ethanporcaro/eric-fulltext-meta huggingface dataset:
Estimating College Enrollment Rates for Virginia Public High School Graduates. Issues &amp; Answers. REL 2011-No. 104
Author: Holian, Laura
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: High School Graduates,Public Schools,Enrollment Rate,Two Year Colleges,Colleges,Student Characteristics,Vocational Education,Economically Disadvantaged,Limited English Speaking,Reading Achievement,Mathematics Achievement,Gender Differences,Racial Differences,White Students,Hispanic American Students,African American Students,Asian American Students

Using data from the National Student Clearinghouse and the Virginia Department of Education, this report examines college enrollment rates overall and by student academic  and demographic characteristics for the Virginia public high school class of 2008. College enrollment is an issue of national concern. And many states, including Virginia, use college enrollment data to understand what types of students are ready for college--to prepare them for enrollment and improve their outcomes when they get there. But historically, Virginia state and local officials have had to rely on limited information (such as the state and national average percentages of high school students who enroll in college immediately after graduation) to identify enrollment patterns. These averages can be informative, but they mask substantial demographic variation and say little about what types of students enroll. This report uses the best available data on college enrollment from the National Student Clearinghouse (NSC) and on high school graduates from the Virginia Department of Education to disaggregate enrollment by academic characteristics (diploma type, career and technical education [CTE] completer status, proficiency on state end-of-course assessments) and by demographic characteristics (race/ethnicity, sex, economically disadvantaged status, limited English proficiency status). It compares these data for enrollment in both two- and four-year colleges within one year of high school graduation. Cross-group differences identified in this report can serve as a benchmark for assessing rates of change over time as new data become available. Data sources and methodology are appended. (Contains 7 notes, 2 boxes, 3 tables, and 12 figures.) [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Regional Educational Laboratory Appalachia administered by the CNA Corporation. For the summary, see ED515847.]
Her Life Depends on It II: Sport, Physical Activity, and the Health and Well-Being of American Girls and Women. Executive Summary
Author: Staurowsky, Ellen J.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Womens Athletics,Physical Activities,Females,Physical Activity Level,Physical Fitness,Epidemiology,Exercise Physiology,Sociology,Well Being,Physical Health,Athletics,Literature Reviews,Academic Achievement,Socioeconomic Influences,Low Income Groups,Minority Groups,Prevention,Gender Differences,Injuries,Accident Prevention

In 2004, the Women's Sports Foundation published the first edition of "Her Life Depends On It" (Sabo et al.). At that time, it was clear that evidence-based research confirmed that regular physical activity and sport provides the critical foundation, in no small part, that allows girls and women to lead healthy, strong, and fulfilled lives. Now, five years later, "Her Life Depends On It II", provides an updated, and even more comprehensive, review of the existing research on the links between sports and physical activity and the health and well-being of American girls and women. This expanded review of existing research and health information is co-authored by a team of experts from several related disciplines, including epidemiology, exercise physiology, kinesiology, psychology, and sociology. Some key contributions of this new report include the following: (1) Research affirms, even more definitively than five years ago, that engagement in moderate and consistent levels of physical activity and sport for girls and women is essential to good health and well-being; (2) Although more research needs to be done, early studies examining the connections between physical activity and academic achievement show there is a positive relationship between the two in girls and women; (3) Females from lower economic backgrounds and females of color engage less in physical activity, have less access to sport and physical fitness programs, and suffer negative health consequences as a result; and (4) Emerging research in prevention and training practices show that gender-conscious approaches to physical training and conditioning for female athletes help to reduce the likelihood of anterior cruciate ligament (ACL) injuries and concussions. [Funding for this paper was provided by Gatorade. For the main report, see ED515841.]
Her Life Depends on It II: Sport, Physical Activity, and the Health and Well-Being of American Girls and Women
Author: Staurowsky, Ellen J.
Date: 2009-12-00
Type: Reports - Evaluative
Subjects: Womens Athletics,Physical Activities,Females,Physical Activity Level,Physical Fitness,Epidemiology,Exercise Physiology,Well Being,Physical Health,Exercise,Literature Reviews,Psychology,Sociology,Correlation,Academic Achievement,Socioeconomic Influences,Low Income Groups,Minority Groups,Racial Differences,Prevention,Gender Issues,Injuries,Accident Prevention,Health Promotion,Heart Disorders,Cancer,Obesity,Human Body,Alzheimers Disease,Dementia,Substance Abuse,Smoking,Drinking,Drug Abuse,Sexuality,Pregnancy,Mental Health,Depression (Psychology),Suicide,Self Concept,Mathematics Achievement,Science Achievement,Student Interests,Youth,High School Students,College Students,Incentives,Career Choice,Research,Physical Education

In 2004, the Women's Sports Foundation published the first edition of "Her Life Depends On It" (Don Sabo, Kathleen E. Miller, Merrill J. Melnick, and Leslie Heywood). At that time, it was clear that evidence-based research confirmed that regular physical activity and sport provides the critical foundation, in no small part, that allows girls and women to lead healthy, strong, and fulfilled lives. Now, five years later, "Her Life Depends On It II", provides an updated, and even more comprehensive, review of the existing research on the links between sports and physical activity and the health and well-being of American girls and women. This expanded review of existing research and health information is co-authored by a team of experts from several related disciplines, including epidemiology, exercise physiology, kinesiology, psychology, and sociology. Some key contributions of this new report include the following: (1) Research affirms, even more definitively than five years ago, that engagement in moderate and consistent levels of physical activity and sport for girls and women is essential to good health and well-being; (2) Although more research needs to be done, early studies examining the connections between physical activity and academic achievement show there is a positive relationship between the two in girls and women; (3) Females from lower economic backgrounds and females of color engage less in physical activity, have less access to sport and physical fitness programs, and suffer negative health consequences as a result; and (4) Emerging research in prevention and training practices show that gender-conscious approaches to physical training and conditioning for female athletes help to reduce the likelihood of anterior cruciate ligament (ACL) injuries and concussions. [Funding for this paper was provided by Gatorade. For the executive summary, see ED515840.]
Entrance Counseling Guide for Direct Loan Borrowers
Author: Federal Student Aid (ED)
Date: 2010-12-00
Type: Guides - Non-Classroom
Subjects: Student Loan Programs,Federal Programs,Student Financial Aid,Loan Repayment,Credit (Finance),Undergraduate Students,Graduate Students,Expenditures,Loan Default,Enrollment

This guide describes the four types of loans offered by the Direct Loan Program[SM]: (1) Direct Subsidized Loans; (2) Direct Unsubsidized Loans; (3) Direct PLUS Loans; and (4) Direct Consolidation Loans. Among the topics covered in the guide are: Use of Your Loan Money, The Master Promissory Note, How Your Loans Will Be Disbursed (Paid Out), Direct PLUS Loan Interest Rate and Payment of Interest, Half-time Enrollment, Changes You Must Report, Trouble Making Payments, Conditions for Canceling All or Part of Your Loan, and National Student Loan Data System (NSLDS). A Borrower's Rights and Responsibilities form is also included.
Exit Counseling Guide for Federal Student Loan Borrowers
Author: Federal Student Aid (ED)
Date: 2010-12-00
Type: Guides - Non-Classroom
Subjects: Student Loan Programs,Federal Programs,Student Financial Aid,Loan Repayment,Loan Default,Undergraduate Students,Graduate Students,Credit (Finance)

Student loans, unlike grants and work-study, are borrowed money that must be repaid, with interest, just like car loans and home mortgages. You cannot have these loans canceled because you didn't like the education you received, didn't get a job in your field of study or because you're having financial difficulty. Loans are legal obligations that you'll have to repay. Exit counseling is required before you withdraw, graduate, or drop below half-time attendance (even if you plan to transfer to another school), helps you understand your rights and responsibilities as a student loan borrower, and provides useful tips and information to help you manage your loans. This federal student loan guide provides information on getting started, repaying your loan, what to do if you have trouble making payments, and discharge and forgiveness. Additional resources, a Borrower's Rights and Responsibilities form, and a Student Contact Information form are also included.
Stafford Loan Forgiveness Program for Teachers
Author: Federal Student Aid (ED)
Date: 2011-00-00
Type: Guides - Non-Classroom
Subjects: Elementary School Teachers,Secondary School Teachers,Student Loan Programs,Loan Repayment,Federal Programs,Disadvantaged Schools,Mathematics Teachers,Science Teachers,Special Education Teachers,Eligibility

To encourage individuals to enter and remain in the teaching profession, the Teacher Loan Forgiveness Program grants loan forgiveness of up to $17,500 for teachers in certain specialties, and up to $5,000 for other teachers who teach for five years in low-income schools and meet other requirements. This brochure provides information about how individuals can apply for the Stafford Loan Forgiveness Program for Teachers.
Diversity Curriculum Infusion within a Film and Video Directing Course
Author: Gutenko, Gregory
Date: 2006-06-02
Type: Reports - Descriptive
Subjects: Film Production,Film Study,Courses,College Curriculum,Cultural Differences,Aesthetics

This paper reports on the &quot;diversity curriculum infusion&quot; course design process as applied within a Film/Video Directing class at the University of Missouri in Kansas City during the Spring 2006 semester. By custom, film directing has been grounded in aesthetic principles originating in Western European craft and art traditions. While students will continue to expect, and will need expertise in, these familiar &quot;rules&quot; of media creation, it is the objective of diversity curriculum infusion to introduce and invite applied consideration of non-western multicultural aesthetic alternatives in directing and production design. The challenge within the classroom is to present diverse cultural approaches to film and video creation to not only broaden the aesthetic awareness of future filmmakers but to also further define and delineate, by contrast and comparison with cultural alternatives, the deep and arbitrary structural characteristics of conventional western film form. The final course design, objectives, and topic schedule will be presented, along with an appraisal of how well the objectives have been met. A bibliography is included.
A Course in Canadian Film for U.S. Students
Author: Gutenko, Gregory
Date: 2010-10-21
Type: Reports - Descriptive
Subjects: Film Study,Area Studies,Courses,College Curriculum,Course Content,Course Descriptions,Foreign Countries

Canadian Film will be a new course in the Communications Studies department at the University of Missouri at Kansas City particularly designed for non-Canadian Midwestern US students. It will not only introduce students to the richness and significance of Canadian film as both art and entertainment (which is virtually unrecognized around here), but it will also introduce them to Canada's cultural and socio-political nature and characters as revealed through film. Since much of what is Canadian is often distinguished by comparison and contrast to the American, this course will also throw into relief American film and students' own cultural experiences. To know Canada is to better know the United States. Course content includes the history and accomplishments of the National Film Board of Canada, US production in Canada since the late 1960s, the development of Hollywood North, French-Canadian film, IMAX and other cinematic innovations, and outstanding Canadian films and directors from both within and outside Canada. A course syllabus and schedule is available. To date Canadian Film has been offered through Independent Study and has been nominated for development as an online course.
Estimating College Enrollment Rates for Virginia Public High School Graduates. Summary. Issues &amp; Answers. REL 2011-No. 104
Author: Holian, Laura
Date: 2011-02-00
Type: Reports - Descriptive
Subjects: High School Graduates,Public Schools,Enrollment Rate,Two Year Colleges,Colleges,Student Characteristics,Vocational Education,Economically Disadvantaged,Limited English Speaking,Reading Achievement,Mathematics Achievement,Gender Differences,Racial Differences

This brief document summarizes findings from &quot;Estimating College Enrollment Rates for Virginia Public High School Graduates. Issues &amp; Answers. REL 2011-No. 104.&quot; Using data from the National Student Clearinghouse and the Virginia Department of Education, the report examines college enrollment rates overall and by student academic and demographic characteristics for the Virginia public high school class of 2008. [This report was prepared for the National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences (IES) by the Regional Educational Laboratory Appalachia administered by the CNA Corporation. For the main report, see ED515839.]
Closing the Expectations Gap, 2011. Sixth Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers
Author: Achieve, Inc.
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Careers,High Schools,Graduation Requirements,Accountability,Academic Achievement,College Preparation,State Standards,High School Graduates,Educational Policy,Student Evaluation,Education Work Relationship,High School Students,College Entrance Examinations,State Surveys,Academic Standards,Alignment (Education),Algebra,Educational Change,Readiness,Higher Education,Secondary Education,Educational Improvement,Federal Legislation,Educational Legislation,Testing

At the 2005 National Education Summit on High Schools, governors from 45 states joined with business leaders and education officials to address a critical problem in American education: Too few students graduate from high school prepared for the demands of college and careers in an increasingly competitive global economy. To monitor state progress on preparing all students for their next steps after high school graduation, Achieve conducts an annual survey of all 50 states and the District of Columbia on key college- and career-ready policies, including aligning standards, graduation requirements, assessments, and data and accountability systems with the expectations of postsecondary institutions and employers. For each policy area of the college- and career-ready agenda, the story of state--and national--progress is varied. &quot;Closing the Expectations Gap, 2011&quot; is the sixth annual report in this series. The report details state progress implementing the American Diploma Project policy agenda. Appendices include: (1) Achieve Resources; and (2) Methodology. (Contains 17 endnotes.) [For the &quot;Closing the Expectations Gap, 2010: Fifth Annual 50-State Progress Report on the Alignment of High School Policies with the Demands of College and Careers&quot;, see ED512100.]
School Boards Circa 2010: Governance in the Accountability Era
Author: Hess, Frederick M.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Boards of Education,Governance,Accountability,Academic Achievement,Federal Legislation,Individual Characteristics,Attitudes,Administrative Organization,Elections,Board Administrator Relationship,Superintendents,National Surveys

For more than a century, school boards have endeavored to govern America's schools and school systems. Collectively, the nation's nearly 14,000 school boards are responsible for the well-being of 52 million children, the expenditure of $600 billion per year, and the supervision of six million employees. Despite the magnitude of this responsibility, school boards and their work are little examined and poorly understood. That remains true even as the state of school governance has occasioned much discussion in the past decade. In the wake of the No Child Left Behind Act, amidst an unprecedented wealth of data on student achievement, and in an era of renewed attention to achievement gaps and international competitiveness, many observers have focused on the critical role of school board governance. In the past two years, the challenge of upholding high academic performance has grown more urgent due to a new daunting financial burden. The real estate bubble, the resulting financial crisis of 2008, and the ensuing recession have forced districts to wrestle with unprecedented declines in revenue. Notable, however, is how rarely discussions about performance in these times of heightened scrutiny are informed by substantive information on school boards and board governance. Though a handful of noteworthy studies of school boards emerged in the early 2000s, little empirical research on national board practices has been conducted since the passage of the No Child Left Behind Act in 2001. To update and deepen those earlier studies, the National School Boards Association, the Thomas B. Fordham Institute, the Iowa School Boards Foundation, and the Wallace Foundation have joined together to support new research on school boards and their members. This report presents the results of that research so as to provide parents, voters, policymakers, advocates, and educators with an informative look at the individuals and bodies charged with governing America's schools. (Contains 75 tables and 23 endnotes.) [This document was co-published by the Iowa School Boards Foundation.]
Traveling through Time: The Forum Guide to Longitudinal Data Systems. Book Three of Four: Effectively Managing LDS Data. NFES 2011-805
Author: National Forum on Education Statistics (ED)
Date: 2011-02-00
Type: Guides - Non-Classroom
Subjects: Information Systems,Information Management,Data,Organization,Governance,Role,Groups,Responsibility,Standards,Federal Legislation,State Legislation,Privacy,Confidentiality,Computer Security

This document, &quot;Book Three of Four: Effectively Managing LDS Data,&quot; is the third installment of this Forum series of guides on longitudinal data systems (LDS). This third book in the guide series discusses organizational issues aimed at moving the project forward and ensuring that the data are of high quality so that users may leverage them with confidence for data-driven decisionmaking. The introduction explains the purpose of book three and describes the conventions used throughout the series. Chapter 1 introduces the concept of data governance, and discusses the benefits of this structure and process for data management. Chapter 2 lays out a number of basic steps to establishing effective data governance. Chapter 3 describes the key groups and individual roles that may comprise an education agency's data governance structure. Chapter 4 defines &quot;quality&quot; data. Chapter 5 discusses the various organizational processes that facilitate the creation and maintenance of quality data. Chapter 6 discusses the value of data standards, and describes the major sources of such standards. Chapter 7 provides a basic overview of issues and relevant laws regarding the protection of student data. Chapter 8 addresses the need to secure the LDS data to prevent unauthorized access and tampering. The appendices include an overview of the four books in this series, references, additional resources, a handout on data governance, data governance supplementary materials, and other relevant National Forum on Education Statistics and National Center for Education Statistics (NCES) resources. (Contains 4 figures.) [For &quot;Traveling through Time: The Forum Guide to Longitudinal Data Systems. Book Two of Four: Planning and Developing an LDS. NFES 2011-804,&quot; see ED515114.]
Saxon Math. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2011-02-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Textbooks,Mathematics Instruction,Mathematical Concepts,Instructional Effectiveness,Educational Research,Algebra,Problem Solving,Mathematics Achievement,High School Students

&quot;Saxon Math&quot; is a textbook series covering grades K-12 based on incremental development and continual review of mathematical concepts to give students time to learn and practice concepts throughout the year. A distinguishing feature of &quot;Saxon Math&quot; is its use of a distributed approach--spreading practice and instruction for any single math content strand across the course of the entire instructional year--as opposed to a chapter-based approach for instruction and assessment. The program is built on the premise that students learn best when instruction is incremental and explicit, previously learned concepts are continually reviewed, and assessment is frequent and cumulative. At each grade level, math concepts are introduced, reviewed, and practiced over time in order to move students from understanding to fluency. The What Works Clearinghouse (WWC) High School Math topic area reviewed eight studies on &quot;Saxon Math&quot;. One of these studies meets WWC evidence standards with reservations; the remaining seven studies do not meet either WWC evidence standards or eligibility screens. Based on the one study, the WWC found no discernible effects on math achievement for high school students. The conclusions presented in this report may change as new research emerges. Appendices include: (1) Study characteristics: Abrams, 1989; (2) Outcome measures for the math achievement domain; (3) Summary of study findings included in the rating for the math achievement domain; (4) Summary of subtest findings for the math achievement domain; (5) &quot;Saxon Math&quot; rating for the math achievement domain; and (6) Extent of evidence by domain. (Contains 6 footnotes.)