are between ages 6 and 13; (2) More than half of school-age children in CCDBG are served in center-based care; (3) The CCDBG school-age earmark funds a range of services; and (4) Funds earmarked for school-age care comprise a small portion of CCDBG spending. (Contains 2 figures, 1 table, and 9 endnotes.)
What State Leaders Should Know about Early Head Start
Author: Hoffmann, Elizabeth
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Federal Programs,Family Programs,Low Income Groups,Infants,Toddlers,Child Development,Pregnancy,State Programs,Federal Aid,Grants,Eligibility,Delivery Systems,Training,Technical Assistance,Professional Development,Program Administration,Data,Administrators

Although Early Head Start (EHS) is a federal-to-local program, there are opportunities for collaboration at the state level that have expanded in recent years. State leaders can seize opportunities to break down silos and create collaborative state systems and programs to better meet the needs of vulnerable young children in their states. This paper reviews 11 key aspects of how the federal Early Head Start program works. Each section includes considerations for state leaders, such as how other state systems relate to a particular aspect of EHS, or what types of policy changes and partnerships states could consider to coordinate and leverage EHS resources with other state programs. Each section concludes with links to related online resources. This paper is designed to serve as an introduction to the program for state policymakers. The key aspects discussed in this paper are: (1) grantees and delegates; (2) federal-to-local structure and funding process; (3) eligible population; (4) comprehensive EHS services; (5) program delivery options; (6) ratios, group sizes, and caseloads; (7) staff qualifications; (8) training, technical assistance, and professional development; (9) monitoring and oversight; (10) data reporting; and (11) state collaboration directors. (Contains 45 endnotes.)
Putting It Together: A Guide to Financing Comprehensive Services in Child Care and Early Education
Author: Johnson-Staub, Christine
Date: 2012-08-00
Type: Guides - Non-Classroom
Subjects: Child Care,Early Childhood Education,Integrated Services,Financial Support,Cooperation,Federal Aid,Federal Legislation,Block Grants,Health Services,Child Development,Family Programs,Public Agencies

This guide aims to help states look beyond the major sources of child care and early education funding and consider alternative federal financing sources to bring comprehensive services into early childhood settings. Why? Because the sources of child care funding historically available to states have limited supply and allowable uses, and comprehensive services are critical to the success of children--especially those who are most at risk for developmental challenges and delays. The information in this guide can help states go beyond Head Start and Child Care and Development Block Grant (CCDBG) funds to build on early childhood systems and improve access to services for children. Partnerships expanding access to comprehensive services in child care and early education settings can take different forms. They can build program staff's capacity to directly provide services to children, or they can bring other professionals (e.g. mental health consultants, nurses, etc.) and resources into early childhood settings to collaborate with child care and early education staff. In this guide, partnerships using federal funding streams to provide comprehensive services to children in early childhood settings are explored. These partnerships may be administered directly by child care and early education agencies or by partner agencies with authority over the funds. This guide provides state policymakers and advocates with strategies to maximize resources and make policy changes that drive funds, resources, and community partners to child care and early education programs to benefit young children and families. Separate from blending and braiding funding streams at the local or program level, the strategies described in this guide focus on state policy decisions that can facilitate the innovative use of funds, encourage partnerships at the state and local level, and replicate promising models from other states. Appended are: (1) A Worksheet to Help States Get Started in Putting it Together; (2) Additional Resources by Funding Agency; and (3) Medicaid State Plan Web-sites. (Contains 1 table and 52 footnotes.)
The Adult Education and Economic Growth Act (H.R. 2226): Toward a Modern Adult Education System and a More Educated Workforce
Author: Foster, Marcie
Date: 2011-11-00
Type: Reports - Descriptive
Subjects: Adult Education,Federal Legislation,Educational Legislation,Educational Objectives,Labor Force Development,Education Work Relationship,Postsecondary Education,Credentials,Alignment (Education),Educational Change,Technological Literacy,Accountability

The Adult Education and Economic Growth Act (AEEGA) was introduced in the House of Representatives in June 2011 by Rep. Ruben Hinojosa (TX-15). The bill (H.R. 2226) would amend the Workforce Investment Act (WIA) to encourage the use and availability of career pathways for low-skilled adults, strengthen the focus of adult education on postsecondary and career success, increase the number of adult education students receiving marketable postsecondary credentials, and modernize the adult education system to meet the needs of 21st century jobs. Although AEEGA could substantially improve WIA--particularly the Title II provisions that govern adult education--it could be strengthened by incorporating stronger provisions that promote better alignment between WIA Titles I and II, including a shared system of accountability. The AEEGA provides a framework for a new vision of adult education--one that better prepares adult students to access and succeed in postsecondary education, earn credentials that employers value, and obtain 21st century skills. Together with a comprehensive reauthorization of the Workforce Investment Act, provisions in AEEGA could go a long way toward ensuring low-skilled adults can access the education and skills training they need to build careers in a changing economy. (Contains 2 footnotes.)
CLASP Middle School/High School Boys of Color Policy Scan and Information Gathering
Author: Toldson, Ivory A.
Date: 2012-08-30
Type: Reports - Research
Subjects: Males,Middle School Students,High School Students,Out of School Youth,Young Adults,African Americans,Hispanic Americans,American Indians,Alaska Natives,Asian Americans,Pacific Americans,Health,Surveys,Interviews,Access to Information,Organizations (Groups),Barriers,Change,Public Policy

The purpose of this project is to provide an analysis of policy issues affecting middle school and high school-aged boys and young men of color in the areas of education, health, and pathways to employment. This policy scan and subsequent recommendations will provide valuable background knowledge to inform the future direction of policy efforts for the target population. In addition, findings from this analysis will be used to inform the framing of future policy discussions and implementation at the national, state, and local level. CLASP designed four surveys to gather data about policies and programming affecting men and boys of color. Participants were instructed to select a survey to complete based on their area of expertise. If participants had expertise in multiple areas, they were encouraged to complete multiple surveys. The target audience included anyone involved with providing services, programming, research, or policy on education, employment, and health for males of color. The four surveys included: (1) Middle School Aged Boys; (2) High School Aged Young Men; (3) Health; and (4) Out-of-School Young Men. Each survey consisted of demographic questions that detailed participants' sex, city and state of residence, industry, and position type. Ten issues were listed for participants to rank according to their level of importance. Volunteers were then asked to answer open-ended/qualitative questions about the top three issues they chose. The open-ended questions included assessing whether they knew of local or national agencies working to address the issues and whether policy supported initiatives around those issues. Survey results are presented. Transcript of Telephone interviews is appended. (Contains 20 figures and 17 tables.)
Infants and Toddlers in CCDBG: 2010 Update
Author: Matthews, Hannah
Date: 2012-04-00
Type: Reports - Descriptive
Subjects: Child Care,Block Grants,Federal Aid,Low Income Groups,Infants,Toddlers

The Child Care and Development Block Grant (CCDBG) is the primary source of federal funding for child care subsidies for low-income working families and to improve child care quality for low-income families. CCDBG provides child care assistance to children from birth to age 13. This fact sheet highlights key information about infants and toddlers and CCDBG. These information include: (1) Fewer than a third of children served in CCDBG are under the age of 3; (2) More than half of infants and toddlers in CCDBG are cared for in center-based settings; and (3) The CCDBG infant/toddler earmark funds a range of services, but comprises just a small portion of CCDBG funding. (Contains 2 figures, 1 table, and 3 endnotes.)
Beyond Basic Skills: State Strategies to Connect Low-Skilled Students to an Employer-Valued Postsecondary Education
Author: Foster, Marcie
Date: 2011-03-00
Type: Reports - Research
Subjects: Basic Skills,Postsecondary Education,Labor Force Development,Educationally Disadvantaged,Educational Attainment,Remedial Instruction,Adult Education,Educational Change,State Policy,Educational Policy,Transitional Programs,Dual Enrollment,Relevance (Education),Educational Objectives,Academic Aspiration,Vocational Education

How much does college matter for getting ahead in America? Having a postsecondary education--broadly defined as a credential beyond a high school diploma--continues to be one of the most important factors in getting a good job and advancing in the workforce. By one estimate, 64 percent of jobs in 2018 will require more than a high school diploma, although not necessarily a four-year degree. For each year of postsecondary education, an adult is more likely to be employed, earn family-sustaining wages, lead a healthier life, and have children who are better prepared to succeed in school. The country, too, benefits from a more educated workforce. Studies of the return on government investments in education (at all levels, not just K-12) show that it is a sound use of public funds. Critical federal programs, such as funding for student aid and job training, can help lower-skilled adults and youth &quot;access&quot; postsecondary education, but important policy choices that support their &quot;success&quot; and &quot;completion&quot; can be made at the state and local levels. &quot;Beyond Basic Skills&quot; describes strategies that state policymakers can use to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. (Contains 3 figures and 45 endnotes.)
Child Care Assistance in 2009. Spending Update
Author: Matthews, Hannah
Date: 2011-03-00
Type: Reports - Evaluative
Subjects: Child Care,Block Grants,Expenditures,Federal Legislation,Federal Programs,Federal Aid

At the beginning of 2009, with the country facing the worst of the economic crisis, the president and Congress understood that Americans needed help paying for child care to get back to work in the recession. As part of the American Recovery and Reinvestment Act, they allocated an additional $2 billion for the Child Care and Development Block Grant (CCDBG). This paper provides analysis of state spending on child care assistance in FY 2009 (the most recent year for which data are available) covering the period of October 1, 2008, to September 30, 2009, as well as national trends in child care spending in recent years. In FY 2009, states collectively received $7 billion in federal CCDBG funds: $2 billion in ARRA funds and $5 billion in regular 2009 appropriations. The infusion of federal ARRA funds in 2009 helped many states, which faced budgetary pressure and increased need, avoid cuts in their child care programs. In addition to CCDBG, states use funds from the federal Temporary Assistance for Needy Families (TANF) block grant to provide child care assistance. States have the option of spending TANF funds directly on child care or transferring TANF funds to CCDBG. This paper provides information on CCDBG and TANF child care funds spent from FY 2009. This paper is based on information that states report to the federal government and may differ from analyses based on state fiscal year expenditures. State Child Care Expenditures (CCDBG and TANF Combined) and Monthly Average Number of Children Served (CCDBG), 2008-2009 is appended. (Contains 3 figures, 1 table and 10 endnotes.)