ethanporcaro/eric-fulltext-meta huggingface dataset:
Monitoring the Future: National Survey Results on Drug Use, 1975-2007. Volume II, College Students and Adults Ages 19-45, 2007. NIH Publication No. 08-6418B
Author: Johnston, Lloyd D.
Date: 2008-10-00
Type: Numerical/Quantitative Data
Subjects: College Students,High Schools,Drug Abuse,Drug Use,High School Graduates,Young Adults,Grants,Adults,Adolescents,National Surveys,Drinking,Smoking,Questionnaires,Race,Ethnicity,Trend Analysis,Tables (Data),Attitudes,Acquired Immunodeficiency Syndrome (AIDS),Gender Differences,Racial Differences,Age Differences,Norms,Demography,Risk,Regional Characteristics,Rural Urban Differences,Followup Studies,Sampling

Monitoring the Future is a long-term program of research being conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated research grants from the National Institute on Drug Abuse. Now in its 33rd year, the study is comprised of several ongoing series of annual surveys of nationally representative samples of 8th- and 10th-grade students (begun in 1991), 12th-grade students (begun in 1975), and adults (begun in 1976). As the authors report in this volume, several segments of the adult population are covered in the follow-up surveys of high school graduates. One important segment is American college students; a second is their age peers who are not attending college, sometimes called the "forgotten half"; and a third is all young adult high school graduates of modal ages 19 to 30, which are referred to as the "young adult" sample. Finally, high school graduates at the specific modal ages of 35, 40, and 45 are included each year in longer term follow-ups. The follow-up surveys have been conducted by mail on representative subsamples of the previous participants from each high school senior class. The present volume presents data from the 1977 through 2007 follow-up surveys of the graduating high school classes of 1976 through 2006 as these respondents have progressed into adulthood--now through age 45 for the oldest respondents, and soon to be through age 50. (Contains 42 tables, 74 figures, and 59 footnotes.) [This content was produced by the Monitoring the Future project at the Institute for Social Research, University of Michigan. For Volume I, see ED508294.]
Monitoring the Future: National Survey Results on Drug Use, 1975-2008. Volume II, College Students and Adults Ages 19-50. NIH Publication No. 09-7403
Author: Johnston, Lloyd D.
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: College Students,Drug Abuse,Drug Use,High School Graduates,Young Adults,Grants,Adults,Adolescents,National Surveys,Drinking,Smoking,Questionnaires,Race,Ethnicity,Trend Analysis,Tables (Data),Attitudes,Acquired Immunodeficiency Syndrome (AIDS),Gender Differences,Racial Differences,Age Differences,Norms,Demography,Risk,Regional Characteristics,Rural Urban Differences,Followup Studies,Sampling

Monitoring the Future is a long-term program of research being conducted at the University of Michigan's Institute for Social Research under a series of investigator-initiated research grants from the National Institute on Drug Abuse. Now in its 34th year, the study is comprised of several ongoing series of annual surveys of nationally representative samples of 8th- and 10th-grade students (begun in 1991), 12th-grade students (begun in 1975), and adults (begun in 1976). As the authors report in this volume, several segments of the adult population are covered in the follow-up surveys of high school graduates. One important segment is American college students; a second is their age peers who are not attending college, sometimes called the "forgotten half"; and a third is all young adult high school graduates of modal ages 19 to 30, which are referred to as the "young adult" sample. Finally, high school graduates at the specific modal ages of 35, 40, 45, and 50 are included each year in longer term follow-ups. The follow-up surveys have been conducted by mail on representative subsamples of the previous participants from each high school senior class. The present volume presents data from the 1977 through 2008 follow-up surveys of the graduating high school classes of 1976 through 2007 as these respondents have progressed into adulthood--now through age 50 for the oldest respondents. (Contains 30 tables, 74 figures, and 61 footnotes.) [This content was produced by the Monitoring the Future project at the Institute for Social Research, University of Michigan. For Volume I, see ED508295.]
Playing to Type? Mapping the Charter School Landscape. Final Report
Author: Carpenter, Dick M., II
Date: 2009-05-00
Type: Reports - Evaluative
Subjects: Charter Schools,Classification,Institutional Characteristics,Enrollment,Student Diversity,Academic Achievement,Traditional Schools,Vocational Schools,Nontraditional Education,Progressive Education,Open Enrollment,Selective Admission

Most discussions of charter schools assume that they are monolithic. While the media, researchers, and policymakers are obsessed with comparing charters to traditional public schools, there's been little interest in comparing different types of charter schools to one another--until now. This study--the first of its kind--categorizes the nation's charter schools into a robust typology according to their educational approaches. It also provides demographic information by type--how many are in each category, what their student populations look like, and so forth--and makes a first attempt at comparing their test scores. Appendices include: (1) Charter school typology with distribution by instructional sub-types; and (2) Adjusted, Absolute Means by Type. (Contains 6 figures.) [Foreword written by Chester E. Finn, Jr.]
Building Capability in Vocational Education and Training Providers: The TAFE Cut. Occasional Paper
Author: Guthrie, Hugh
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Human Resources,Vocational Education,Postsecondary Education,Educational Needs,Training,Organizational Development,Educational Policy,Labor Relations,Foreign Countries,Educational Environment,Educational Development,Governance,Government Role,Professional Development,Faculty,Teacher Characteristics,Educational Finance,Program Effectiveness,Strategic Planning,Labor Market,Education Work Relationship

This paper focuses on issues which affect the capability of technical and further education (TAFE) providers to meet their clients' and stakeholders' needs and draws extensively on the reports of the consortium research program which examined ways to help build vocational education and training (VET) provider and workforce capability. The paper puts this research, most of which was completed in 2006 and 2007, into a contemporary framework. It suggests that TAFE providers need to be free of unnecessary central constraints to help them meet their strategic business needs. This includes more direct control of human resources matters and industrial relations. (Contains 8 footnotes.)
The Role of Vocational Education and Training in the Labour Market Outcomes of People with Disabilities. A National Vocational Education and Training Research and Evaluation Program Report
Author: Polidano, Cain
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Disabilities,Labor Market,Foreign Countries,Vocational Education,Research Reports,Academic Accommodations (Disabilities),Community Based Instruction (Disabilities),Role of Education,National Surveys,Educational Benefits,Multivariate Analysis,Employment Potential

Low levels of education generally among people with a disability is one of the factors contributing to their lower rate of labour market participation. What role vocational education and training (VET) plays in ameliorating this is the focus of this report. Using data from the Household, Income and Labour Dynamics of Australia surveys, the report finds that for people who are not working, completing a VET qualification does increase the chance of employment and more so for people with a disability. Two appendices are included: (1) Technical discussion of modelling approach; and (2) Full results of employment model. (Contains 15 tables, 2 boxes and 20 footnotes.)
Getting the Measure of the VET Professional
Author: Mlotkowski, Peter
Date: 2010-00-00
Type: Reports - Research
Subjects: Vocational Education,Professional Personnel,Profiles,Activities,Qualifications,Self Employment,Aging (Individuals),Part Time Employment,Vocational Education Teachers,Adult Education,Adult Educators,Gender Differences,Foreign Countries

This report draws on analyses of Australian Bureau of Statistics (ABS) data from the Survey of Education and Training (SET) and the Census of Population and Housing to provide an updated demographic profile of vocational education and training (VET) professionals and VET practitioners. A number of caveats are attached to this analysis, all relating to changes made to the primary source of data, the Survey of Education and Training. Caveats aside, a number of clear findings emerge, or rather are reinforced: (1) VET professionals are increasingly involved in direct activities; that is, activities that are directly concerned with the development, delivery and assessment of courses/modules; (2) VET professionals are increasingly older, and older VET professionals are increasingly found in technical and further education (TAFE); (3) There are roughly equal numbers of male and female VET practitioners in TAFE, with more of both employed part-time than full-time; (4) The proportions of full- and part-time staff have been stable for ten years; and (5) An increasing proportion of VET professionals are self-employed. In addition, there may have been a shift in the qualification profile of professionals in TAFE providers with, in particular, an increase in the proportion holding postgraduate qualifications. A range of reasons are suggested to explain why such a change might have come about, but the authors also suggest that further work is needed to understand if and why such a change in qualification profile has occurred. (Contains 3 tables, 1 box, and 9 figures.) [This report is complemented by two other pieces of work: &quot;National TAFE Workforce Study 2008&quot; (Lisa Nechvoglod, Peter Mlotkowski, and Hugh Guthrie)  and &quot;VET Workforce Collection: Feasibility Report&quot; (Katherine McGregor). These three reports are published together by NCVER in &quot;Vocational Education and Training Workforce Data 2008: A Compendium,&quot; edited by Hugh Guthrie.]
National TAFE Workforce Study 2008
Author: Nechvoglod, Lisa
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Adult Education,Adult Educators,Labor Force,Profiles,Aging (Individuals),Part Time Employment,Temporary Employment,Gender Differences,Professional Personnel,Regional Characteristics,Differences,Employment Level,Qualifications,Comparative Analysis,Trend Analysis,Data Collection,Foreign Countries

The purpose of this report is to provide national data on the technical and further education (TAFE) workforce in 2008 and, where possible, compare this with 2002 data collected for the report &quot;Profiling the national vocational education and training workforce&quot; (NCVER 2004). Currently, there is no regular consistent national collection of TAFE workforce data. This is because public delivery of training has predominantly been by the states and territories through their TAFE institutes and colleges, and workforce issues are seen to be an operational matter. This report is an attempt to fill in the information gap. First, the report outlines the processes used to gather data on the national TAFE workforce in 2008. Next the 2008 data are presented. They are then compared with the data gathered for 2002. The final section presents the key findings and discusses their implications, and also raises issues about the data collection itself. Data elements and state tables are included. (Contains 4 footnotes, 68 tables, and 2 figures.) [This report is complemented by two other pieces of work: &quot;Getting the Measure of the VET Professional: An Update&quot; (Peter Mlotkowski and Hugh Guthrie); and &quot;VET Workforce Collection: Feasibility Report&quot; (Katherine McGregor). The three reports are published together by NCVER in &quot;Vocational Education and Training Workforce Data 2008: A Compendium,&quot; edited by Hugh Guthrie.]
Evaluation of the School Administration Manager Project
Author: Turnbull, Brenda J.
Date: 2009-12-00
Type: Numerical/Quantitative Data
Subjects: School Administration,Instructional Leadership,Principals,Educational Innovation,Educational Improvement,Improvement Programs,Program Implementation,Program Evaluation,Program Effectiveness,Time Management,Organizational Change,Change Strategies,Administrator Behavior,Teacher Administrator Relationship,Management Development,Program Descriptions

The School Administration Manager (SAM) project, supported by The Wallace Foundation as part of its education initiative, focuses on changing the conditions in schools that prevent principals from devoting more time to instructional leadership. In schools participating in the National SAM Project, principals have made a commitment to increase the amount of time they spent on tasks related to instructional leadership, and each school has hired or designated a SAM to support and assist the principal in making this change. Policy Studies Associates (PSA) evaluated the implementation, early effects, and diffusion of the SAM innovation around the country during 2008 and early 2009. The evaluation documented and analyzed the essential properties of the SAM innovation; the dimensions of variation found across schools; the organizational and individual incentives for adoption, implementation, and adaptation in particular contexts; and the outcomes for individual principals, SAMs, and schools. The findings suggest that one way of implementing the project--designating a SAM but delegating few new tasks to him or her--has not resulted in changing principals' time use in the desired ways. Other school-level consequences that should be assessed in later years will include whether SAMs stay on the job over time, and how changes in principals' behavior affect teaching and learning in their schools. Still other consequences will be seen at the policy and system level, including whether districts support the project financially. Each of these types of consequences deserves systematic monitoring and should inform further revision and specification of the SAM innovation's essential elements. In this way, the project can continue to build on its notable accomplishments in helping principals change their use of time. (Contains 34 exhibits and 10 footnotes.) [This paper was produced for The Wallace Foundation.]
Ensuring Early Literacy Success. Research Points. Volume 6, Issue 1, Winter 2009
Author: Rangel, Elizabeth S.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Emergent Literacy,Oral Language,Reading Skills,Time Factors (Learning),Beginning Reading,Reading Instruction,Reading Research,Educational Policy

Ensuring early literacy success is a wise investment because literacy skills are essential to success in all school subjects--literature, social sciences, natural science, and mathematics. There is a strong research base for how children learn to read, how to prevent failure, and how to intervene when reading difficulties occur. This issue of "Research Points" discusses the aspects of a successful literacy policy and explains how reading a lot begets reading skill. A list of suggestions for policymakers on how they can promote early literacy success is presented. An 18-item bibliography is included.
Free to Teach: What America's Teachers Say about Teaching in Public and Private Schools. School Choice Issues in Depth
Author: Forster, Greg
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Public School Teachers,Private Schools,National Surveys,Teacher Surveys,Teacher Attitudes,Institutional Characteristics,Teacher Characteristics,Job Satisfaction,Organizational Climate,Safety,Professional Autonomy,Faculty Workload,School Choice

This study presents data from a major national survey of teachers conducted by the U.S. Department of Education; the Schools & Staffing Survey. The authors break down these observational data for public and private school teachers, in order to compare what teachers have to say about their work in each of the two school sectors. These are eye-opening data for the teaching profession. They show that public school teachers are currently working in a school system that doesn't provide the best environment for teaching. Teachers are victims of the dysfunctional government school system right alongside their students. Much of the reason government schools produce mediocre results for their students is because the teachers in those schools are hindered from doing their jobs as well as they could and as well as they want to. By listening to teachers in public and private schools, the authors discover numerous ways in which their working conditions differ--differences that certainly help explain the gap in educational outcomes between public and private schools. Exposing schools to competition, as is the case in the private school sector, is good for learning partly because it's good for teaching. (Contains 10 tables and 12 endnotes.)
An Empirical Evaluation of the Florida Tax Credit Scholarship Program. School Choice Issues in the State
Author: Forster, Greg
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,Private Schools,Elementary Secondary Education,Tax Credits,School Choice,Telephone Surveys,Scholarship Funds,Educational Finance,Comparative Analysis,Parent Attitudes,Participant Satisfaction,Program Evaluation,Delivery Systems,Program Effectiveness

This study examines the Florida Tax Credit Scholarship program, one of the nation's largest school choice programs. It is the first ever completed empirical evaluation of a tax-credit scholarship program, a type of program that creates school choice through the tax code. Earlier reports, including a recent one on the Florida program, have not drawn comparisons between the educational results of public schools and tax-credit scholarships; this study is therefore the first step in evaluating the performance of this type of school choice. The Florida program provides a tax credit on corporate income taxes for donations to scholarship-funding organizations, which use the funding to provide K-12 private school scholarships to low-income students. Over 23,000 Florida students are attending private schools this year using these scholarships. Similar programs exist in Arizona, Georgia, Iowa, Indiana, Pennsylvania and Rhode Island. Studying a tax-credit scholarship program using traditional empirical techniques presents a number of methodological challenges. To overcome these difficulties, the study used a telephone survey conducted by Marketing Informatics to interview 808 participating parents whose children attended public schools before entering the program. It asked them to compare the educational services they received in public and private schools. The results provide the first ever direct comparison between the education participants received when they were in Florida public schools and the education they receive in the school choice program. (Contains 7 figures and 4 endnotes.)
The High Cost of Wisconsin's Dropout Rate. School Choice Issues in the State
Author: House, Emily Anne
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Taxes,Graduation Rate,Dropout Rate,Dropouts,High School Graduates,Graduation,Costs,Economic Impact,Income,Welfare Services,Institutionalized Persons,Correctional Institutions,Achievement Gap,Racial Differences,Minority Groups,Hispanic Americans,Wages,African Americans,Whites,At Risk Persons,Employment Level,Health Services,Social Services,College Bound Students

This study presents the public costs of high school dropouts in Wisconsin. It examines how dropouts in the state dramatically impact state finances through reduced tax revenues, increased Medicaid costs, and high incarceration rates. It also examines just how much high school dropouts cost Wisconsin's taxpayers each year, and how much could be saved through increasing the state's graduation rate. Though Wisconsin boasts one of the nation's highest graduation rates, there is still room for improvement. The achievement gap between races in the state is staggering, as 86 percent of white students earn high school diplomas while only 44 percent of African Americans and 48 percent of Hispanic students graduate. This cohort of dropouts costs Wisconsin hundreds of millions of dollars each year. (Contains 11 figures, 5 tables and 12 endnotes.) [This study was released jointly by the Friedman Foundation for Educational Choice and the John K. MacIver Institute for Public Policy.]
Expanding Choice: Tax Credits and Educational Access in Indiana
Author: Carpenter, Dick M., II
Date: 2009-01-00
Type: Numerical/Quantitative Data
Subjects: Taxes,Low Income,Elementary Secondary Education,Private Schools,Public Schools,State Legislation,Educational Opportunities,Tax Credits,School Choice,Corporations,Access to Education,Scholarships,At Risk Students,Low Income Groups,Public Colleges,Private Colleges,Eligibility,Economic Development,Private Financial Support,Financial Support,Educational Finance

One of the oldest and more popular forms of school choice in the United States is educational tax credits. Like many other types of school choice, educational tax credits enable parents to send their children to the K-12 school of their choice, public or private, religious or non-religious. One type of educational tax credits, tax-credit scholarships, give individuals and corporations an incentive--reduced income taxes--to donate to non-profit organizations that provide scholarships to families. These scholarships bring a wider array of educational options within the financial reach of low- and moderate-income families. In Indiana, legislation that would have created such a program, allowing for individuals and corporations to donate up to $30 million per year, died in committee in 2002. The initiative would have expanded educational options for children from low-income families by allowing them to use the funds (up to $3,300 per student) to choose between public and private schools. Three more bills that would have created similar, smaller programs failed to become law in 2003. Leaders of the public school establishment frequently charge that such scholarship tax credit programs are risky and unprecedented public policy. As this report shows, however, using tax credits to enable Indiana students--particularly low-income ones--to attend the school of their choice is neither risky nor unprecedented. Indeed, Indiana policymakers already use tax credits to help the poor enter the workforce, purchase homes, attend college and accumulate savings. And Indiana already operates a similar, successful program for college students. The Twenty-First Century Scholars Program grants scholarships to foster children and low income students that they can use at both public and private colleges and universities, including religious schools. Individuals and corporations can receive tax credits for donations to a fund supporting the program. This report concludes that a  well-designed scholarship tax credit program would build on successful Indiana policy and  can provide a broader range of educational options to Indiana families in K-12 education. (Contains 5 tables and 32 endnotes.)