ethanporcaro/eric-fulltext-meta huggingface dataset:
Kids&apos; Share 2011: Report on Federal Expenditures on Children through 2010
Author: Isaacs, Julia
Date: 2011-07-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Food

&quot;Kids' Share 2011: Report on Federal Expenditures on Children through 2010,&quot; a fifth annual report, looks comprehensively at trends over the past 50 years in federal spending and tax expenditures on children. Key findings suggest that the size and composition of expenditures on children have changed considerably, but children have not been a budget priority. Federal expenditures on children in 2010, were 11 percent of the federal budget, slightly higher than in 2009. This increase is temporary, however, with the children's share of the budget expected to shrink to less than 8 percent by the end of the next decade. [For the 2010 report, see ED510966.]
Kids&apos; Share 2012: Report on Federal Expenditures on Children through 2011
Author: Isaacs, Julia
Date: 2012-00-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Breakfast Programs,Lunch Programs

&quot;Kids' Share 2012: Report on Federal Expenditures on Children through 2011,&quot; a sixth annual report, looks comprehensively at trends over the past 50 years in federal spending and tax expenditures on children. Key findings suggest that the size and composition of expenditures on children have changed considerably, but children have not been a budget priority. In 2011, federal outlays on children fell for the first time since the early 1980s, dropping from $378 billion in 2010 to $376 billion. Over the next decade, outlays on children are projected to decline from 10 to 8 percent of the federal budget. [For the 2011 report, see ED607686.]
Summer Melt and Free Application for Federal Student Aid Verification
Author: Holzman, Brian
Date: 2020-06-00
Type: Reports - Research
Subjects: Federal Aid,Student Financial Aid,College Attendance,Intention,High School Graduates,Enrollment,Eligibility,Audits (Verification),Student Characteristics,Racial Differences,Ethnicity,Scores,College Entrance Examinations,Predictor Variables,Educational Attainment,Financial Aid Applicants

Free Application for Federal Student Aid (FAFSA) verification and its role in summer melt is examined in this brief. &quot;Summer melt&quot; is when high school seniors who appear ready to go to college the fall following graduation do not enroll. The study revealed one-third of Houston Independent School District (HISD) college-intending students were flagged for FAFSA verification, and racial and ethnic minorities were especially at risk of verification. The study also found one-in-four college-intending students experienced summer melt and did not attend college by November 1st of the fall semester after completing high school. In line with prior research, FAFSA verification increased the likelihood of summer melt by six percentage points. The brief also showed 26 percent of students who experienced summer melt enrolled in college during a later term but still within two years of high school graduation. Students flagged for FAFSA verification were five percentage points more likely to delay their college enrollment than students who were not flagged for verification. Overall, results suggested reducing FAFSA verification and/or providing support to students and families managing the process might be a way to improve college enrollment rates and reduce summer melt. Moreover, some students who experienced summer melt did attend college; they just did so at a later date.
Kids&apos; Share 2013: Federal Expenditures on Children in 2012 and Future Projections
Author: Isaacs, Julia
Date: 2013-00-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Breakfast Programs,Lunch Programs

&quot;Kids' Share 2013: Federal Expenditures on Children in 2012 and Future Projections,&quot; a seventh annual report, looks comprehensively at federal spending and taxes on children. Federal outlays on children fell by 7 percent between 2011 and 2012, which is the greatest single-year drop since the early 1980s. While most of this decline is explained by the exhaustion of recession-related funds provided by ARRA [American Recovery and Reinvestment Act], broader budgetary forces will continue to restrict spending on children over the next ten years. Over the next decade, outlays on children are projected to decline from 10 percent to 8 percent of the federal budget. [For the 2012 report, see ED607688.]
Kids&apos; Share 2014: Report on Federal Expenditures on Children through 2013
Author: Hahn, Heather
Date: 2014-00-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Breakfast Programs,Lunch Programs

&quot;Kids Share 2014: Report on Federal Expenditures on Children through 2013,&quot; an eighth annual report, looks comprehensively at federal spending and tax expenditures on children. Total federal expenditures on children were up from 2012, but below spending in 2010. Broader budgetary forces will continue to restrict spending on children over the next ten years, despite an overall projected growth of over $1.4 trillion in federal spending. Over the next decade, outlays on children are projected to decline from 10 to 8 percent of the federal budget. [For the 2013 report, see ED607690.]
Kids&apos; Share 2015: Report on Federal Expenditures on Children in 2014 and Future Projections
Author: Isaacs, Julia
Date: 2015-00-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Breakfast Programs,Lunch Programs

&quot;Kids' Share 2015: Report on Federal Expenditures on Children in 2014 and Future Projections,&quot; an ninth annual report, looks comprehensively at federal spending and tax expenditures on children. Federal spending on children has remained fairly flat, in real dollars, over the past three years. Broader budgetary forces will continue to restrict spending on children over the next ten years, despite an overall projected growth of over $1.4 trillion in federal spending. Over the next decade, outlays on children are projected to decline from 10 to less than 8 percent of the federal budget. [For the 2014 report, see ED607691.]
Kids&apos; Share 2019: Report on Federal Expenditures on Children through 2018 and Future Projections
Author: Isaacs, Julia B.
Date: 2019-09-00
Type: Reports - Research
Subjects: Expenditures,Federal Aid,Children,Budgets,Older Adults,Tax Credits,Taxes,Federal Programs,State Aid,United States History,Elementary Secondary Education,Early Childhood Education,Child Health,Economic Climate,Federal Legislation,Social Services,Nutrition,Health Insurance,Family Programs,Welfare Services,Housing,Training,Early Intervention,Special Education,Costs,Educational Legislation,Breakfast Programs,Lunch Programs

Public spending on children aims to support their healthy development and help them fulfill their human potential. As such, federal spending on children is an investment in the nation's future. To inform policymakers, children's advocates, and the general public about how public funds are spent on children, this 13th edition of the annual &quot;Kids' Share&quot; report provides an updated analysis of federal expenditures on children from 1960 to 2018. It also projects federal expenditures on children through 2029 to give a sense of how budget priorities may unfold absent changes to current law. A few highlights of the chartbook: (1) In 2018, the federal government spent about $6,200 per child younger than 19, less than in 2017 after adjusting for inflation. This decline is driven by a reduction in federal spending on education and nutrition programs and a temporary reduction in child-related tax credits; (2) As a share of the economy, federal investments in children fell to 1.9 percent of GDP in 2018, the lowest level in a decade; (3) Medicaid is the largest source of federal support for children, followed by the child tax credit and the earned income tax credit. More than three-fifths of federal expenditures on children are from health or tax provisions; (4) The share of federal expenditures for children targeted to low-income families has grown over time, reaching 61 percent in 2018; (5) Looking forward, children's programs are projected to receive only 3 cents of every dollar of the projected $1.5 trillion increase in federal spending over the next decade; (6) Assuming no changes to current law, the children's share of the budget is projected to drop from 9.2 percent to 7.5 percent over the next decade, as spending on Social Security, Medicare, Medicaid, and interest payments on the debt consume a growing share of the budget; (7) By 2020, the federal government is projected to spend more on interest payments on the debt than on children; and (8) Over the next decade, all categories of spending on children except health are projected to decline relative to GDP. Most categories also see declines or remain at similar levels in real dollars. [For the 2018 report, see ED607636.]
Asking Questions Is Just the First Step: Using Upward and Downward Scaffolds
Author: Zucker, Tricia A.
Date: 2020-08-14
Type: Reports - Research
Subjects: Scaffolding (Teaching Technique),Reading Instruction,Classroom Communication,Questioning Techniques,Reading Aloud to Others,Kindergarten,Preschool Children,Early Childhood Education

Theory and research have demonstrated the importance of teacher scaffolding to facilitate effective classroom conversations during shared book reading. When teachers scaffold conversations, young students can develop language skills more quickly. The authors describe a scaffolding framework and findings from research on how open-ended questions provide the first step in facilitating extended conversations that adjust scaffolding upward and downward to match student responses. The authors then outline suggestions for how teachers can scaffold conversations during shared book reading. [This is the online version of an article published in &quot;Reading Teacher.&quot;]
Tax Consequences of Loan Discharges for Borrowers in Income-Driven Repayment Plans
Author: Institute for College Access & Success
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Taxes,Income Contingent Loans,Loan Repayment,Student Loan Programs,Loan Default,Income,Debt (Financial),College Graduates

This brief illustrates that while many borrowers in IDR [income-driven repayment] will repay their loans in full, those who do receive a discharge of remaining debt after 20 or 25 years of responsible payments may face an unaffordable tax liability because these discharged amounts are treated as taxable income under current law.
Transitioning to College and Work. Part 2: A Study of Potential Enrollment Indicators
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Research
Subjects: Enrollment,At Risk Students,Urban Schools,Predictor Variables,Predictive Validity,High School Graduates,Gender Differences,Racial Differences,Socioeconomic Status,Longitudinal Studies,Middle School Students,High School Students,Grade 7,Grade 9,Grade 11,Higher Education

Part II of the Houston Longitudinal Study on the Transition to College and Work (HLS) examined potential indicators of college enrollment school and district staff might use to identify and support students at risk of not attending college. The study used administrative data from the Houston Independent School District (HISD) and tracked two cohorts of seventh-grade students in fall 2007 and fall 2008 for six years and into the first semester of college. Three potential indicators of college enrollment were examined: (1) Chicago: Designed to predict high school graduation; based on earning six course credits--the minimum to advance to the next grade in HISD--and having at most one semester F in a core subject (English, math, science, or social studies); (2) Houston Education Research Consortium (HERC): Designed to predict college enrollment; based on having an attendance rate of 90% or higher, having a B-average (80% or higher), and earning at least 0.5 advanced course credits; and (3) State: Designed to predict college enrollment by the Texas Education Agency; based on meeting the benchmark on the English/language arts and mathematics tests. The study found the HERC indicator was more effective at predicting college enrollment in later grade levels than the Chicago and state indicators. In addition, a substantial share of students did not meet the Chicago and HERC indicators during the ninth-grade year. The state indicator showed different patterns, perhaps because test scores fluctuated little during middle and high school and might not reflect changes in student motivation or effort. [For the appendices, see ED607717; for the brief, see ED607716. For &quot;Transitioning to College and Work. Part I: Where Are High School Seniors from 2006-2008 Now?&quot; see ED598205.]
Transitioning to College and Work Part III: Labor Market Analysis in Houston and Texas
Author: Holzman, Brian
Date: 2020-07-00
Type: Reports - Research
Subjects: Labor Market,Urban Areas,Supply and Demand,Demand Occupations,Wages,Unemployment,High School Graduates,Urban Schools,Postsecondary Education,Educational Attainment,Insurance,Education Work Relationship,Blue Collar Occupations,White Collar Occupations,Gender Differences,Racial Differences,Socioeconomic Status

Part 3 of the Houston Longitudinal Study on the Transition to College and Work (HLS) examined: (1) Supply and demand for labor in the Houston area and Texas, including an examination of the Texas Higher Education Coordinating Board's (THECB) &quot;60×30TX&quot; strategic plan; (2) In-demand occupations and skills in the Houston area; and (3) Early career wages and unemployment receipt among high school graduates from the Houston Independent School District (HISD). Results indicated the Houston area and Texas are projected to fall 20 and 10 percentage points short, respectively, of reaching the &quot;60×30TX&quot; goal, an effort aimed at ensuring 60 percent of Texans ages 25-34 complete a postsecondary credential by 2030. Regardless, data showed a positive relationship between education and earnings. The higher wages associated with a postsecondary credential might be related to the short supply of high-skilled workers in the Houston area and Texas. Many Houston-area jobs required high levels of education and paid competitive annual wages. However, occupations with low supply growth and high demand growth required only moderate levels of education but high levels of interpersonal skills. An analysis of HISD graduates seven years after high school uncovered considerable gaps in early career wages and unemployment insurance receipt by gender, race and ethnicity, and economic disadvantage. In particular, female graduates continued to earn less than males, and black and Asian graduates earned less than whites. The results ultimately showed students who completed a postsecondary degree or certificate often earned higher wages than peers with only a high school diploma. [For the appendices, see ED607721; for the brief, see ED607722. For &quot;Transitioning to College and Work, Part II: A Study of Potential Enrollment Indicators,&quot; see ED607702.]
Indiana College Completion Report 2020
Author: Indiana Commission for Higher Education
Date: 2020-05-20
Type: Reports - Evaluative
Subjects: Educational Attainment,College Graduates,Higher Education,Graduation Rate,Achievement Gap,Public Colleges,Time to Degree,Two Year Colleges,Racial Differences,Minority Group Students,Socioeconomic Status,Full Time Students,Part Time Students,Ethnic Groups,Postsecondary Education,Universities,Academic Degrees,Academic Persistence,College Credits,STEM Education,Adult Students

Increasing Indiana's college completion rates is the most important goal for the Indiana Commission for Higher Education, as completion is the most powerful tool to measure success. To achieve economic security or success in today's economy, education beyond high school is vital and ongoing, as most new jobs created today require some form of higher learning. When students pursue and complete postsecondary credentials, it ensures a stronger state economy and greater personal opportunity. This report provides a clear and comprehensive picture of college completion in order to advance Indiana's collective efforts to boost educational attainment. [For the 2019 report, see ED598257.]
Domestic and International Perspectives on Implementing Alternatives to Finance Lifelong Education
Author: Helsinger, Abigail
Date: 2020-06-00
Type: Speeches/Meeting Papers
Subjects: Adult Education,Lifelong Learning,Educational Finance,Cross Cultural Studies,Foreign Countries,Equal Education,Access to Education,Educational Strategies,Government Publications,Research Reports,Low Income Groups,Unskilled Workers,Inclusion,Researchers

Participation in adult education and training opportunities over the entire life-course is necessary in international and technologically advanced economies. However, there is a dearth of literature on equitable access to lifelong education opportunities, particularly for at risk and underserved adults in the labor force. Furthermore, opportunities for financing lifelong learning remain minimal for middle-age and older adult populations. The purpose of this research is to explore strategies or alternative models to fund lifelong education with attention to the Individual Learning Account (ILA) schemes. We explore initiatives across four countries--Canada, Sweden, the United Kingdom, and the United States. This research uses a qualitative descriptive approach to compare strategies to financing lifelong education targeting adult learners. Data were collected from key informant interviews (N=14), government documents, and research reports. Two major themes emerged that are common across all key informant interviews and documentation: (1) ILA offers key lessons in informing the creation of effective lifelong learning funding; (2) Low-income and low-skilled adults are often excluded from participation in ILA schemes. The authors' findings move adult education beyond a focus on providers of education to considering additional strategies for financing individual learning. [This paper was published in: J. P. Egan (Ed.), &quot;Proceedings of the Adult Education in Global Times Conference.&quot; Ottawa, ON: Canadian Association for the Study of Adult Education.&quot; (ISBN 978-0-920056-53-0).]
Pre-Employment Transition Services for Students with Intellectual Disabilities. Data Note. Number 67
Author: Migliore, Alberto
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Students with Disabilities,Intellectual Disability,Vocational Rehabilitation,Transitional Programs,Federal Legislation,Labor Legislation,Labor Force Development

The Workforce Innovation and Opportunity Act (WIOA) of 2014 requires that vocational rehabilitation (VR) agencies set aside at least 15% of their federal VR services grant funds to assist students with disabilities. These students are entitled to receiving pre-employment transition services (Pre-ETS). Pre-ETS include job exploration counseling, work-based learning experiences, counseling on enrollment opportunities, workplace readiness training, and instruction in self-advocacy. This Data Note explores the effects of this WIOA provision on people with intellectual disabilities (ID) who exited the VR program during program year 2018 (July 1, 2018 to June 30, 2019). [This Data Note is a product of ThinkWork! at the Institute for Community Inclusion, University of Massachusetts Boston.]
Academic Supports for Students with Disabilities. Brief No. 2
Author: Jones, Nathan
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Students with Disabilities,Academic Support Services,COVID-19,Distance Education,Pandemics,Teaching Methods,Intervention,School Closing,Small Group Instruction,Data Collection,Data Use,Special Education Teachers,Individualized Instruction,Student Rights,Federal Legislation,Educational Legislation,Equal Education,Legal Responsibility

This brief is one in a series aimed at providing K-12 education decision makers and advocates with an evidence base to ground discussions about how to best serve students during and following the novel coronavirus pandemic. It addresses one central question: How can schools intervene to reduce learning gaps between students with disabilities and their peers, which have likely widened during school closures? In order to answer this question, the brief breaks down the issue into three points: (1) All current federal guidance indicates that, even during COVID-19 stay-at-home orders, schools still need to provide students with disabilities an education that (a) is individualized and (b) ensures they make appropriate progress; (2) Students with disabilities are one of the student populations likely to have regressed the most during COVID-related distance learning; and (3) The single most important service schools provide for students with disabilities is additional intervention time devoted to students' specific areas of need. Based on these points, the brief provides four strategies to consider and three strategies to avoid. [This brief was co-prepared by the Meadows Center for Preventing Educational Risk.]