ethanporcaro/eric-fulltext-meta huggingface dataset:
Outcomes of a High School Entrepreneurship Curriculum
Author: Doucet, LaRon
Date: 2011-04-00
Type: Reports - Evaluative
Subjects: High Schools,National Programs,College Attendance,Graduates,Program Effectiveness,Behavior Change,Entrepreneurship,Urban Schools,Followup Studies,Curriculum Evaluation,Interviews,Outcomes of Education

This study was a post-evaluation of graduates of Network for Teaching Entrepreneurship (NFTE), a national program in high schools to promote entrepreneurship knowledge and skills. The study focused on graduates of the NFTE curriculum in an inner-city high school in Los Angeles County, California. Although the NFTE curriculum contains an evaluation component before and after they participate in the course, the long-term effects of the program have not been evaluated. By focusing exclusively on graduates of the NFTE program, this study sought to determine to what extent the entrepreneurship program has had an impact on their lives. Impact included high school completion, college attendance, starting a business, acquiring personal skills and values, and self-assessment of behavior change.
Underserved: A Case Study of ROTC in New York City. A Report of the AEI Program on American Citizenship
Author: Miller, Cheryl
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Military Personnel,Military Service,Veterans,Disproportionate Representation,National Security,Rural Areas,Urban Areas,Student Recruitment,Higher Education,Campuses,Student Diversity,Social Class,Metropolitan Areas,Language Skills,Case Studies,Intercultural Communication,Group Membership,Cultural Awareness

The military-civilian disconnect has been a source of increasing concern over the last few decades. National security leaders--including the commander in chief, President Barack Obama--have warned that many Americans are unaware of the military's sacrifices and its growing sense of isolation from wider society. In remarks at Duke University in September 2010, Secretary of Defense Robert Gates identified this issue as the &quot;narrow sliver&quot; problem, reflecting on both the achievements of America's all-volunteer force and the challenges it now faces. Gates noted that few Americans today have a personal connection to the military. Veterans represent 9 percent of the total population (a number that continues to decline), and less than 1 percent of Americans serves in any of the military services, active duty or reserves. Soldiers also come from a narrower segment of society--geographically and culturally--than ever before. Southerners disproportionately populate all the branches, while the Northeast and large metropolitan areas--New York, Chicago, and Philadelphia--are underrepresented. The homogeneity of today's military is partly a product of self-selection, as the services seek out the most eager volunteers. As Gates acknowledged, however, it is also a product of budgetary and policy decisions made by the armed services and government. The recent history of the Reserve Officers' Training Corps (ROTC) provides just one such example. Originally envisioned as a hedge against a civil-military divide, the ROTC has become subject to the same trends as the military as a whole. Since the Vietnam War era, ROTC units have shifted to the South and Midwest for economic and cultural reasons. Urban areas have been abandoned in favor of cheaper and larger training sites in rural and suburban America. The result of this shift--an officer caste increasingly detached from civilian society--is precisely what the ROTC was intended to protect against. With over 8 million residents and the largest university student population of any city in the United States, New York City demonstrates the challenges faced by urban ROTC programs--and their great potential. With its diverse and growing population, the city can help supply the cultural competency and language skills the military needs to fulfill its many and varied global responsibilities. This paper presents a case study of ROTC in New York City. A list of affiliated institutions is appended. (Contains 11 tables and 139 notes.) [Foreword by General John M. Keane.]
Morbidity and Mortality Weekly Report. Volume 60, Number 15
Author: Moolenaar, Ronald L., Ed.
Date: 2011-04-22
Type: Collected Works - Serial
Subjects: Disease Control,Diseases,High School Students,Bullying,Peer Relationship,Smoking,Work Environment,Dining Facilities,Middle School Students,Questionnaires,Victims of Crime,At Risk Students,State Legislation,Health Promotion,Intervention,Foreign Countries,Death,World Problems

The &quot;Morbidity and Mortality Weekly Report&quot; (&quot;MMWR&quot;) Series is prepared by the Centers for Disease Control and Prevention (CDC). Data presented by the Notifiable Disease Data Team and 122 Cities Mortality Data Team in the weekly &quot;MMWR&quot; are provisional, based on weekly reports to CDC by state health departments. This issue of &quot;Morbidity and Mortality Weekly Report&quot; includes the following reports: (1) Bullying Among Middle School and High School Students--Massachusetts, 2009 (M McKenna, E Hawk, J Mullen, and M Hertz); (2) State Smoke-Free Laws for Worksites, Restaurants, and Bars--United States, 2000-2010 (M Tynan, S Babb, A MacNeil, and M Griffin); and (3) Grand Rounds: The Opportunity for and Challenges to Malaria Eradication (KE Mace, MF Lynch, JR MacArthur, SP Kachur, L Slutsker, RW Steketee, and T Popovic). Announcements are also included. Individual reports contain figures, tables and references.
A Rating Scale Model for a Scale of Test Anxiety in Italy. Working Paper N. 11/2011
Author: Poliandri, Donatella
Date: 2011-01-10
Type: Reports - Evaluative
Subjects: Reading Comprehension,Standardized Tests,Rating Scales,Questionnaires,Foreign Countries,Grade 5,Test Theory,Test Anxiety,Program Validation,Grammar,Mathematics Tests,Models,Item Response Theory,Item Analysis,Student Behavior,Emotional Response,Replication (Evaluation)

The purpose of this study is to validate a test anxiety scale for Italian students. The scale is part of a questionnaire administered after the students' annual competence test by the National Institute for the Educational Evaluation of Instruction and Training (INVALSI). The aim of the scale is to explore the anxiety levels of Italian students during the administration of the standardized tests at the end of the school year. A test anxiety scale has been adapted from the Motivational and Self-Regulated Learning Competence Questionnaire. In May 2009 the tests (Reading comprehension and Grammar, Math) and questionnaire were administered to a sample of 42,929 5th graders. According to Classical Test Theory, Cronbach's alpha coefficient of reliability (0.71) evaluates internal consistency of the scale. Anxiety level estimates for students, items and item thresholds--according to the Andrich Rating Scale Model (1978)--are obtained using software ConQuest. Results show that item threshold estimates are monotonous and well separated from each other, so that the more anxiety levels increase, the more the students' agreement with each item increases. Applied across gender groups the RSM (DIF analysis) reveals that gender should be taken into account in detecting test anxiety: females are more anxious than males (the model fits better for the female sample). At the same time, two of the items seem to work differently by gender. (Contains 6 figures, 6 tables, and 3 notes.) [This publication was produced by the INVALSI - National Institute for the Educational Evaluation of Instruction and Training.]
What Savings Are Produced by Moving to a Four-Day School Week?
Author: Griffith, Michael
Date: 2011-05-00
Type: Reports - Evaluative
Subjects: Cost Effectiveness,Economic Climate,Budgeting,Retrenchment,Academic Achievement,Expenditures,School Districts,Administrators,Financial Problems,Financial Exigency

Due to the current economic downturn, policymakers have been looking for budgetary options that allow for reductions in expenditures without impacting student achievement. One cost-cutting policy that some states and districts have adopted is to keep instructional time the same but shorten the school week. A recent policy brief from the Education Commission of the States (ECS) found that approximately 120 districts in 17 states have made the move to a four-day school week. But the question still exists--what cost savings, if any, are produced? This report shows what savings a district might realistically expect to realize when moving to a four-day week. A bibliography is included.
How the Brain's Performance during Mathematics and Reading Fluency Tests Compare
Author: Ortiz, Enrique
Date: 2011-04-10
Type: Reports - Research
Subjects: Reading Comprehension,Reading Fluency,Brain,Mathematics,Spectroscopy,Cognitive Processes,Screening Tests,Brain Hemisphere Functions,Undergraduate Students,Graduate Students,Computation,Metabolism

The purpose of this study was to analyze how participants' levels of hemoglobin as they performed mathematics fluency and reading fluency (reading comprehension) compare. We used Optical Topography (OT, helmet type brain-scanning system, also known as Functional Near-Infrared Spectroscopy or fNIRS) to measure levels of brain activity. A central issue in cognitive neuroscience involves the study of how the human brain encodes and manipulates information. Recently, functional neuro-imaging studies have begun to clarify how the human brain performs mental activities. fNIRS is an imaging technique capable of measuring changes in the relative concentration of hemoglobin the in the cerebral cortex of the brain (Hoshi & Tamura, 1993; Villringer et al., 1993; Koizumi et al., 2003). Near-infrared light of a wavelength between 650 nm and 950 nm can penetrate living tissue where it is specifically absorbed by hemoglobin (Strangman et al., 2002). Changes in the concentrations of oxy- and deoxyhemoglobin were monitored and energy consumption, or activation of the brain region during the performance of cognitive tasks were analyzed. Twelve undergraduate and graduate college-level students participated in scanning session. Brain activity was similar for both mathematics and reading fluency tasks.  There were also different levels of oxy-hemoglobin:  low, moderate, and high for different participants. Similarly to Ortiz (2010), the levels of activity were related to participants' mental strategies as they solve the exercises.  Students who had an easier time with the reading or mathematics tasks tended to show moderate to low hemoglobin oxygenation. These results may have implications for how important fluency in these might be in students' performance. Other results and possible implications are discussed in this article. (Contains 9 figures.)
Effect of Specialized In-Service Professional Development Activities on Elementary School Students' Reading Achievement
Author: Jarrett, Christy
Date: 2010-00-00
Type: Journal Articles
Subjects: Elementary School Students,Professional Development Schools,Reading Achievement,Pretests Posttests,Grade 2,Grade 3,Professional Development,Inservice Teacher Education,Reading Tests,Achievement Gains,Program Effectiveness,Instructional Effectiveness,Criterion Referenced Tests,Comparative Testing,Comparative Analysis

The purpose of this study was to examine whether there was a significant increase in the reading achievement during second- and third-grade of the 12 students who attended Midway Elementary Professional Development School (PDS) from kindergarten through fifth grade. Additionally, the study was seeking a possible relationship between the in-service professional development required by the PDS and the reading achievement of the students as measured on the Developmental Reading Assessment (DRA) test. DRA scores were collected for the 12 students during their second (2003-04) and third grade (2004-05) school years. For each school year the pretest was conducted in the beginning of the fall semester, whereas the post-test by the end of the spring semester. Results indicated that on the average, students scored higher on the post-test than on the pretest. The limitations of our study and the concerns for the future studies are also discussed. (Contains 4 tables.)
Education and Certification Qualifications of Departmentalized Public High School-Level Teachers of Core Subjects: Evidence from the 2007-08 Schools and Staffing Survey. Statistical Analysis Report. NCES 2011-317
Author: Hill, Jason G.
Date: 2011-05-00
Type: Reports - Research
Subjects: Evidence,Majors (Students),High Schools,Teacher Qualifications,Statistical Analysis,Certification,Student Characteristics,Teacher Placement,Comparative Analysis,Teacher Characteristics,Public School Teachers,Secondary School Teachers,High School Students,Enrollment,Art Teachers,English Teachers,Language Teachers,Mathematics Teachers,Music Teachers,Science Teachers,Social Sciences,Teacher Education

This report examines the postsecondary majors and teaching certifications of public high school-level teachers of departmentalized classes in a selection of subject areas by using data from the 2007-08 Schools and Staffing Survey (SASS), a sample survey of elementary and secondary schools in the United States. SASS collects data on American public, private, and Bureau of Indian Education (BIE)-funded elementary and secondary schools and their related components (teachers, principals, libraries, and districts, where applicable). SASS provides information on a range of teacher qualifications in the United States. Prior research in the field of education has examined the correlation between teacher education (postsecondary major) and certification and student outcomes (Ferguson 1991, 1998; Goldhaber and Brewer 1997, 1999, 2000; Mayer, Mullens, and Moore 2000; Sanders, Wright, and Horn 1997). While this report does not link teacher qualifications to student outcomes, it does examine the qualifications of high school-level teachers of departmentalized classes in three ways. First, the report examines the percentage of public high school-level teachers who earned a degree in an in-field major,2 held an in-field certification, in-field qualifications. Second, the report looks at the percentages of grade 9-12 classes taught by teachers with one or both in-field qualifications. Finally, the report presents findings on the percentages of students in grades 9-12 taught by a teacher with one or both in-field qualifications. While the teacher-level analyses pair qualifications against the teacher's main assignment, the class- and student-level analyses consider classes of all subjects taught by a teacher. As a result, the class- and student-level analyses include all teachers who taught grade 9-12 classes, a slightly different group from the group of high school-level teachers included in the teacher-level analyses. Appendices include: (1) Standard Error Tables; (2) Methodology and Technical Notes; (3) Caution Concerning Changes in Estimates Over Time; (4) Description of Variables Used in This Report; and (5) Glossary of Terms. (Contains 13 tables, 6 exhibits and 22 footnotes.)
Federal Student Loans: Patterns in Tuition, Enrollment, and Federal Stafford Loan Borrowing up to the 2007-08 Loan Limit Increase. GAO-11-470R
Author: Scott, George A.
Date: 2011-05-25
Type: Numerical/Quantitative Data
Subjects: Undergraduate Students,Higher Education,Student Loan Programs,Tuition,Federal Aid,Paying for College,Federal Government,Graduate Students,Enrollment Trends,Student Characteristics,Trend Analysis,Racial Differences,Institutional Characteristics

Although a postsecondary education is vitally important to many individuals and the nation's ability to compete globally, high college tuition rates are prompting concerns that it may remain an elusive goal for some. To help students finance their education, Congress recently raised the ceiling on the amount individual students can borrow under the federal Stafford Loan program (referred to in legislation as &quot;loan limits&quot;). Congress initially did so for first- and second-year undergraduate students as well as for graduate and professional students in academic year (AY) 2007-08, and subsequently for all qualified undergraduate students receiving unsubsidized Stafford loans in AY 2008-09. The Ensuring Continued Access to Student Loans Act of 2008 directed GAO to assess the impact of these increases in the loan limits on tuition and other expenses and borrowing. Since information was available only on the first loan limit increase, we focused on the AY 2007-08 loan limit increase, framing our study with three key questions: (1) What are the patterns in prices and undergraduate enrollment at institutions of higher education since the AY 2007-08 loan limit increases took effect? (2) To what extent did undergraduate students borrow Stafford loans at their maximum levels in AY 2007-08? (3) What are the characteristics of students in AY 2007-08 who borrowed more than the prior loan limits? In summary, we found that: (1) After the change to the Stafford loan limits beginning in AY 2007-08, the price and the numbers of undergraduate students enrolling in the nation's institutions of higher education increased at a rate generally consistent with prior years. This pattern was consistent across most institutional sectors. (2) In terms of students borrowing Stafford loans, between AY 2003-04 and AY 2007-08, there was a decline in the proportion of eligible borrowers who borrowed their maximum--an amount that varies based on students' financial and personal circumstances, but is ultimately statutorily capped. These declines in borrowing were largely driven by first- and second-year students. (3) A snapshot look at first- and second-year students in AY 2007-08 who borrowed more than they could have under the previous loan limits showed that they primarily attended college exclusively full-time, were dependent students, and were most commonly enrolled in public 4-year institutions. When we compared these borrowers to all other first- and second-year Stafford loan borrowers, we found similarities across many characteristics, with the exception of dependency status and institutional sector. (Contains 6 tables, 5 figures and 18 footnotes.)
Promoting Gender Diversity in the Faculty: What Higher Education Unions Can Do
Author: American Federation of Teachers
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Women Faculty,Females,Diversity (Faculty),Unions,Financial Exigency,College Faculty,Budgets,Public Colleges,Public Education,Teacher Recruitment,Teacher Persistence,Teaching Conditions,Teacher Salaries,Tenure,Teacher Promotion,Sciences,Mathematics,Educational Opportunities

In spring 2011, public higher education is under attack as never before. Public institutions have been targeted for drastic cuts in the past, but now the attacks are aimed at the very core of the educational enterprise and at the basic rights of college faculty and staff. This, in turn, has the potential of placing at risk the practices and policies that have arisen on campuses around the country to diversify the racial, ethnic and gender composition of the faculty corps. Diversity-related efforts do cost money, of course, and periodic budget crises can create situations in which institutions may sacrifice faculty diversity efforts on the altar of financial exigency. By undertaking a series of publications on diversity issues, the American Federation of Teachers (AFT) is saying that it is always time to take action to create and maintain a diverse faculty and staff corps. Even in times of budgetary crisis (which seem to be all the time, these days) it is critical to ensure that the people who staff institutions of higher education reflect the great diversity of students and of the nation as a whole. This report focuses on educational pathways for women and on recruitment and retention of women faculty in higher education. This report pays particular attention to issues relevant to ensuring that the academy is a welcoming place for women and an environment in which they can succeed in their chosen fields. In that regard, this report offers specific recommendations for making positive change, including: (1) Correcting inequities in compensation; (2) Expanding family-friendly policies on campus; (3) Clarifying and providing more flexibility in tenure and promotion policies; (4) Fostering opportunities for women in math and science; and (5) Ensuring that women have a voice in their workplace and in their union. (Contains 4 figures and 60 endnotes.)
A Short Supplement to "A Future of Leadership Development"
Author: Williams, Ken
Date: 2010-00-00
Type: Opinion Papers
Subjects: Leadership Training,Leadership,Role,Leadership Qualities

This paper is a short supplement to "A Future of Leadership Development." In this supplement, the author discusses the traits of a good leader. He also describes the factors of a good leadership development program. [For the full report, "A Future of Leadership Development," see ED520171.]
Montana's High School Dropouts: Examining the Fiscal Consequences. State Research
Author: Stuit, David A.
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: High Schools,Dropout Rate,American Indians,Dropouts,Labor Market,Public Policy,Costs,Dropout Characteristics,Dropout Prevention,Dropout Research,Cost Effectiveness,Economic Impact,Input Output Analysis,Graduation Rate,Taxes,Educational Attainment,Salary Wage Differentials,Fiscal Capacity

This report analyzes the economic and social costs of the high school dropout problem in Montana from the perspective of a state taxpayer. The majority of the authors' analysis considers the consequences of this problem in terms of labor market, tax revenue, and public service costs. In quantifying these costs, the authors seek to inform public policy, estimate the benefits of addressing the problem, and engage state citizenry in the problem's remedy. The individual and societal costs associated with dropping out of high school in Montana are profound, with particular implications for the state's American Indian student population. That said, the potential benefits from reducing the dropout rate are equally profound. Their analysis of these costs and benefits reveals the following findings: (1) According to the Montana Office of Public Instruction (MOPI), 1,989 students, or 16.1% of he entire class of 2008, dropped out of high school; (2) Dropout statistics for Montana's American Indian students are alarming. Only 63% of American Indians in the class of 2008 graduated high school on time; (3) On average, Montana high school dropouts work close to eight fewer weeks per year than those whose highest degree is a high school diploma or GED; (4) In extrapolating the annual costs of dropouts to Montana's economy, the authors estimate that the average high school dropout is earning $5,868 less per year than they would if they had graduated; (5) When comparing the average Medicaid subsidies of a high school dropout to the average of an expected high school graduate, they arrive at an estimated increase in annual costs of $616 per dropout; (6) Using the findings of a prior econometric study on the causal relationship of high school graduation to the likelihood of incarceration, the authors estimate the average annual incarceration costs of Montana's 36,788 dropouts would decline by $268 per person had they graduated from high school; and (7) The authors estimate that each prevented dropout will result in $32,402 benefits to the state over that individual's lifetime. (Contains 8 tables, 8 figures and 32 notes.)