ethanporcaro/eric-fulltext-meta huggingface dataset:
Helping Children and Youth Who Have Experienced Traumatic Events. National Children's Mental Health Awareness Day--May 3, 2011. HHS Publication Number SMA-11-4642
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2011-05-03
Type: Numerical/Quantitative Data
Subjects: Health Services,Substance Abuse,Sexual Abuse,Heart Disorders,Mental Health Programs,Public Health,Diseases,Mental Health,Children,Trauma,Family Violence,Refugees,War,Depression (Psychology),Incidence,Mental Disorders,Adolescents,Adults,Program Descriptions,Behavior Disorders

Childhood exposure to traumatic events is a major public health problem in the United States. Traumatic events can include witnessing or experiencing physical or sexual abuse, violence in families and communities, loss of a loved one, refugee and war experiences, living with a family member whose caregiving ability is impaired, and having a life-threatening injury or illness. It is estimated that 26% of children in the United States will witness or experience a traumatic event before the age of 4 years. According to the Centers for Disease Control and Prevention (CDC), almost 60% of American adults say that they endured abuse or other difficult family circumstances during childhood. Research has shown that exposure to traumatic events early in life can have many negative effects throughout childhood and adolescence, and into adulthood. The Adverse Childhood Experiences (ACE) study found a strong relationship between traumatic events experienced in childhood as reported in adulthood and chronic physical illness such as heart disease, and mental health problems such as depression. The annual financial burden to society of childhood abuse and trauma is estimated to be $103 billion. This short report discusses the prevalence of exposure to traumatic events among children and youth participating in two Substance Abuse and Mental Health Services Administration initiatives, the problems that trauma can cause, and available treatments that can help children and youth recover.
Emergency Department Visits for Drug-Related Suicide Attempts Involving Antidepressants by Adolescents and Young Adults: 2004 to 2008. The DAWN Report
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2011-03-08
Type: Reports - Descriptive
Subjects: Suicide,Young Adults,Adolescents,Substance Abuse,Drug Therapy,Hospitals,Mental Health,Gender Differences,Drug Abuse,Incidence,Drinking,Alcohol Abuse,Public Health,Marijuana,Narcotics,Age Differences

In 2008, adolescents made 23,124 visits to the emergency department (ED) for drug-related suicide attempts, and young adults made 38,036 such visits; of these visits, 23.0 percent (5,312 visits) among adolescents and 17.6 percent (6,700 visits) among young adults involved antidepressants. Among ED visits for suicide attempts involving antidepressants, more than two thirds of visits by adolescents (68.4 percent) and more than three fourths of visits by young adults (78.0 percent) involved other substances in addition to antidepressants. One tenth (10.2 percent) of visits by adolescents and nearly one fourth (22.6 percent) of those made by young adults involved antidepressants in combination with alcohol. One third (32.9 percent) of visits for drug-related suicide attempts made by adolescents and one half (49.4 percent) of visits made by young adults resulted in hospitalization. (Contains 1 figure, 2 tables and 11 endnotes.)
Substance Abuse Treatment Admissions Aged 12 to 14. The TEDS Report
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS)
Date: 2011-05-03
Type: Reports - Descriptive
Subjects: Substance Abuse,Early Adolescents,Marijuana,Outcomes of Treatment,Drinking,Intervention,Age Groups

This report uses data from the Treatment Episode Data Set (TEDS) for 2008 to provide information on the characteristics of youths aged 12 to 14 admitted to substance abuse treatment. In 2008, approximately 23,770 substance abuse treatment admissions were adolescents aged 12 to 14. The two most frequently reported primary substances of abuse among these admissions were marijuana (63.0 percent) and alcohol (20.8 percent). Nearly one half (45.5 percent) of admissions aged 12 to 14 reported multiple substances of abuse at admission, and almost one quarter (24.7 percent) had a psychiatric disorder in addition to their substance use problem. Nearly one fifth (17.3 percent) had been admitted to treatment at least once prior to their current admission. (Contains 6 figures and 6 endnotes.)
Children Living with Substance-Dependent or Substance-Abusing Parents: 2002 to 2007. The NSDUH Report
Author: Substance Abuse and Mental Health Services Administration (DHHS/PHS), Office of Applied Studies
Date: 2009-04-16
Type: Reports - Evaluative
Subjects: Substance Abuse,Parents,Drug Use,Parent Child Relationship,Interviews,Alcohol Abuse,Family Environment,Mothers,Fathers,Children

This issue of "The NSDUH Report" examines the number of children living with substance-dependent or substance-abusing parents. It focuses on biological, step-, adoptive, and foster  children under 18 years of age who were living with one or both parents at the time of the survey interview. All findings are based on annual averages from the combined 2002 to 2007 NSDUH data. Combined data from 2002 to 2007 indicate that over 8.3 million children under 18 years of age (11.9 percent) lived with at least one parent who was dependent on or abused alcohol or an illicit drug during the past year. Of these, almost 7.3 million (10.3  percent) lived with a parent who was dependent on or abused alcohol, and about 2.1 million (3.0 percent) lived with a parent who was dependent on or abused illicit drugs. About 5.4 million children under 18 years of age lived with a father who met the criteria for past year  substance dependence or abuse, and 3.4 million lived with a mother who met the criteria. (Contains 2 figures, 1 table and 6 endnotes.)
Focusing on Success: Examples of How the Universal Service Fund Is Helping Improve Connectivity across the Country
Author: Universal Service Administrative Company (USAC)
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: Telecommunications,Information Technology,Federal Aid,Financial Support,Federal Programs,Schools,Libraries,Health Services,Rural Areas,Low Income Groups,Outreach Programs

This report includes examples of how Universal Service Fund support is used by beneficiaries across the country. Included in this version are approximately 140 success stories of how the Universal Service Fund is helping to improve connectivity in the United States. This report is updated quarterly, as Universal Service Administrative Company continues to receive positive feedback from program participants and creative suggestions for improving the administration of the Universal Service Fund.
Up to Par: The Challenge of Demonstrating Quality in Canadian Post-Secondary Education. Challenges in Canadian Post-Secondary Education
Author: Canadian Council on Learning
Date: 2009-11-24
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Institutional Autonomy,Costs,Quality Assurance,Institutional Role,Accountability,Educational Indicators,Educational Trends,Educational Quality,Context Effect,Student Mobility

When viewed holistically, Canada lacks a clear and common understanding of the future directions and top priorities of its post-secondary education (PSE) sector. Perhaps as a result, Canada has not yet comprehensively addressed a fundamental question: How does it demonstrate quality in PSE? To answer this question requires clarification of many issues, including the roles that various institutions and sectors play. It also requires the development of a shared vision of PSE, of what can and should be achieved. Despite much discussion among leaders of various education sectors in Canada, an agreement on a plan of action has yet to be reached. Indeed, a national dialogue on this critical issue is needed. The Canadian Council on Learning (CCL) recognizes that all issues in PSE are highly complex. For example, tensions can arise between the tradition of institutional autonomy and the need for transparency and accountability. Agreement on how to understand and assess quality across Canadian PSE is particularly challenging because of jurisdictional issues. There are 13 educational jurisdictions in Canada (provinces and territories), each with different types of institutions whose mandates and missions vary. In this context, a single approach may not be appropriate or acceptable. Further, indicators that are comparable across institutions may not be readily available. This monograph investigates these issues in depth, beginning with a review of key concepts and approaches to defining and measuring quality. The next section provides a contextual framework by examining the various trends and pressures that affect quality in the PSE sector, such as the increasing diversity of systems, rising costs and expanding demand for PSE among mobile students worldwide. The third section provides examples of how quality-measurement and quality-assurance approaches have been used in different contexts. Next follows an examination of various methods of quality assurance that are currently in place in Canada. The monograph concludes with a view to the future, and a brief look at options that provide a means to demonstrate and improve the quality of Canada's PSE systems. A bibliography is included. (Contains 1 figure and 71 endnotes.) [For related reports, see &quot;Tallying the Costs of Post-Secondary Education: The Challenge of Managing Student Debt and Loan Repayment in Canada. Challenges in Canadian Post-Secondary Education&quot; (ED525094); and &quot;Navigating Post-Secondary Education in Canada: The Challenge of a Changing Landscape. Challenges in Canadian Post-Secondary Education&quot; (ED525096).]
Tallying the Costs of Post-Secondary Education: The Challenge of Managing Student Debt and Loan Repayment in Canada. Challenges in Canadian Post-Secondary Education
Author: Canadian Council on Learning
Date: 2010-09-22
Type: Reports - Descriptive
Subjects: Student Loan Programs,Income,Educational Benefits,Debt (Financial),Loan Repayment,Foreign Countries,Costs,Paying for College,Higher Education,Educational Trends,College Attendance,Educational Policy,Equal Education,Access to Education,Educational Quality

As the global marketplace becomes increasingly competitive and knowledge-driven the potential social and economic benefits of education have increased. As a result, the past few decades have witnessed an unprecedented expansion in the demand for post-secondary education (PSE) worldwide. The Canadian Council on Learning monograph series, &quot;Challenges in Canadian Post-secondary Education,&quot; was launched in November 2009 as a means of examining the impact of this expansion on the PSE sector. The first two monographs explored issues of quality and typology. This third monograph in the series examines various policy approaches to student loan repayment in government student financial-aid programs, specifically the Canada Student Loans Program (CSLP). The aim of this discussion is to highlight the CSLP's complexity as a vehicle for promoting equitable access to PSE, particularly for students from lower-income families. This monograph, therefore, brings to light various methods through which student loan repayment may be managed, and evaluates current program approaches. This monograph is organized into five parts. The first part provides background information regarding student financial assistance and the various ways through which it is offered in Canada. Part II reviews issues of student debt loads and repayment in Canada, drawing from research studies and anecdotal accounts. Part III offers a broad overview of various types of repayment systems, supplemented by international examples. Part IV provides an in-depth look at repayment in the context of the CSLP, including recent changes and provincial variations. The concluding section provides a critical review of the issues discussed, and recommends further steps that may be taken to ensure manageable student-debt repayment in Canada. A bibliography is included. (Contains 126 endnotes.) [For related reports, see &quot;Navigating Post-Secondary Education in Canada: The Challenge of a Changing Landscape. Challenges in Canadian Post-Secondary Education&quot; (ED525096); and &quot;Up to Par: The Challenge of Demonstrating Quality in Canadian Post-Secondary Education. Challenges in Canadian Post-Secondary Education&quot; (ED525092).]
Review of &quot;Do High Flyers Maintain Their Altitude?&quot;
Author: Lee, Jaekyung
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Low Achievement,Academic Achievement,Accountability,Federal Legislation,High Achievement,Achievement Gap,Reading Achievement,Mathematics Achievement,Regression (Statistics),Elementary Secondary Education,Scores,Item Response Theory

The research report reviewed here concludes that many initially high-achieving students are falling further and further behind over the course of their years in school. The report intends to raise the alarm and to advocate for improved programs for these students. It is, however, a false alarm due to biased methodology and misleading arguments. The report's norm-referenced framework guarantees &quot;losers&quot; as well as &quot;winners,&quot; regardless of any true improvement made by the students. Also, the &quot;regression to the mean&quot; effect produces a false illusion of a tradeoff of over-progress by low achievers at the cost of under-progress for high achievers. Finally, its prescription for stronger school accountability for high-achieving students under NCLB does not follow research-based guidance on how to improve student learning. Other research, including that conducted by this reviewer, finds that students who are high achievers and low achievers make approximately equal academic progress in reading and math, while the achievement gaps remain large. Moreover, a substantial part of the variation in student progress is attributable to teacher and school effects beyond students' initial status and background characteristics. (Contains 1 table, 4 figures and 17 notes.) [This report reviews &quot;Do High Flyers Maintain Their Altitude? Performance Trends of Top Students&quot; (ED524344).]
Navigating Post-Secondary Education in Canada: The Challenge of a Changing Landscape. Challenges in Canadian Post-Secondary Education
Author: Canadian Council on Learning
Date: 2010-09-01
Type: Reports - Descriptive
Subjects: Credentials,Higher Education,Classification,Foreign Countries,Student Mobility,Colleges,Context Effect,Educational Change,Educational Opportunities,Institutional Cooperation,Transfer Policy,College Credits,Institutional Autonomy,Academic Degrees,Vocational Education

This monograph sets out to explain the effects that evolutionary and legislated system-design changes can have on students' understanding of Canada's PSE sector, how it functions and the various opportunities it provides. In so doing, the monograph argues that a new approach to classifying post-secondary education is required to provide students with a clearer and more accurate understanding of the sector and the many opportunities it provides. Without such an understanding, students may be at risk of making choices that limit their options for pursuing progressive levels of education. The monograph is organized into five parts. Part 1, &quot;Beyond the Binary Model: Canada's Post-secondary Institutions and Credentials,&quot; presents a brief synopsis of the development of the institutions and structures of Canada's PSE systems, surveying the different types of institutions and credentials currently in Canada. Part 2, &quot;Increased Differentiation, Inter-institutional Relationships and Student Mobility,&quot; presents a contextual discussion describing the forces behind institutional transformation and examining the ways in which system design can impact upon student mobility and the transparency of post-secondary education information. Part 3, &quot;Classifying Canadian Post-secondary Institutions,&quot; presents an examination of various approaches to the classification of post-secondary institutions and qualifications. Part 4, &quot;Sorting Out Canadian PSE: Can it be Done?,&quot; presents an exploration of whether current approaches are sufficient to help students sort out their many post-secondary opportunities. The conclusion presents a discussion of whether the implementation of a widely understood institutional classification system would be of benefit to Canadians. A bibliography is included. (Contains 108 endnotes, 2 tables and 1 figure.) [For related reports, see &quot;Tallying the Costs of Post-Secondary Education: The Challenge of Managing Student Debt and Loan Repayment in Canada. Challenges in Canadian Post-Secondary Education&quot; (ED525094); and &quot;Up to Par: The Challenge of Demonstrating Quality in Canadian Post-Secondary Education. Challenges in Canadian Post-Secondary Education&quot; (ED525092).]
Focusing on Success: Examples of How the Universal Service Fund Is Helping Schools and Libraries around the Country
Author: Universal Service Administrative Company (USAC)
Date: 2007-09-00
Type: Reports - Descriptive
Subjects: Telecommunications,Information Technology,Federal Aid,Financial Support,Federal Programs,School Districts,Libraries,Outreach Programs,Access to Computers,Distance Education,Computer Uses in Education,Internet,Computer Networks

This report shows how Universal Service Fund support for schools and libraries is used by school districts and libraries around the country. Highlighted are approximately 190 success stories of program participants that have come to rely on the USF to expand educational opportunities for students through better use of telecommunications technology in the classroom.
District Adoption and Implementation of Interim and Benchmark Assessments. CRESST Report 806
Author: Davidson, Kristen L.
Date: 2011-09-00
Type: Reports - Research
Subjects: Educational Assessment,Data,Decision Making,School Districts,Administrators,Principals,Administrator Attitudes,Expectation,Objectives,Test Selection,Faculty Development,Educational Change,Teachers,Teacher Attitudes,Interviews,Comparative Analysis

As an outgrowth of the accountability requirements of the No Child Left Behind Act, districts are increasingly implementing &quot;interim&quot; or &quot;benchmark&quot; assessments. This report investigates various stakeholders' original purposes in adopting interim or benchmark assessments, ensuing implementation efforts, and actual assessment uses. We present findings from interviews with 24 district administrators and 14 principals in seven districts across two states and, where applicable, compare interview data from 30 teachers who participated in a larger study of classroom use of these assessments (Shepard, Davidson, &amp;  Bowman, 2011). District administrators often cited intentions that the assessments would be used to inform instruction. However, the realization of instructional purposes was limited by the type of information provided by predominantly multiple choice items, a lack of substantive professional development, and minimal coherence with respect to shared understandings of assessment purposes and uses across district, school, and classroom levels. Drawing from our results and other research, we provide recommendations for a successful interim or benchmark assessment system. Appended are: (1) Administrator Interview Protocol; (2) A Summary of Perie, Marion, and Gong's (2009) Framework; and (3) Substantive Codes. (Contains 5 tables and 16 footnotes.)
A New Framework for Textual Information Mining over Parse Trees. CRESST Report 805
Author: Mousavi, Hamid
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Data Analysis,Programming Languages,Computational Linguistics

Textual information mining is a challenging problem that has resulted in the creation of many different rule-based linguistic query languages. However, these languages generally are not optimized for the purpose of text mining. In other words, they usually consider queries as individuals and only return raw results for each query. Moreover they cannot effectively express ambiguities, cannot adapt to different domains, require a large number of rules in order to accurately extract information, and are not very user-friendly. This paper introduces a new text mining framework using a tree-based Linguistic Query Language, called LQL. The framework generates more than one parse tree for each sentence using a probabilistic parser, and annotates each node of these parse trees with main-parts information which is set of key terms from the node's branch based on the linguistic structure of the branch. The main-parts can be specialized for different domains based on a user-generated list of concepts. Using main-parts-annotated parse trees for a given textual dataset, the system can efficiently answer individual queries as well as mine the text for a given set of queries. The framework also has the ability to support grammatical ambiguity through probabilistic rules and linguistic exceptions in order to increase the quality of the extracted information. (Contains 1 table, 8 figures and 2 footnotes.)
Student Standardised Testing: Current Practices in OECD Countries and a Literature Review. OECD Education Working Papers, No. 65
Author: Morris, Allison
Date: 2011-10-11
Type: Reports - Descriptive
Subjects: Standardized Tests,Testing,Educational Trends,Educational Research,Test Selection,Test Results,Computer Assisted Testing,Scoring,Test Construction,Evaluation Criteria,Evidence,Outcomes of Education,Foreign Countries

This report discusses the most relevant issues concerning student standardised testing in which there are no-stakes for students ("standardised testing") through a literature review and a review of the trends in standardised testing in OECD countries. Unlike standardised tests in which there are high-stakes for students, no-stakes implies that test results have no impact on the student's academic career. The same tests, however, may have high stakes for teachers and schools. The report provides an overview of the standardised testing typology in the no-stakes context, including identifying the driving trends behind the gradual increase in standardised testing in OECD countries and the different purposes of standardised tests. Within this framework the report reviews how standardised tests with no-stakes for students are designed, implemented and used across OECD countries. The report also aims to synthesise the relevant empirical research on the impact of standardised testing on teaching and learning and to draw out lessons from the literature on aspects of standardised tests that are more effective in improving student outcomes. Key debates concerning standardised testing are identified throughout and include (among others): (1) selecting the appropriate test purpose; (2) teacher evaluation based on student test results; (3) the impact of publishing standardised test results; and (4) minimising strategic behaviour by teachers and administrators in standardised testing. An overview of standardised tests in some OECD countries is appended. (Contains 1 table and 2 footnotes.)