ethanporcaro/eric-fulltext-meta huggingface dataset:
LDA Assessments. Learning Times. Volume 7, Number 1
Author: LDA Minnesota
Date: 2008-10-00
Type: Collected Works - Serial
Subjects: Learning Disabilities,Attention Deficit Hyperactivity Disorder,Evaluation Methods,Children,Adults,Achievement Gains,Hazardous Materials,Health Promotion,Federal Legislation,Workshops,Intervention,Student Rights,Reading Difficulties,Check Lists,Parent Role,Agency Cooperation,Student Needs

This issue of &quot;Learning Times&quot; discusses how LDA assessments for children and adults provide self-understanding, renewed hope, and improved achievement. It also includes: (1) Where do Your Candidates Stand on Controlling Toxic Chemicals?; (2) ADHD (Attention Deficit Hyperactivity Disorder) Tips: Back-to-School (Ty Sassaman); (3) Healthy Legacy: Federal Ban on Phthalates!; and (4) LDA Minnesota's Mission. Regular features include: (1) Parenting Corner: Accommodations Q&amp;A; (2) Visit Us; (3) Upcoming ADHD Workshops &amp; Support Groups; and (4) LDA Minnesota Partners &amp; Community Sites.
Coach or Counselor - What's the Difference? Learning Times. Volume 8, Number 1, Winter 2010
Author: LDA Minnesota
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Attention Deficit Hyperactivity Disorder,Coaching (Performance),Counseling,Poisoning,Childrens Literature

This issue of &quot;Learning Times&quot; discusses how individuals with ADHD (Attention-Deficit/Hyperactivity Disorder) can benefit from coaches and counselors. This issue also includes the following features: (1) Healthy Legacy: Anxiety, Inattention, Poor Decisions Increase in Kids with Higher Lead Levels; (2) Parent Corner: New Book for Kids ages 7-12 with Learning Challenges; (3) Visit Us; (4) LDA Minnesota's Mission; (5) Upcoming ADHD Support Services; and (6) LDA Minnesota Partners &amp; Community Sites.
Understanding Dyslexia. Learning Times. Volume 8, Number 2, Spring 2010
Author: LDA Minnesota
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Workshops,Professional Development,Summer Programs,Dyslexia,Attention Deficit Hyperactivity Disorder,Reading Difficulties,Disability Identification,Neurological Organization,Neurological Impairments,Early Intervention,Learning Disabilities,Student Needs,Agency Cooperation

This issue of &quot;Learning Times&quot; includes a feature on understanding dyslexia. Dyslexia is a brain-based, often inherited, disorder that impairs a person's ability to read. It is not the result of low intelligence, lack of motivation, sensory impairment, or inadequate instruction. Early diagnosis of dyslexia is critical, and a child can be reliably diagnosed as early as nine years old. This issue also includes the following: (1) ADHD Corner: Interview with Sari Solden; (2) Living, Loving, and Learning with ADHD (Attention Deficit Hyperactivity Disorder); and (3) New! Professional Workshop Series for Educators. Regular features include: (1) Parent Corner: &quot;Blast Off&quot; for Success with LDA Summer Camp!; (2) Visit Us!; (3) LDA Minnesota's Mission; (4) Upcoming ADHD Support Services; and (5) LDA Minnesota Partners &amp; Community Sites.
Milwaukee Area Technical College's Fiscal Condition: Growing Demand, Shrinking Resources. An Independent Third-Party Analysis
Author: Day, Douglass
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Technical Institutes,Urban Schools,Educational Finance,Taxes,Income,Real Estate,Budgets,Expenditures,Tuition,State Aid,Salaries,Fringe Benefits,Governance,Access to Education,Educational Demand,Educational Attainment,College Faculty,Comparative Analysis,Financial Problems,Health Care Costs,Debt (Financial),Local Government

The Milwaukee Area Technical College (MATC) is one of the largest local taxpayer-funded entities in southeastern Wisconsin, ranking fourth in assets and budget behind Milwaukee County, the Milwaukee Public Schools, and the City of Milwaukee. The college's fiscal operations are complex and draw on multiple revenue sources, including nearly $150 million in property taxes annually. This report provides an analysis of the fiscal condition of MATC. It constitutes the third in an ongoing series of fiscal assessments of local taxpayer-funded governments and institutions conducted by the Public Policy Forum. The first was an evaluation of the finances of Milwaukee County government published in March 2009, while the second was an evaluation of the City of Milwaukee government published in September 2009. This report also explores the implications of MATC's heavy reliance upon a single revenue source, the property tax. Constituting about 60% of its operational resources, MATC's property tax levy has declined due to the recent downturn in property values, posing serious fiscal challenges to the college and raising questions regarding long-term financial and service solvency. Findings reveal that MATC has enjoyed relative financial stability--particularly when compared to other local taxpayer-funded entities--for many years, but now faces stark challenges. This circumstance is largely attributed to MATC's strong reliance on property tax revenues, which constitute about 60% of its operating funds. As a result of this dependence, MATC's annual budget this past decade has mirrored the ups and downs of the real estate market, with revenues climbing much faster than the rate of inflation from 2005 to 2009, and then falling in the next two years to the extent that the college now has difficulties meeting basic expenditure needs. (Contains 1 figure, 1 chart, 34 tables and 20 footnotes.) [Funding for this paper was provided by the Northwestern Mutual Foundation.]
Report on the MLA "Job Information List", 2009-10
Author: Laurence, David
Date: 2010-09-00
Type: Numerical/Quantitative Data
Subjects: Second Languages,Academic Achievement,Modern Languages,Employment Opportunities,Personnel Selection,English,Information Sources,Trend Analysis,Tables (Data)

In 2009-10, for the second year in a row, hiring in English and other modern languages contracted sharply, as measured by the number of ads and jobs in the MLA "Job Information List" ( "JIL"). This year the "JIL's" English edition announced 1,100 jobs and the foreign language edition 1,022 jobs. At 1,022, the number of jobs in the foreign language edition is the smallest on record--25 fewer than the previous low of 1,047 in 1993-94. The 1,100 jobs advertised in the English edition are 25 greater than the previous low of 1,075, also in 1993-94. After trending upward between 2003-04 and 2007-08 (by 285 positions, or 18.5%, in English and 395 positions, or 30.7%, in foreign languages), the succeeding two years, 2008-09 and 2009-10, have seen the number of jobs advertised in the "JIL" decline by 726 (39.8%) in English and by 658 (39.2%) in foreign languages. This paper presents the data found in the MLA "Job Information List" for 2009-2010. (Contains 1 note, 9 figures and 4 tables.) [For the "Report on the MLA "Job Information List", 2008-09", see ED509421.]
Parent Power: Build the Bridge to Success
Author: Department of Education (ED
Date: 2010-06-00
Type: Reports - Descriptive
Subjects: Parent Participation,Parent School Relationship,Parent Student Relationship,Parents as Teachers,Reading,Language Acquisition,Preschool Children,Elementary School Students,Middle School Students,High School Students,Paying for College,Child Safety,Parent Teacher Cooperation,School Counselors,Parent Teacher Conferences

President Obama has a cradle-to-career plan to reform the nation's schools. He also is calling on parents to take responsibility for their child's success. His vision includes the belief that all children can and will succeed, and that parents are the bridge to this success. Parents, guardians and caregivers can help children by connecting with his or her school to find out what's needed to ensure success and how they can help reach that goal. Studies of successful schools report that parent involvement is a major factor in their outcomes, including closing the achievement gap between various groups of students. With his vision, the president is asking that parents make education a priority and a legacy for their families. How can they accomplish this? By adopting the principles presented in this paper and taking the steps indicated for each age group, they will be able to help their children learn at each step of the way and ensure success in school and in life.
Pursuing Innovation: Benchmarking Milwaukee's Transition to a Knowledge-Based Economy. Metro Milwaukee Innovation Index 2010
Author: Million, Laura
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Metropolitan Areas,Economic Development,Innovation,Regional Characteristics,Universities,Research and Development,Intellectual Property,Labor Force,Educational Attainment,Scientists,Technical Occupations,Engineering,Professional Personnel,Skilled Workers,Immigrants,Entrepreneurship,Employment Opportunities,Small Businesses,Productivity,International Trade,Economic Climate

While the Milwaukee region's economic base is rooted in its manufacturing history, many believe that the region's future prosperity will be tied to its ability to successfully transition its economy into one that is based on knowledge and innovation. Indeed, fostering innovation has become the call to action for business and political leaders alike. With the growing emphasis on innovation as a critical component of regional, state and national economic development strategies, it is pertinent to ask where the region stands in this regard. Several local efforts have been launched to promote &quot;next generation&quot; manufacturing, increase university research and development, and grow the region's knowledge workforce. As these efforts pick up steam, it is important to assess whether they are succeeding and how the region compares to others. The Public Policy Forum's Innovation Index is designed to do just that. In the premier report, the authors gather baseline regional data on measures that have been closely linked to the 21st century economy: idea development and commercialization; entrepreneurship; and the availability of knowledge and skilled workers. They utilize that data not only to assess whether the region is making progress, but also to evaluate how it measures up to other similar-sized metropolitan regions, including some that have been widely recognized for their innovation prowess. The authors plan to update this analysis at regular intervals in order to continue to measure the progress and benchmark the success against other regions. Definitions are appended. (Contains 1 diagram, 22 charts, 20 tables and 31 footnotes.)
Creating Cover and Constructing Capacity: Assessing the Origins, Evolution, and Impact of Race to the Top. Education Stimulus Watch. Special Report 6
Author: McGuinn, Patrick
Date: 2010-12-00
Type: Reports - Evaluative
Subjects: Federal Legislation,Federal Programs,Incentive Grants,Competition,Best Practices,Program Effectiveness,Educational Change,Educational Policy,School Restructuring,Educational Improvement,Goal Orientation,State Government,Politics of Education,Information Dissemination,Guidelines

The Obama administration's Race to the Top (RTT) competitive grant program has been heralded for revolutionizing the federal role in education and transforming state school reform efforts. This paper offers an initial analysis of the origins, evolution, and impact of RTT. In many ways, RTT is an attempt to circumvent the perceived failings of No Child Left Behind and in particular the law's reliance on coercive federal mandates and the compliance culture it fostered at the state level. RTT's competitive grant process relies on incentives instead of sanctions to drive state reform. The program is fundamentally about two things: creating political cover for state education reformers to innovate and helping states construct the administrative capacity to implement these innovations effectively. (Contains 79 notes.)
How to Recruit and Retain Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts. A Toolkit Including Procedures for Implementing a Systematic Approach for Attracting, Selecting, Appointing, Socializing, and Retaining Teachers and Other School Leaders in Hard-to-Staff Rural and Small School Districts
Author: Ahearn, Charles
Date: 2006-00-00
Type: Guides - Non-Classroom
Subjects: Teacher Recruitment,Faculty Mobility,Rural Schools,School District Size,Teacher Selection,Publications,Community Resources,Portfolios (Background Materials),Check Lists,Employment Interviews,Surveys,Questionnaires

Recruiting and retaining teachers and other personnel continues to be one of the most critical issues in rural schools. The need for teachers in the U.S. is expected to grow significantly as large numbers of teachers retire, many taking advantage of early retirement incentives. In searching for ways to meet new federal law requirements outlined in the No Child Left Behind Act of 2001 regarding teacher quality, small and rural school districts will face pervasive recruitment and retention challenges as they struggle to compete in the teacher labor market. This toolkit is a response to the needs expressed by superintendents in the Rural School District Superintendents' Network at SERVE, a network of high-performing superintendents form the six-state SERVE region. While many topics are possible, six tools are included in the toolkit on critical areas that will enable small and rural school districts to address their personnel recruitment and retention issues. They are the following: (1) Recruitment Brochure Tool; (2) Assessment of Community Resources Tool; (3) Applicant Portfolio Review Tool; (4) Applicant Interview Tool; (5) Personnel Retention Checklist Tool; and (6) Personnel Exit Interview/Survey Tool. Each tool includes a brief description of its purpose, the premise on which it was developed, and procedures for using it effectively. A school district may choose to use the tools individually or collectively, based on circumstances specific to each district. However, the greatest success in addressing the district's recruitment and retention issues is more likely to occur if all six tools are integrated into district recruitment and retention practices and viewed and used as a system.
Data on Second Majors in Language and Literature, 2001-08
Author: Steward, Doug
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: Majors (Students),Higher Education,Languages,Tables (Data),Bachelors Degrees,English Instruction,College Second Language Programs,Second Language Instruction,Second Language Learning,Second Languages

On 19 May 2010 data on second majors, beginning in 2001, were added to the online database for the degree completions component of the US Department of Education's Integrated Postsecondary Education Data System (IPEDS), available on the National Science Foundation's WebCASPAR Web site (https://webcaspar.nsf.gov/). This paper offers selected findings pertaining to second majors in language and literature. Looking at data on language and literature bachelor degree conferrals overall shows that in some fields, such as foreign languages, second majors make up an unusually large share of the students receiving bachelor degrees. Comparing the number of second majors in a field with the number of first majors, second majors range from 4%-5% of first majors in fields like education and psychology to 10%-12% in economics and political science but jump to significantly higher percentages in foreign languages. In 2001 the number of second majors in foreign languages was 28% of the number of first majors, increasing to 36% in 2008. Nearest to foreign languages in percentage terms are area, ethnic, cultural, and gender studies (28.6% of 8,448 first Bachelor of Arts (BAs) in 2008) and philosophy and religious studies (22.1% of 12,275 first BAs in 2008). At 7,757 in 2008, second majors in foreign languages exceeded the absolute number in the next most populous field--psychology, at 4,561--by 70.0%. Data on first and second majors are reported by institutional representatives, not by individual degree recipients, so individual intention cannot be attributed to the ranking of first and second majors. This report uses first majors as the primary number of reference, because this number indexes how many bachelor degrees are granted each year. (Contains 5 tables and 3 figures.)
Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Postsecondary Education. 2009-10
Author: Department of Education (ED)
Date: 2008-11-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Work Study Programs,Educational Counseling,Eligibility,Financial Aid Applicants,Postsecondary Education,Records (Forms)

Many students are unaware that they might be eligible for financial aid to attend college or trade school. High school, TRIO, and GEAR UP (Gaining Early Awareness and Readiness for Undergraduate Programs) counselors are an important source of information about financial aid from private, school, state, and federal student aid programs. This handbook provides useful information to help high school counselors, TRIO and GEAR UP staff, and other mentors advise students about financial aid for postsecondary education. This book focuses on the federal student aid programs administered by the U.S. Department of Education. Appended are: (1) &quot;FAFSA on the Web Worksheet&quot;; (2) Sources of Additional Information; (3) Directory of State Agencies; (4) Glossary; and (5) Handouts.
Funding Education beyond High School: The Guide to Federal Student Aid 2010-11
Author: Department of Education (ED)
Date: 2010-03-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Eligibility,Grants,Work Study Programs,Student Loan Programs,Financial Aid Applicants,Loan Repayment,Records (Forms)

Federal student aid is a financial help for eligible students to pay for educational expenses at an eligible postsecondary school (e.g., college, vocational school, graduate school). There are three categories of federal student aid: grants, workstudy, and loans. Federal student aid covers expenses such as tuition and fees, room and board, books and supplies, and transportation. Aid also can help pay for a computer and for dependent care. This guide explains the federal student aid process. Readers will learn more about federal student aid programs--grants, workstudy, and loans--and how to apply for them.
A Better 9th Grade: Early Results from an Experimental Study of the Early College High School Model
Author: SERVE Center at the University of North Carolina at Greensboro
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Higher Education,High Schools,Acceleration (Education),Dual Enrollment,High School Students,Grade 9,College Preparation,Academic Achievement,Achievement Gap,Suspension,Attendance,Learner Engagement,Student Attitudes,Student Experience,Program Effectiveness

To increase the number of students graduating from high school prepared for college, North Carolina has established the largest number of Early College High Schools (ECHS) in the United States. Early results from a rigorous, independent study of North Carolina's initiative have shown that these schools have substantial positive impacts on student performance. This brief gives an overview of the ECHS model as implemented in North Carolina, the study's design, and ECHS' impacts on grade 9 students. (Contains 3 figures, 2 tables and 16 footnotes.)
Do You Need Money for College? Federal Student Aid at a Glance 2011-12
Author: Federal Student Aid (ED)
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Expenditures,Federal Government,Student Financial Aid,Tuition,Paying for College,College Students,Public Agencies,Education,Fees,Grants,Student Loan Programs,Student Costs,College Applicants,Financial Aid Applicants,Work Study Programs,Records (Forms),College Preparation

This paper discusses what federal student aid is and how to apply for it. It also provides a list of federal student aid programs for 2011-12. Federal student aid comes from the federal government--specifically, the U.S. Department of Education. It's money that helps a student pay for education expenses at a postsecondary school (e.g., college, vocational school, graduate school). Federal student aid covers such expenses as tuition and fees, room and board, books and supplies, and transportation. Aid also can help pay for a computer and for dependent care. There are three main categories of federal student aid: grants, work-study, and loans.
The Secretary's Sixth Annual Report on Teacher Quality. A Highly Qualified Teacher in Every Classroom
Author: Department of Education (ED)
Date: 2009-11-00
Type: Numerical/Quantitative Data
Subjects: Teacher Effectiveness,Elementary Secondary Education,Academic Achievement,Beginning Teachers,Federal Legislation,State Legislation,Teacher Education,Teacher Education Programs,Teacher Evaluation,Teacher Certification,Annual Reports,Alternative Teacher Certification,State Standards,Higher Education

While multiple factors contribute to student success in primary and secondary school, student access to qualified, competent and motivated teachers is critical. Preparing a highly qualified teaching workforce is a major national challenge, but the nation is making significant strides. The 2001 amendments to the &quot;Elementary and Secondary Education Act of 1965 (ESEA)&quot; provided the blueprint for progress by establishing national requirements for highly qualified teachers, and by setting clear goals for improved student achievement. This sixth report on national indicators of the quality of America's teacher preparation programs and states' assessments of novice teachers' knowledge, skills and abilities presents data from all 50 states, the District of Columbia, Puerto Rico and outlying areas. The national data presented in this report indicate that states made progress again this year toward placing certified and licensed teachers in every classroom in the nation, but many teachers are not certified   in every subject they teach. America must continue to make progress toward the goal of preparing, assessing and credentialing highly qualified teachers for all classes in all subject matter areas. (Contains 37 tables, 20 figures and 15 footnotes.)
How to Assess Student Performance in History: Going beyond Multiple-Choice Tests
Author: Edmunds, Julie
Date: 2006-00-00
Type: Guides - Classroom - Teacher
Subjects: Student Evaluation,History Instruction,Course Objectives,Check Lists,Scoring Rubrics,Formative Evaluation,Feedback (Response),Summative Evaluation,Grading,Evaluation Methods,Discussion (Teaching Technique),Questioning Techniques,Essays,Student Projects,Investigations

This paper addresses some real assessment challenges that teachers have identified: (1) Figuring out what really is important for students to know and be able to do in history; (2) Teaching the skills of "doing history" in a world of testing that often seems to value only factual knowledge; (3) Identifying and using assessments that provide teachers with better information than only multiple-choice exams; (4) Getting students motivated to do a good job on essays and other written work; (5) Helping students learn to improve their own work and produce quality products; and (6) Holding students accountable for quality work as opposed to just turning in something. It is designed to get you ready to meet those challenges by helping you: (1) Understand the role of assessment in improving student learning; (2) Consider different learning outcomes for students in history and pick those that are most important for your students; (3) Determine some of the best ways of assessing student learning and tracking and evaluating their progress toward history outcomes; (4) Develop methods of scoring and grading students' work that will provide information and accountability; and (5) Integrate your assessment program with the statewide testing programs currently in place. (Contains 16 figures and 2 footnotes.)