ethanporcaro/eric-fulltext-meta huggingface dataset:
Reimagine the Future: Innovation for Every Child. The State of the World's Children 2015. Executive Summary
Author: United Nations Children's Fund (UNICEF)
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: Children,Disadvantaged Youth,Childrens Rights,World Problems,International Law,Treaties,Foreign Countries,Innovation,Social Justice,Personal Narratives,Video Technology,Social Change,Mortality Rate,Regional Characteristics,Nutrition,Child Health,Acquired Immunodeficiency Syndrome (AIDS),Access to Education,Preschool Education,Elementary Education,Secondary Education,Literacy,Birth Rate,Demography,Economic Climate,Females,Adult Literacy,Womens Education,Mothers,Contraception,Child Labor,Marriage,Child Abuse,Family Violence,Discipline,Adolescents,Mass Media Use,Enrollment,Early Parenthood,Rural Urban Differences,Family Income,Early Childhood Education,Child Development,Child Care,Tables (Data)

To mark the 25th anniversary of the Convention on the Rights of the Child, this edition of &quot;The State of the World's Children&quot; calls for brave and fresh thinking to address age-old problems that still affect the world's most disadvantaged children. The report is inspired by the work of innovators around the world--who are pushing boundaries and crafting solutions for local problems that reflect urgent global needs--towards a future in which all children can enjoy their rights. The digital report is a crowd-sourced compilation of stories and videos. It includes an interactive platform that maps innovations in countries all over the world, and invites users to put their own ideas &quot;on the map.&quot; It is available at http://sowc2015.unicef.org/. This Executive Summary provides an overview of the digital report and the context of UNICEF's call for innovation for equity. It also presents key statistics on child survival, development and protection for the world's countries, areas and regions.
Outcome Evaluation of the Minnesota Reading Corps PreK Program. Issue Brief
Author: Markovitz, Carrie E.
Date: 2015-03-00
Type: Reports - Descriptive
Subjects: Outcome Measures,Reading Programs,State Programs,Preschool Education,Tutoring,At Risk Students,Quasiexperimental Design,Preschool Children,Program Effectiveness,Reading Achievement,Emergent Literacy,School Readiness

Two of the most important educational benchmarks are readiness for kindergarten and reading at grade-level by third grade. Focusing on emergent literacy skills during the PreK years boosts reading abilities and helps young learners reach these critical goals. Research validates what works in teaching children to read: Well-trained tutors and teachers delivering early, targeted interventions to students in need. Minnesota Reading Corps does just that, translating literacy research into effective practice to help struggling students become successful readers. AmeriCorps members serving in the program provide evidence-based interventions and data-based assessments to children from age three to grade three. This report summarizes a recently completed outcome evaluation of the Minnesota Reading Corps PreK program. The positive and significant findings demonstrate that the model effectively improves preschool students' emergent literacy skills and is highly replicable in multiple settings and across different student characteristics. Furthermore, the study highlights AmeriCorps members' crucial contributions as tutors and education partners within the Minnesota Reading Corps model. [See: Full Report at ED560024; and Appendices at ED560025.]
Outcome Evaluation: Minnesota Reading Corps PreK Program. Full Report
Author: Markovitz, Carrie E.
Date: 2015-03-00
Type: Reports - Research
Subjects: Outcome Measures,Reading Programs,State Programs,Preschool Education,Tutoring,Enrichment,At Risk Students,Quasiexperimental Design,Preschool Children,Program Effectiveness,Reading Achievement,Emergent Literacy,Sex,Race,English Language Learners

Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide evidence-based literacy enrichment and tutoring services to preschool (PreK) students and at-risk Kindergarten through third grade (K-3) elementary school students. This report, commissioned by the Corporation for National and Community Service (CNCS), describes the results of a quasi-experimental design (QED) outcome evaluation of 1,534, 3-, 4-, and 5-year old PreK students who attended either a Minnesota Reading Corps PreK program site or a comparison site during the 2013-2014 school year. Students were enrolled at 25 Minnesota Reading Corps PreK sites and 25 comparison PreK sites matched to each Minnesota Reading Corp on specific site-level characteristics. The goal of the outcome evaluation was to determine the effects of the Minnesota Reading Corps program on PreK students' emergent literacy skills. Key findings from the study included: (1) PreK students in the Minnesota Reading Corps program achieved significantly higher emergent literacy assessment scores by the end of the school year than did students enrolled at matched-comparison sites; (2) The Minnesota Reading Corps PreK program was equally effective for PreK students regardless of gender, race/ethnicity or Dual Language Learner (DLL) status; and (3) The Minnesota Reading Corps PreK program was effective across multiple sites and site types; thus, the program is highly replicable in multiple preschool settings. [See: Issue Brief at ED560023 and Appendices at ED560025.]
Outcome Evaluation: Minnesota Reading Corps PreK Program. Appendices
Author: Markovitz, Carrie E.
Date: 2015-03-00
Type: Reports - Research
Subjects: Outcome Measures,Reading Programs,State Programs,Preschool Education,Tutoring,Enrichment,At Risk Students,Quasiexperimental Design,Preschool Children,Program Effectiveness,Reading Achievement,Emergent Literacy,Models,Validity,Robustness (Statistics),Comparative Analysis,Research Methodology,Statistical Analysis

Minnesota Reading Corps is the largest AmeriCorps State program in the country. Its mission is to help every Minnesota child become a proficient reader by the end of third grade. To meet this goal, the Minnesota Reading Corps and its host organization, ServeMinnesota Action Network, engages a diverse group of AmeriCorps members to provide evidence-based literacy enrichment and tutoring services to preschool (PreK) students and at-risk Kindergarten through third grade (K-3) elementary school students. The report, commissioned by the Corporation for National and Community Service (CNCS), described the results of a quasi-experimental design (QED) outcome evaluation of 1,534, 3-, 4-, and 5-year old PreK students who attended either a Minnesota Reading Corps PreK program site or a comparison site during the 2013-2014 school year. Students were enrolled at 25 Minnesota Reading Corps PreK sites and 25 comparison PreK sites matched to each Minnesota Reading Corp on specific site-level characteristics. The goal of the outcome evaluation was to determine the effects of the Minnesota Reading Corps program on PreK students' emergent literacy skills. These appendices of the final report include: Logic Model for the Process and Impact Evaluation of MRC; School Matching Validity Analysis; Detailed Methodology; Fall-Winter Models and Effects Tables; Fall-Spring Models and Effects Tables; Findings from Robustness Analysis; IES What Works Clearinghouse Analysis; and a Glossary. [For the full report, see ED560024; for the Issue Brief, see ED560023.]
National Service and Mentoring. Issue Brief
Author: Corporation for National and Community Service
Date: 2014-01-00
Type: Reports - Descriptive
Subjects: Mentors,Disadvantaged Youth,Children,Capacity Building,Recruitment,Volunteers,Voluntary Agencies,Service Learning,Community Services,Organizations (Groups)

The Corporation for National and Community Service (CNCS) supports mentoring for children and youth from disadvantaged circumstances through several of their programs. CNCS believes that caring and capable adults can make a critical difference in the lives of children and youth in need. Mentoring is a proven method to ensure students complete their education. Youth with a mentor more readily attend and engage in school and are therefore more likely to finish high school and continue their education. Mentors model precisely the attitudes and aptitudes youth need to thrive: intellectual curiosity, compassion for others, and determination to succeed. National service members serve in two ways: as mentors and by building the capacity of mentoring organizations through mentor recruitment and management, fundraising, and program administration. During 2013, more than 837,000 children and youth from disadvantaged circumstances were mentored through CNCS supported programs. National Mentoring Month, held each year in January, draws a spotlight on mentoring and the positive effect it can have on young lives. This issue brief describes some of the successes from mentoring programs.
Generation 2030/Africa
Author: You, Danzhen
Date: 2014-08-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Demography,Children,Population Trends,Policy,Adolescents,Adults,Older Adults,Females,Birth Rate,Mortality Rate,Urbanization,Poverty,Population Growth,Conflict

Until relatively recently, much of Africa has been among the economically least developed and least densely populated places on earth, replete with villages and rural communities. Africa is changing rapidly, in its economy, trade and investment; in climate change; in conflict and stability; in urbanization, migration patterns, and most of all in demographics. Demographics are key to Africa's increasing centrality to the global development and growth agenda. In particular, the demographics of Africa's children are experiencing a shift on a scale perhaps unprecedented in human history. On current trends, almost 2 billion babies will be born in Africa in the next 35 years. Over the same period Africa's under-18 population will increase by two thirds, reaching almost 1 billion by mid-century; and close to half of the world population of children will be African by the end of the 21st century. The &quot;Generation 2030&quot; project--renamed to reflect the end date of the post-2015 agenda that is beginning to emerge and to focus on child demographic shifts in the years running up to 2030 and beyond--provides key data and analysis, and raises policy issues that will foster debate and discussion and influence decisions in the coming years. This report, focusing exclusively on Africa, has two key components. Chapter 1 provides an in-depth analysis of child demographic trends in Africa, for the region as a whole, by subregion, and country-by-country, and contextualizes some of these trends. Chapter 2 seeks to raise some key policy questions--though by no means exhaustively--on the implications of Africa's child demographics for the continent itself and for the world. The authors consider that the key points highlighted in this review of demographic trends have important implications for global, regional, and national actions to help realize the rights of all of the continent's children in the 21st century, foster inclusive and sustainable development, and set the ground for a more peaceful, stable, and prosperous Africa. Statistical trends, graphics, and tables are provided in the appendix. [This report was produced by UNICEF, Division of Data, Research, and Policy.]
Federal Student Loan Amounts and Terms for Loans Issued in 2014-15
Author: Institute for College Access & Success, Project on Student Debt
Date: 2014-06-25
Type: Reports - Descriptive
Subjects: Student Loan Programs,Federal Programs,Credit (Finance),Fees,Eligibility,Loan Repayment,Undergraduate Students,Graduate Students

This chart summarizes the interest rates, loan limits, and other terms for federal student loans issued from July 1, 2014 through June 30, 2015
A New Turnaround Model: Michigan's Highland Park Goes Charter. Policy Brief
Author: Spalding, Audrey
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: School Districts,Charter Schools,Public Schools,Educational Finance,Debt (Financial),School Turnaround,Declining Enrollment,Academic Achievement,Achievement Gains,School Effectiveness,Financial Problems,Money Management,Facilities Management,Crime,Antisocial Behavior,Elementary Secondary Education

This brief examines the series of events that led to the Highland Park school district being converted to a system of charter public schools in 2012. Used as a strategy to help the district eliminate its large fiscal debt while still providing resident students with a local public school option, Highland Park's charter conversion is one of the first of its kind in the state and even the nation. During the first year of charter school operation, students demonstrated significant learning gains, with some grades posting academic growth far above the average Michigan student. A timeline of events is appended. [This paper is a companion piece to &quot;The Highland Park Transformation,&quot; a short documentary video featuring interviews with Highland Park students, parents and teachers about the district's conversion. That video can be found online here: www.mackinac.org/highlandpark.]
Q&amp;A on the For-Profit College &quot;90-10 Rule&quot;
Author: Institute for College Access & Success, Project on Student Debt
Date: 2015-03-18
Type: Reports - Descriptive
Subjects: Debt (Financial),College Students,Student Financial Aid,Federal Legislation,Private Colleges,Financial Support,Tuition,Federal Aid,Taxes,Standards,Higher Education,Educational Legislation

An update to the 2012 edition, this brief report provides frequently asked questions regarding the &quot;90-10&quot; rule, a federal law barring for-profit colleges from receiving more than 90% of their revenues from Department of Education Title IV federal student aid, including information on proposals for strengthening it. The 90-10 Rule is modeled on the Department of Veterans Affairs' long-standing 85-15 Rule, which prohibits more than 85% of a program's students from receiving VA funding. [For the 2012 edition, see ED540082.]
Michigan vs. Florida: Student Achievement, Education Policies and Proposals for Reform
Author: Van Beek, Michael
Date: 2013-00-00
Type: Reports - Research
Subjects: Standardized Tests,Educational Assessment,Achievement Rating,Educational Improvement,Educational Policy,Comparative Analysis,Academic Achievement,Educational Change,Public Education,Expenditure per Student,Socioeconomic Status,Elementary Secondary Education,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Accountability,School Choice,Social Promotion,Language Proficiency,Teacher Effectiveness,Educational Quality,Private Schools,Virtual Classrooms,Alternative Teacher Certification,Grade 3,Educational Resources,Reading Programs

This study is an examination of Florida and Michigan's performance on the National Assessment of Educational Progress's (NAEP) standardized test, often referred to as &quot;the nation's report card.&quot; Immediately prior to and during Florida's immense improvement on these scores from the past 15 years, the state made substantial changes to its public education system. Some of these policies have been rigorously studied and have shown a positive impact on Florida students that Michigan should emulate to improve its static performance.
Kansas Educational Achievement Report Card 2015. Research Reports
Author: Tallman, Mark
Date: 2015-01-06
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Program Effectiveness,Basic Skills,Reading Achievement,Reading Tests,Mathematics Achievement,Mathematics Tests,High School Graduates,Graduation,Educational Attainment,Adults,Comparative Analysis,Geographic Location,Educational Finance,Financial Support,Student Needs,Economic Factors,Socioeconomic Influences,College Entrance Examinations,Elementary Secondary Education,Grade 4,Grade 8,College Preparation

This report includes a high-level overview of student outcome data and how Kansas measures up to the other 49 states. It is meant to complement the other reporting that the Kansas Association of School Boards has released and will be releasing related to improving student outcomes for all Kansas public schools. The following are key findings presented in this report: (1) Kansas ranks 10th in the nation on mastery of basic skills before high school as reported by NAEP; (2) Kansas ranks 5th in the nation on high school completion rates as reported by the U.S. Department of Education and the National Council on Education Statistics (NCES); (3) Kansas ranks 5th in the percent of students tested meeting all four benchmarks out of all states where a majority of students take the ACT; (4) Kansas ranks 15th in average educational attainment of adults 25 and older as reported by NCES; (5) Kansas ranks 8th in the nation in educational achievement measured across outcome measures; (6) No state ranking higher in educational achievement spends less per pupil than Kansas; (7) Kansas ranks 27th in the nation in per pupil spending (25th when adjusted for regional cost of living); (8) Kansas has noticeably higher rates of students in poverty and eligible for free or reduced lunches than the other states ranking high on achievement; (9) Few states ranking higher in educational achievement have lower adult income levels than Kansas; (10) Kansas ranks 26th in the nation in median household income (20th when adjusted for regional cost of living); and (11) Kansas ranks 24th in per capita personal income (11th when adjusted for regional cost of living.) A list of data sources and methods is included.
Roadblocks to Reform? A Review of Union Contracts in Michigan Schools
Author: Spalding, Audrey
Date: 2014-00-00
Type: Reports - Research
Subjects: Unions,Contracts,Educational Change,Barriers,State Legislation,Collective Bargaining,School Districts,State Policy,Compliance (Legal),Definitions,Teachers,Teacher Evaluation,Tenure,Teacher Effectiveness,Case Studies,Educational Policy,Program Implementation,Teacher Placement,Language Usage

This study focuses on Public Act 103 of 2011, which made teacher evaluation, layoff policies and teacher placement prohibited subjects of bargaining, among other things. After surveying 200 Michigan school district collective bargaining agreements, this study finds that as many as 60 percent of districts could have collective bargaining agreements in place that contain language prohibited by PA 103. Some districts negotiated with their unions to add language stating that if circumstances changed, pages of prohibited language would take immediate effect. Others simply changed the word &quot;teacher&quot; in order to keep the prohibited language but have it apply to other staff members. Finally, some districts appear to have kept prohibited language without explanation. This study includes further examples and lists of districts that kept the prohibited language in their contracts. As a solution, penalties could be added to the collective bargaining reform laws in order to encourage district compliance. Three appendices include: (1) Surveyed Districts; (2) Districts Redefining &quot;Teacher&quot;; and (3) Contracts Containing Prohibited Language.
At-Risk Funding in Kansas: Free Lunch Status and At-Risk Status. Research Reports
Author: Kansas Association of School Boards (KASB)
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Public Schools,Low Income Groups,Eligibility,Financial Support,State Aid,School Districts,Funding Formulas,Socioeconomic Influences,Poverty,Catholic Schools,Geographic Location,Correlation,Student Characteristics,Racial Differences,Ethnic Groups,Family Income

The percentage of public school students qualifying for free or reduced price meals has increased from about 33 percent to nearly 50 percent over the past 15 years. Kansas uses the number of students eligible for free (but not reduced-price) lunch to determine the amount of funding school districts receive to provide for services to at-risk students. Because the value of this weighting factor has increased from 10 percent of base state aid per pupil to over 45 percent of base aid, questions have been raised about whether the number of students receiving free meals is due to actual changes in student and family economic need, or whether the increased weighting factor has caused districts to &quot;recruit&quot; families who may not actually qualify. This document presents data and comparisons that address those questions. Data suggests the increased weighting factor was not directly related to the increase in the percent of free and reduced-price lunch eligible students. Instead, a combination of increased poverty in children and the increase in the use of direct certification account for the majority of this change in Kansas. A list of references contains data source information.
At What Cost? How Community Colleges That Do Not Offer Federal Loans Put Students at Risk. Issue Brief
Author: Cochrane, Debbie
Date: 2014-07-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Student Loan Programs,Paying for College,Federal Aid,Two Year College Students,Student Characteristics,Racial Differences,Ethnic Groups,Urban Areas,Geographic Location,Student Financial Aid

Each year, millions of college students borrow money to help bridge the gap between college costs and available income, savings, and grants. Experts all agree that, for those who need to borrow to pay for college, federal student loans are the safest and most affordable option. Unfortunately, some colleges choose not to participate in the federal student loan program, &quot;preventing their students from taking advantage of them.&quot; Without access to affordable student loans, students who cannot afford school after available grants and scholarships are left between a rock and a hard place. In this fourth assessment of federal student loan participation at community colleges across the country, this issue brief presents national averages and state-by-state data for 2013-14, takes a deeper look at activity in North Carolina and California since 2010-11, and reviews changes in Georgia. This brief includes: recommendations; methodology; and the appendix: &quot;Participation Rate Index (PRI) Worksheet.&quot;
Data Show No Evidence of &quot;Over-Borrowing&quot; at Community Colleges. Fact Sheet
Author: Institute for College Access & Success
Date: 2014-06-12
Type: Reports - Evaluative
Subjects: Community Colleges,Student Loan Programs,Federal Aid,Student Financial Aid,Two Year College Students,Federal Programs,Costs,Paying for College,Loan Repayment,Loan Default

Some community colleges have expressed concerns that their students borrow more than they need in federal loans. However, &quot;the data do not support claims of 'over-borrowing' at community colleges.&quot; The vast majority of community college students do not borrow federal loans at all, and the few who do borrow do not take out large loan amounts. Findings are presented in this fact sheet.