ethanporcaro/eric-fulltext-meta huggingface dataset:
Demographic Subgroup Trends among Young Adults in the Use of Various Licit and Illicit Drugs, 1988-2018. Monitoring the Future Occasional Paper Series. Paper 93
Author: Johnston, Lloyd D.
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Drug Abuse,Gender Differences,College Attendance,Geographic Regions,Population Distribution,Incidence,Marijuana,Inhalants,Lysergic Acid Diethylamide,Narcotics,Cocaine,Stimulants,Alcohol Abuse,Drinking,Smoking,Late Adolescents,Young Adults,Urban Areas,Rural Areas,Suburbs,Age Differences

This occasional paper presents subgroup findings from the Monitoring the Future (MTF) study on levels of, and trends in, the use of a number of substances for nationally representative samples of high school graduates ages 19-30, &quot;Monitoring the Future National Survey Results on Drug Use, 1975-2018. Volume II, College Students &amp; Adults Ages 19-60&quot; (see ED599071). The data have been gathered in a series of follow-up surveys of representative subsamples of high school seniors who were first surveyed in 12th grade as part of the MTF study. Therefore, the universe being described omits people who did not complete high school--between 8 and 15% of each age group, with the most recent class cohorts closer to the bottom of that range. Surveys of the graduating cohorts of high school seniors started in 1976 and have continued with each graduating class since. Data were first available for the 19-22 age group in 1980 and for the older age groups in subsequent years, as the tables and figures in this occasional paper indicate. The general epidemiological findings from these samples are discussed in &quot;Volume II&quot; of the annual monograph series. The subgroup trends shown in this occasional paper complement the last section of Chapter 5 (Trends in Drug Use in Early and Middle Adulthood) of that monograph by presenting the trend data for young adult subgroups in both graphic and tabular form. The results are described and discussed in Chapter 5, but the extensive set of tables and figures is provided in this paper for the reader who wishes to view the figures and the underlying numerical values. Three demographic dimensions are differentiated: gender, region of the country, and population density. Gender includes trends for males and females; region describes trends for each of the four major regions defined by the U.S. Census; and population density differentiates trends for five levels of community size. The Table of Contents and List of Figures in this occasional paper contain links to the content and figures. Following each figure is a table giving the numerical values associated with each trend line in that figure.
Lessons from Remote Learning in Six School Systems
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Distance Education,School Districts,Access to Education,Charter Schools,Educational Technology,Urban Schools,Rural Schools,Suburban Schools,COVID-19,Pandemics,School Closing,Online Courses,Trauma,Family Needs,Access to Computers,Elementary Secondary Education,Crisis Management,Textbooks,Politics of Education,Administrative Organization,Teamwork,Well Being

Since schools closed in March 2020, CRPE has tracked a sample of school districts and charter networks as they tried to reach students and provide instruction. This report looks more deeply into a smaller number of districts and charter management organizations (CMOs), hoping to understand why they took particular approaches to remote learning and how their experiences last spring affected their plans for the fall. We present a series of case studies based on our dives into big-city districts (Baltimore City Public Schools and Chicago Public Schools), a large inner suburb (Aurora Public Schools), a rural district (Roaring Fork School District), and two CMOs working in urban areas (Green Dot Public Schools and LEARN Charter Schools).
Exploring Writing Achievement and Genre in Postsecondary Writing
Author: Burstein, Jill
Date: 2020-03-00
Type: Speeches/Meeting Papers
Subjects: Writing Achievement,Postsecondary Education,College Students,Writing Instruction,Writing Evaluation,Sentence Structure,Reflection,Vocabulary,Persuasive Discourse,Literary Genres

Writing achievement is a complex skill set as characterized by the sociocognitive writing framework, including writing domain knowledge (e.g., sentence structure), general cognitive skills (e.g., critical thinking) and intra- (e.g., interest) and interpersonal (e.g., collaboration) subfactors. During students' postsecondary careers, they need to write in different genres. Yet, we have limited understanding about the contribution of genre mastery to students' writing achievement, which can affect their broader success (e.g., GPA). Partnering with six, diverse 4-year universities, we collected student responses to a &quot;standardized&quot; writing assessment and &quot;authentic&quot; course writing assignments which were coded for &quot;genre&quot; as: &quot;standardized,&quot; &quot;persuasive,&quot; &quot;inform/explore,&quot; and &quot;reflective.&quot; Using automated writing evaluation, we extracted approximately 50 linguistic features (e.g., vocabulary usage) from the 1,426 writing samples. We present findings for genre-based feature distributions, cross-genre correlations, and implications for postsecondary writing education. [This paper was published in: &quot;Companion Proceedings in the 10th International Conference on Learning Analytics &amp; Knowledge (LAK20)&quot; (pp. 53-55). LAK20.]
The Views and Suggestions of ELT Prospective Teachers on Interview for Teacher Selection and Recruitment System in Turkey
Author: Çiftci, Harun
Date: 2017-12-00
Type: Journal Articles
Subjects: Foreign Countries,Language Teachers,Preservice Teachers,Student Attitudes,Second Language Instruction,English (Second Language),Employment Interviews,Teacher Selection,Teacher Recruitment,Evaluation Methods,Bias,Speech Skills

Teacher selection and recruitment system in recent years has become a highly concerned issue for the exam takers of The Selection Examination for Professional Posts in Public Organizations (henceforth KPSS) in Turkey. Ministry of National Education (henceforth MoNE) put into action some important steps for teacher selection and recruitment system. Among these steps, the most significant one is Interview which aims to assess prospective teachers' oral and representational skills. This study aims to reflect prospective English language teachers' views on Interview which is conducted after KPSS. The study reveals that almost all the participants argue that Interview is not objective evaluation method. Moreover, the participants are also of the opinion that Interview should be revised with respect to its content, committee members, duration allocated to each person and the announcement procedure of the results.
Physics Bachelor&apos;s Degrees: 2018. Results from the 2018 Survey of Enrollments and Degrees. Focus On
Author: Mulvey, Patrick J.
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Physics,Bachelors Degrees,Enrollment,Colleges,Institutional Characteristics,STEM Education,College Graduates,Individual Characteristics,Introductory Courses,Astronomy,College Science

Each fall the Statistical Research Center (SRC) conducts its Survey of Enrollments and Degrees. The survey is sent to all degree-granting physics and astronomy departments in the United States and Puerto Rico. Departments are asked to provide information concerning the number of students they currently have enrolled and the number of degrees they conferred in the previous academic year. The academic year is defined as being from September to August. In the 2017-18 academic year, 753 departments offered bachelor's degrees in physics. This Focus On highlights 2018 survey results pertaining to degrees conferred, characteristics (citizenship, age, gender, two-year college background, double majors, minors, and degree focus, race and ethnicity), and enrollments.
Distribution and Variation of Housing Instability among San Mateo County Students: Part 1
Author: Tognozzi, Nicole
Date: 2020-02-00
Type: Reports - Research
Subjects: Housing,Homeless People,Public Schools,Barriers,Student Mobility,Population Distribution,Outcomes of Education,High School Students,Elementary School Students,Attendance,Student Characteristics

In 2018, the Chan Zuckerberg Initiative engaged the John W. Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) to partner with public school districts in San Mateo County, CA to examine the barriers to educational success that homeless and highly mobile students face. Given the increasing prevalence of homelessness and unstable living arrangements among youth nation-wide, and particular challenges related to income inequality and rising housing costs in San Mateo County, this partnership aims to identify factors that may promote academic achievement among this vulnerable population. This report presents results for the first of three stages of this investigation into the prevalence and distribution of youth experiencing housing instability in San Mateo County, breaking the school districts into three geographically-based sub-groups. The first stage describes youth enrolled in the Sequoia Union High School District and its eight feeder elementary school districts. This report aims to address three key research questions: (1) What is the size and distribution of the homeless and highly mobile student population in Sequoia area school districts during the last three to five years? (2) To what degree do circumstances vary for this student population (e.g., in terms of chronicity of homelessness, instability of current living arrangements, placement in foster care, newcomer immigrant background, family structure)? and (3) How does being homeless or highly mobile affect students' educational outcomes?
Report &amp; Recommendations of the California Advisory Task Force on Alternative Schools: Building Knowledge and Consensus to Improve Education Outcomes for California&apos;s 350,000 Alternative School Students
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Nontraditional Education,Public Schools,Accountability,Advisory Committees,Educational Improvement,Elementary Secondary Education,Educational Indicators,School Effectiveness,Capacity Building,School Districts

This report summarizes the deliberations and recommendations of the California Advisory Task Force on Alternative Schools (Task Force). The Task Force is a public service project of the John W. Gardner Center for Youth and their Communities at Stanford University and is convened in collaboration with the California Department of Education (CDE). A central Task Force objective is to provide independent advice to the CDE and the State Board of Education (SBE) as they develop an accountability system and performance data dashboard for alternative schools, known as the Dashboard Alternative School Status (DASS). The Task Force also aims to build system knowledge and consensus among policymakers, practitioners, and equity advocates about state and local accountability levers that would best incentivize instructional innovation and improve outcomes for students in alternative schools. Task Force leadership is distributed across three workgroups whose efforts are reflected in the organization of this report. One workgroup led deliberations over the approach policymakers should take regarding statewide accountability measures on the DASS. A second workgroup focused on developing additional recommendations for Local Education Agencies (LEAs) regarding alternative school performance measurement (local indicators). A third workgroup led Task Force deliberations on broader policy considerations that address system capacity for innovation and continuous learning and improvement on behalf of the more than 355,000 children and youth enrolled in California's alternative public schools.
&apos;Witches&apos; and &apos;Viruses:&apos; The Activist-Academic Threat and a Policy Response
Author: Pullmann, Joy
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Activism,Higher Education,Departments,Political Attitudes,College Faculty,Feminism,Womens Studies,Academic Freedom,Freedom of Speech,Educational Change

How much of academia is infiltrated by activists? Some conservatives claim that &quot;neo-Marxism&quot; and its sister paradigms like feminist pedagogy, post-structuralism, and post-modernism have long infected certain departments in the humanities and social sciences. Those paradigms have now spread to more disciplines and funding committees. However, conservatives have been slow to explain how activist departments capture institutions. In that light, this policy brief reviews two feminist papers that detail institutional capture. The campus activism process is quite successful and it's critical to show how activists use academic departments to capture institutions (both on the faculty and the administrative sides). For leaders who want to protect institutions against a political takeover, some workable and achievable policies can help them preserve a free academy.
Promising Practices Emerge from Expert Peer Review of District Reopening Plans
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,School Closing,School Districts,Public Schools,Ancillary School Services,Data Use,Technology Uses in Education,Student Evaluation,Parent School Relationship,School Community Relationship,Equal Education,Educational Finance,Trust (Psychology),Electronic Learning,Distance Education,Organizational Change

As school districts across the country braced themselves for the immensely complicated task of preparing reopening and recovery plans amid a global pandemic, the Center on Reinventing Public Education (CRPE) and the Collaborative for Student Success convened experts in emergency planning, health and safety, parent and family advocacy, special education, and school district and state leadership to review school districts' plans to educate students during the COVID-19 pandemic. This brief presents practices that the review panel identified as particularly strong and replicable. We hope that by highlighting promising practices early in the new school year, other district and state leaders may have an opportunity to identify and reproduce those that best serve their needs and help foster an environment where teachers and students can succeed. Over 100 districts were considered and 20 were selected for panelist review based on their level of comprehension, geographic representation, and variation in size. Using a rubric designed by the Collaborative and CRPE to support district officials, panelists reviewed reopening plans, as well as online communications and resources.
The Shock of Last Spring Suppresses Conflicts and Complexity That Surface Later: Lessons from Aurora Public Schools&apos; COVID-19 Response Spring 2020
Author: Center on Reinventing Public Education (CRPE)
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Crisis Management,School Closing,School Districts,Educational Practices,Access to Computers,Online Courses,Distance Education,Governance,Preschool Education,Elementary Secondary Education,Family Needs,At Risk Persons,Student Needs,Educational Technology,Politics of Education,Public Schools

When Colorado Governor Jared Polis declared a state of emergency on March 10 in response to the coronavirus, the timing was fortunate for Aurora Public Schools (APS). Spring break was starting three days later. To provide a little more breathing room, the district extended its break by one week. In the months that followed, APS's response to COVID-19 would reveal the promise but also some of the limits of a careful approach to crisis management. By defining its spring response as a problem of crisis management, the district was able to provide much-needed resources to its community. But by the summer, APS's equally careful plans for reopening ran into a broader set of issues: the challenges of providing rigorous instruction rather than minimal access to learning activities, ongoing problems with internet access in the community, a lack of state-level safety guidance that hindered planning, and growing tensions over who would decide when and how the district would reopen. These problems underscore how local district responses to the virus--no matter how rational and organized--are increasingly buffeted and complicated by the environment as the pandemic drags on. [For the full report, &quot;Lessons from Remote Learning in Six School Systems,&quot; see ED608269.]
Identifying High-Demand Occupations. 50-State Comparison: Education and Workforce Development Connections
Author: Education Commission of the States
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Labor Force Development,Identification,Demand Occupations,Credentials

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. As states work to align their workforce needs with appropriate education and training, they frequently do so by identifying high-demand occupations and the training necessary to enter the occupations. This comparison identifies states that define high-demand occupations within statute, the process used to identify the occupations and if a state publicly displays these occupations and required training or credentials. [View the full &quot;50-State Comparison: Education and Workforce Development Connections&quot; here: https://www.ecs.org/50-state-comparison-education-and-workforce-development-connections/.]
Collaborative Plan for Minnesota&apos;s System Serving Children Who Are Deaf, Deafblind, and Hard of Hearing: 2019-2024
Author: MartinRogers, Nicole
Date: 2019-01-00
Type: Reports - Research
Subjects: Deafness,Deaf Blind,Hearing Impairments,Planning Commissions,Strategic Planning,Cooperative Planning,Disability Identification,Early Intervention,Special Schools,Special Education,Individualized Education Programs,Social Services,Transitional Programs,Individual Characteristics,Children,Educational Policy,Outcomes of Education,School Readiness,Adolescents,Young Adults,Elementary Secondary Education,Postsecondary Education,Early Childhood Education,Equal Education,Educational Legislation,Students with Disabilities,Federal Legislation,Labor Force Development,Labor Legislation,Civil Rights Legislation,State Programs,Childhood Needs,Enrollment,Graduation Rate

In 2007, the Early Hearing Detection and Intervention (EHDI) law was passed in Minnesota mandating newborn hearing screening. Recognizing that a number of state-level agencies and statewide advocacy and direct services organizations share responsibility for serving deaf, deafblind, and hard of hearing children and youth, the Minnesota Commission of the Deaf, DeafBlind &amp; Hard of Hearing (MNCDHH) formed a Collaborative stakeholder group to create positive, systemic changes in order to achieve better education, language acquisition, and career outcomes for students who are deaf, deafblind, and hard of hearing. MNCDHH is a governor-appointed Commission that advocates for communications access and equal opportunity with Minnesotans who are deaf, deafblind, and hard of hearing. The 5-Year Collaborative Plan is a strategic plan that is facilitated by MNCDHH to support and guide the work of this Collaborative. Wilder Research was contracted by MNCDHH to help create a data-driven Collaborative Plan. This report summarizes results of the background research completed to inform the Plan, including a review of the landscape of existing services and supports; the characteristics of children in Minnesota who are deaf, deafblind, and hard of hearing; and the strengths and needs of the service system. [This report was produced with the Minnesota Commission of the Deaf, DeafBlind &amp; Hard of Hearing (MNCDHH).]
Workforce Education and Training Financial Aid. 50-State Comparison: Education and Workforce Development Connections
Author: Education Commission of the States
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Labor Force Development,Financial Support,Job Training,Full Time Students,Part Time Students,Financial Needs,Educational Attainment,Postsecondary Education,Student Costs

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. To support access to workforce specific postsecondary programs, at least 26 states have adopted financial aid programs to incent completion. This 50-State Comparison focuses on aid programs that were intended to incent enrollment and/or completion in a broader set of workforce fields. [View the full &quot;50-State Comparison: Education and Workforce Development Connections&quot; here: https://www.ecs.org/50-state-comparison-education-and-workforce-development-connections/.]
Workforce Systems. 50-State Comparison: Education and Workforce Development Connections
Author: Education Commission of the States
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Policy,Educational Policy,Labor Force Development,State Agencies,Departments,State Officials,Federal Legislation,Labor Legislation

While the federal Workforce Innovation and Opportunity Act (WIOA) plays a role in workforce development, state policymakers actively seek ways beyond WIOA requirements to connect education with workforce development. In compliance with WIOA, all states have a statewide workforce development board or council. However, some states have gone beyond the requirements in federal policy to expand the board's membership to include additional members within the education system, such as state superintendents of education and chancellors of postsecondary institutions. This comparison identifies each state's workforce board and council, education representatives and entities identified in state policy that are required members of the board or council and additional charges of the board outlined in state policy that connect education and workforce development. [View the full &quot;50-State Comparison: Education and Workforce Development Connections&quot; here: https://www.ecs.org/50-state-comparison-education-and-workforce-development-connections/.]
Free Speech on Campus. Blueprint for Reform
Author: James G. Martin Center for Academic Renewal
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Freedom of Speech,College Environment,Educational Policy,Federal Legislation,Public Colleges,Private Colleges

University students are America's future leaders in business, science, politics, philanthropy, and education. It is essential that universities provide for them an environment where the pursuit of truth and open inquiry are uninhibited. They must be exposed to differing ideas, engage in civil debate, and learn to appreciate America's tradition of respect for free expression and peaceful dissent. The pursuit of truth requires that all spaces are open for conversation, that the quest for knowledge is unbridled, and the path to truth is free from the hurdles of speech codes and restrictive policies. Over the last decade, the campus intellectual climate has deteriorated. Free speech issues are at the forefront of campus politics, with threats to free speech increasing worldwide. Public universities and colleges are bound by first amendment protections of free speech and many private institutions make bold promises of unfettered free expression. This report recommends that states or universities adopt policies take steps to protect freedom of speech and expression on campus.