ethanporcaro/eric-fulltext-meta huggingface dataset:
Preventing Dropouts: The Important Role of Afterschool. Afterschool Alert. Issue Brief No. 60
Author: Afterschool Alliance
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Dropout Prevention,After School Programs,Program Effectiveness,At Risk Students,Graduation Rate,Dropout Rate,Economic Impact,Middle School Students,High School Students,Elementary School Students,Attendance Patterns,Student Behavior,Academic Achievement

Over the last decade, high school dropout rates have declined to single digits nationally. However, the U.S. only ranks 22nd in high school graduation rates and 14th in college attainment among industrialized countries. Furthermore, graduation gaps persist among students from lower socioeconomic backgrounds and minority racial groups. Reducing dropout rates is not merely a moral imperative, more than half a century after the passage of &quot;Brown vs. Board of Education,&quot; but an economic necessity. Dropping out of school dramatically affects a young person&apos;s future, which in turn has a significant economic impact on our nation, including affecting the Gross Domestic Product (GDP) through diminished personal earnings, spending and savings; the cost of juvenile and adult crime; and health care costs such as Medicaid and Medicare. Addressing the dropout issue is critical if we want to encourage a culture of lifelong learning, ensure all young people are given the tools and skills they need to thrive, and help the country remain competitive in the 21st century. A growing body of research helps identify the dropout risk factors and the students who are likely to drop out. Afterschool programs are a proven intervention strategy to address these risk factors and provide the necessary supports to students who are struggling. Studies, both qualitative and quantitative, demonstrate the ability of afterschool programs to help stem the tide of dropouts. This brief offers evidence of afterschool programs&apos; effectiveness in addressing the dropout issue and makes the case for greater investment in afterschool programs. [This issue brief was written with the assistance of Usha Chidamber.]
Strategies for Supporting Quality Physical Education and Physical Activity in Schools
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Educational Quality,Physical Education,Physical Activities,Board of Education Policy,Coding,Guidelines,Health Promotion,School Districts,Required Courses,Course Content,Elementary Schools,Middle Schools,High Schools,Graduation Requirements,Wellness,Recreational Activities,School Role

School districts have taken a variety of steps to encourage PE and PA among their students. The sections of this brief highlight areas where policy opportunities exist, as well as areas where policies are well-established relative to PE and PA. This brief summarizes the range of policy actions taken by public school districts, including reports from districts on PE and PA requirements, from the 2011-2012 school year, from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Strategies to Improve Marketing and Promotion of Foods and Beverages at School
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Marketing,Food,School Districts,Board of Education Policy,Health Promotion,Public Schools,Coding,Guidelines,State Departments of Education,Child Health,Elementary Schools,Secondary Schools

Food and beverage marketing often appears throughout schools in the form of posters, vending machine fronts, in-school television advertisements, school newspapers, textbook covers, sports equipment, and scoreboards. Many foods marketed in schools are of poor nutritional quality. The Centers for Disease Control and Prevention, Institute of Medicine, and American Academy of Pediatrics recommend that school districts implement policies and practices to promote foods and beverages that support healthful diets. The following discussion highlights areas where policy opportunities exist, as well as areas where policies are well-established relative to food marketing, promotion, and messaging in schools. This brief summarizes the range of policy actions taken by public school districts from the 2011-2012 school year, from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Methods Document for the CDC and Bridging the Gap Local School Wellness Policy Briefs
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Research
Subjects: School Policy,Wellness,Child Health,Nutrition,Nutrition Instruction,Physical Activity Level,Dietetics,Food,Stakeholders,Policy Formation,Participative Decision Making,Compliance (Legal),State Legislation,Educational Administration,Board of Education Policy,Coding,Statistical Analysis

The Child Nutrition and WIC Reauthorization Act of 2004 and, more recently, the Healthy, Hunger-Free Kids Act of 2010 required all school districts participating in the federal Child Nutrition Programs (e.g., National School Lunch Program, School Breakfast Program, Special Milk Program, Afterschool Snack Program) to adopt and implement a local school wellness policy (i.e. wellness policy) beginning in school year 2006?-?2007. The wellness policies are required to include the following: (1) goals for nutrition promotion and education, physical activity (PA), and other activities that support student wellness; (2) nutrition guidelines for all foods and beverages available during the school day outside of school meals (i.e., competitive foods); (3) requirements to allow stakeholder involvement in policy development, implementation, and reporting and to update the community on policy content and implementation efforts; and (4) a provision to designate officials responsible for ensuring compliance. Bridging The Gap (BTG) provides the only nationally representative data on wellness policy progress and opportunities annually since the mandate took effect at the beginning of school year 2006?-?2007 along with the concomitant state laws. For the purposes of this study, &quot;Wellness Policy&quot; was defined to include the following: (1) the actual district wellness policy; (2) the associated administrative policies, including implementation regulations, rules, procedures, or administrative guidelines; and (3) any district, state, or other policies (e.g., state Board of Education model policies) that were incorporated by reference within the wellness policy or administrative documents.
Local School Wellness Policies: Where Do They Stand and What Can You Do?
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Wellness,Child Health,Educational Environment,Food,Nutrition,Food Standards,Nutrition Instruction,Dietetics,Stakeholders,Board of Education Policy,School Districts,Coding,Breakfast Programs,Lunch Programs,Physical Activity Level,Physical Education,Program Evaluation

Local school wellness policies (i.e., wellness policies) provide an opportunity to create and support a healthy school environment, promote student health, and reduce childhood obesity. Because they are required for all school districts participating in the federal Child Nutrition Programs including the National School Lunch Program and the School Breakfast Program, millions of children can be reached through implementation of these policies which focus on creating supportive school nutrition and physical activity environments. Research has documented that although almost all districts have adopted a wellness policy, they lack specificity related to competitive foods as well as requirements for implementation and compliance. The Child Nutrition and WIC Reauthorization Act of 2004, and more recently the Healthy, Hunger-Free Kids Act of 2010, required that school districts participating in the federal Child Nutrition Programs adopt, implement, and most recently, report on local school wellness policies. The following sections of this report highlight areas where policy opportunities exist, as well as areas where policies are well-established relative to the following wellness policy components: (1) nutrition education and promotion; (2) standards for competitive foods and beverages; (3) nutrition standards for school meals; (4) PA outside of physical education (PE); (5) PE; (6) stakeholder involvement; and (7) wellness policy monitoring, evaluation, and reporting. This brief summarizes the range of policy actions taken by public school districts from the 2011-2012 school year, from the Bridging the Gap (BTG) study. All policies were collected and coded by BTG researchers using a standardized method based on evidence based guidelines and recommendations from expert organizations and agencies. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Strategies for Addressing Weight Status Measurement in Schools
Author: Centers for Disease Control and Prevention (DHHS/PHS)
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Body Composition,Body Weight,Students,Wellness,Health Promotion,School Policy,Obesity,Educational Environment,Physical Activities,Nutrition,Nutrition Instruction,Physical Fitness

Local school wellness policies (i.e., wellness policies) include suggestions and requirements to promote health. Some school districts include weight status measurement in their wellness policies for surveillance and/or screening. Surveillance monitors the percentage of students who are overweight or obese. Screening provides parents with personalized information about their child&apos;s weight status. A strong wellness policy can create a school environment that promotes activity and nutrition. Districts offering weight status measurement should have strong wellness policies to support students in maintaining a healthy weight. The following discussion highlights the extent to which public school districts have included weight status measurement as part of a comprehensive wellness policy, based on a nationally representative sample of district wellness policies from the 2011-2012 school year from the Bridging the Gap (BTG) study. This brief also summarizes the strength scores of wellness policy components by whether the policy requires a weight status provision. All policies were collected and coded by BTG researchers using a standardized method based on evidence-based guidelines and recommendations from expert organizations and agencies. School districts were identified as having a weight status measurement provision if their wellness policy required schools to measure student body mass index (BMI), body composition, or fitness through FITNESSGRAM® . The wellness policy strength score for the overall policy and of individual policy components was defined by the policy coding process described in the methods document. Complete details about how these data were collected and compiled are available in the companion methods documentation (see ED546842).
Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63
Author: Afterschool Alliance
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: After School Programs,Academic Standards,State Standards,Middle School Students,Mathematics Achievement,Reading Achievement,Science Achievement,Thinking Skills,Mathematics Skills,Reading Skills

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the first in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. With the goal to equip their students with the knowledge and skills they will need in college and in the workplace, currently 45 states have adopted the Common Core State Standards. As the Common Core begins entering more classrooms across the country, students and parents need additional help to understand the standards and familiarize themselves with the standards, and teachers and schools require additional support to ensure they are able to raise student achievement to meet the standards of the Common Core. Afterschool programs can be--and in many places, already are--an integral source of support for teachers, schools, children and parents. This issue brief discusses assessments of U.S. students' math and reading skills compared to their peers globally, the call for a focus on 21st century skills, the goals of the Common Core to help raise students' ability to complete on a global stage, and the variety of ways afterschool programs are working with students, teachers, and schools to support learning under the Common Core. [For the related reports, see &quot;Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64&quot; (ED546847); &quot;Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65&quot; (ED546850).]
Do Race/Ethnicity-Based Student Achievement Gaps Grow over Time? Issue Brief
Author: ACT, Inc.
Date: 2012-03-00
Type: Reports - Research
Subjects: Achievement Gap,Racial Differences,Ethnic Groups,Academic Achievement,High School Graduates,African American Students,White Students,Hispanic American Students,Asian American Students,Minority Group Students,College Preparation,College Entrance Examinations,Standardized Tests,Scores,Grade 8,Grade 10,Grade 11,Grade 12,Reading Achievement,Mathematics Achievement,Science Achievement,Educational Testing,Language Arts

Last year, Hispanic and African American high school graduates met ACT's College Readiness Benchmarks in English, reading, mathematics, and science at substantially lower rates than did Asian and White graduates. For example, the rate of White graduates who were college ready in English (77%) was twice that of their African American peers (35%). Unfortunately, evidence of such academic achievement gaps--as measured by College Readiness Benchmarks and other measures of academic achievement--is all too common and persistent. While much attention has been paid to achievement gaps, growth gaps have been largely overlooked. This brief investigates race/ethnicity-based growth in achievement gaps for ACT-tested 2011 high school graduates. First it looks at growth in achievement gaps among the four largest racial/ethnic groups (i.e., African American, Asian, Hispanic, and White), and then it highlights the gaps of the two largest racial/ ethnic minorities in the United States--African American and Hispanic students. Appended are: Table A1: N-Counts, Percentages and Average ACT Scores, by Race/Ethnicity; Table A2: Average EXPLORE, PLAN, and ACT Scores and Score Gains, by Race/Ethnicity; and Table A3. Gap between African American and Hispanic Students from EXPLORE to PLAN and PLAN to ACT.
Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64
Author: Afterschool Alliance
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: After School Programs,Middle School Students,Disabilities,Special Needs Students,Academic Standards,Public Schools,Student Development,Inclusion,Student Needs,Program Effectiveness,School Safety,High School Graduates,Graduation,Success,Outcomes of Education,Employment Level,Independent Living,Educational Environment,Theater Arts,Athletics,Youth Programs,Summer Programs,Thinking Skills,Skill Development,Interpersonal Competence

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the second in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. Based on the Department of Education&apos;s National Center for Education Statistics&apos; most recent report, 13 percent of public school students, approximately 6.4 million students were identified as having a disability or other special need and served by a federally supported special education program. Research shows that, compared to students without disabilities, students with disabilities and other special needs face additional challenges as they move through school and into adulthood. Afterschool programs create a safe space where students of all abilities can learn and grow side-by-side, respecting and appreciating one another&apos;s similarities and differences. This issue brief highlights the valuable source of support afterschool programs offer to students of all abilities and presents examples of programs that provide an inclusive environment that fosters a sense of belonging and promotes the overall success of every student. [For the related reports, see &quot;Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63&quot; (ED546845); &quot;Keeping Kids Safe and Supported in the Hours after School. MetLife Foundation Afterschool Alert. Issue Brief No. 65&quot; (ED546850).]
Work Readiness Standards and Benchmarks: The Key to Differentiating America&apos;s Workforce and Regaining Global Competitiveness
Author: Clark, Hope
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Career Readiness,Standards,Benchmarking,Job Skills,College Readiness,Job Analysis,Occupational Information,Accounting,Welding,Basic Skills,Credentials,Elementary Secondary Education,Postsecondary Education

In this report, ACT presents a definition of &quot;work readiness&quot; along with empirically driven ACT Work Readiness Standards and Benchmarks. The introduction of standards and benchmarks for workplace success provides a more complete picture of the factors that are important in establishing readiness for success throughout a lifetime. While substantial evidence exists about the types and levels of skills that an individual needs to successfully transition from secondary to postsecondary education, less is known about what an individual needs to transition from postsecondary programs to employment and to achieve work readiness. College readiness standards and benchmarks, which outline the types of skills and achievement levels needed to succeed in first-year credit-bearing courses without remediation, are well established. On the other hand, comparable standards and benchmarks for work readiness--the skills and levels needed to succeed in the workplace--are less documented and not as well understood. [This report was authored with the assistance of Mary LeFebvre. Other ACT contributors to the report include Kurt Burkum and Tobin Kyte.]
Validity Evidence for ACT Compass® Placement Tests. ACT Research Report Series 2014 (2)
Author: Westrick, Paul A.
Date: 2014-04-00
Type: Reports - Research
Subjects: Grade Point Average,College Readiness,College Entrance Examinations,Computer Assisted Testing,Student Placement,College Admission,Measures (Individuals),At Risk Students,Intervention,High School Students,College Bound Students,Models,Regression (Statistics),Probability,Accuracy,Evidence

We examined the validity of using Compass® test scores and high school grade point average (GPA) for placing students in first-year college courses and for identifying students at risk of not succeeding. Consistent with other research, the combination of high school GPA and Compass scores performed better than either measure used alone. Results also indicate that, relative to Compass scores, the predictive strength of high school GPA decays with student age. We recommend using multiple measures for making course placement decisions and identifying students for intervention. The following three tables are appended: (1) Estimated Variances across Institutions of Standardized Logistic Regression Coefficients in the Single-Predictor Models; (2) Estimated Variances across Institutions of Standardized Logistic Regression Coefficients in the Two-Predictor Models; and (3) Estimated Unstandardized Logistic Regression Fixed-Effects Coefficients.
Keeping Kids Safe and Supported in the Hours After School. MetLife Foundation Afterschool Alert. Issue Brief No. 65
Author: Afterschool Alliance
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: After School Programs,Child Safety,Middle School Students,State Standards,Disabilities,Special Needs Students,Research Utilization,Employed Parents,At Risk Persons,Mentors,Peer Relationship,Interaction,Delinquency,Prevention,Interpersonal Competence,Females,Womens Education,Art Activities,Urban Schools,Poverty,Art Education,Refugees,Enrichment Activities,Family Programs,Youth Programs

The Afterschool Alliance, in partnership with MetLife Foundation, is proud to present the third issue brief in their latest series of four issue briefs examining critical issues facing middle school youth and the vital role afterschool programs play in addressing these issues. This series explores afterschool and: the Common Core State Standards, students with disabilities and other special needs, data utilization to improve programming, and keeping children safe and supported. More than 15 million students are alone and unsupervised between 3 and 6 p.m, the peak hours for juvenile crime and a time of concern for working parents. Afterschool programs are giving working parents peace of mind and providing an environment where students can go to feel safe, find staff and mentors who they trust, learn to tackle challenging circumstances, avoid risky behaviors, and work on communicating effectively with their peers and interacting positively with others. This MetLife Foundation issue brief explores the variety of ways afterschool programs are helping keep middle schoolers safe, keep them engaged in learning, and help them take advantage of their full potential as they navigate school, peers and their surroundings. [For the related reports, see &quot;Afterschool and the Common Core State Standards. MetLife Foundation Afterschool Alert. Issue Brief No. 63&quot; (ED546845); &quot;Afterschool Supporting Students with Disabilities and Other Special Needs. MetLife Foundation Afterschool Alert. Issue Brief No. 64&quot; (ED546847).]