ethanporcaro/eric-fulltext-meta huggingface dataset:
Ladders to Literacy. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2013-03-00
Type: Reports - Evaluative
Subjects: Emergent Literacy,Preschool Education,Curriculum Enrichment,Preschool Children,School Readiness,Oral Language,Phonology,Mathematics,Instructional Effectiveness,Educational Research

&quot;Ladders to Literacy&quot; is a supplemental early literacy curriculum composed of 60 activities designed to develop children's print/book awareness, metalinguistic awareness, and oral language skills. The &quot;Ladders to Literacy&quot; activities can be implemented in a variety of early childhood settings and adapted for children with special needs. Although a &quot;Ladders to Literacy&quot; curriculum is also available for kindergarten students, this intervention report focuses on the preschool &quot;Ladders to Literacy&quot; supplemental early literacy curriculum. The What Works Clearinghouse (WWC) identified two studies of &quot;Ladders to Literacy&quot; that both fall within the scope of the Early Childhood Education topic area and meet WWC evidence standards. One study meets WWC evidence standards without reservations and one study meets WWC evidence standards with reservations, and together, they included 139 children in 26 preschool classrooms in southern New Hampshire. The WWC considers the extent of evidence for &quot;Ladders to Literacy&quot; on the school readiness of preschool children to be small for four outcome domains--oral language, print knowledge, phonological processing, and math. There were no studies that meet standards in early reading and writing, and cognition, so WWC does not report on the effectiveness of &quot;Ladders to Literacy&quot; for those domains in this intervention report. Appended are: (1) Research details for Russell, 2005; (2) Research details for PCER Consortium, 2008; (3) Outcome measures for each domain; (4) Findings included in the rating for the oral language domain; (5) Findings included in the rating for the print knowledge domain; (6) Findings included in the rating for the phonological processing domain; and (7) Findings included in the rating for the math domain. A glossary of terms is included. (Contains 8 tables and 8 endnotes.)
Mental Health of Students. Position Statement. Revised
Author: National Association of School Nurses
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Disabilities,Well Being,Mental Health,Mental Health Programs,School Nurses,School Community Relationship,Student Problems,Barriers,School Health Services,Health Needs,Child Health,Position Papers,Professional Associations,Educational Policy,Staff Role,Mental Health Workers,Mental Disorders

It is the position of the National Association of School Nurses (NASN) that mental health is as critical to academic success as physical well-being. School nurses play a vital role in the school community by promoting positive mental health development in students through school/community-based programs and curricula. As members of interdisciplinary teams, school nurses play a vital role in supporting early assessment, planning, intervention, and follow-up of children in need of mental health services. In addition, school nurses serve as advocates, facilitators and counselors of mental health services both within the school environment and in the community. (Contains 24 references/resources.) [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
How America Pays for College, 2010. Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae, Inc.
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Paying for College,Undergraduate Study,Educational Finance,Undergraduate Students,Parent Financial Contribution,Parents,Late Adolescents,Young Adults,Costs,Economic Factors,College Choice,Financial Support,Credit (Finance),Family Income,Scholarships,Grants,Loan Repayment,Racial Differences,Institutional Characteristics,Tuition

This report presents the findings of a quantitative survey research program that Gallup, Inc. conducted on behalf of Sallie Mae. The overall objective of the study was to determine how American families are paying for higher education. The study also measures public attitudes toward college and various topics related to funding college. To achieve this goal, Gallup, Inc. conducted over 1,600 interviews with adults residing in telephone households in the United States. The study included a national survey of 801 undergraduate students and 823 parents of undergraduates aged 18-24 who had been enrolled in an institution of higher learning in academic year 2009-2010. This study did not include non-traditional students. Technical Appendix is included. (Contains 54 figures, 40 tables and 9 footnotes.) [For 2009 report, see ED540398.]
How America Pays for College, 2009. Sallie Mae's National Study of College Students and Parents
Author: Sallie Mae, Inc.
Date: 2009-08-00
Type: Numerical/Quantitative Data
Subjects: Student Loan Programs,Paying for College,Undergraduate Study,Educational Finance,Undergraduate Students,Parent Financial Contribution,Parents,Late Adolescents,Young Adults,Costs,Economic Factors,College Choice,Financial Support,Credit (Finance),Family Income,Scholarships,Grants,Loan Repayment,Racial Differences,Institutional Characteristics,Tuition

Sallie Mae's study, "How America Pays for College 2009," conducted by Gallup, provides a picture of how families made the investment in higher education last academic year and how they are beginning to meet the challenges of the economic recession. Based on a nationally representative survey of college-going students and parents of undergraduates, the study found that, despite the country's economic challenges, American families expressed unexpected confidence in their ability to continue to pay for their son's or daughter's education. They reported that parents continue to be the largest source of funding for college costs. Families indicated that their total cost of attendance increased by 9 percent over the previous year's survey with no appreciable change in the type of colleges and universities attended. The report is the second annual Sallie Mae national study conducted by Gallup that examines how families of undergraduate students aged 18 to 24 finance the expenses associated with a higher education. To capture a complete picture of how families meet the costs of college, Sallie Mae and Gallup designed this study to gather data directly from families of the college-going population on their attitudes, aptitudes and actual experiences regarding paying for college. For this year's study, Gallup surveyed 800 college-going students and 804 parents of such students in March and April 2009 on a series of questions that gauged Americans' willingness and ability to pay for postsecondary education. Technical Appendix is included. (Contains 51 figures, 36 tables and 16 footnotes.)
The Use of Volunteers in School Health Services. Position Statement. Revised
Author: Rose, Kathleen C.
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: School Health Services,Volunteers,School Nurses,Access to Health Care,Knowledge Level,School Policy,State Standards,School Districts,Certification,Legal Responsibility

It is the position of the National Association of School Nurses (NASN) that quality health care within the school environment can best be attained through the employment of a full-time registered professional school nurse (hereinafter referred to as school nurse) for each school building. The health services needed by students at school continue to evolve in complexity and quantity increasing the need for the advanced knowledge and skills of the school nurse. While volunteers, licensed or unlicensed, may be needed to assist the school nurse, they must never act in the place of the school nurse. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Medication Administration in the School Setting. Position Statement. Amended
Author: Zacharski, Susan
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Drug Therapy,Guidelines,Administrative Policy,Federal Legislation,Educational Legislation

It is the position of the National Association of School Nurses (NASN) that school districts develop written medication administration policies and procedures that focus on safe and efficient medication administration at school by a registered professional school nurse (hereinafter referred to as school nurse). Policies should include prescription and non-prescription medications, and address alternative, emergency, research medication, controlled substances, and medication doses that exceed manufacturer's guidelines. These policies shall be consistent with federal and state laws, nursing practice standards and established safe practices in accordance with evidence based information. The &quot;Individuals with Disabilities Education Act, and Section 504,&quot; mandate schools receiving federal funding to provide &quot;required related service,&quot; including medication administration (O'Dell, O'Hara, Kiel, &amp; McCullough, 2007). [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
Investing in Boys and Young Men of Color: The Promise and Opportunity. Issue Brief
Author: Bryant, Rhonda
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Educational Opportunities,Adolescents,Employment,Males,Masculinity,Minority Groups,Middle School Students,High School Students,Job Skills,Health Promotion,Barriers,At Risk Persons,Interviews,School Districts,Intervention,Dropout Prevention,Career Development,Adults,Out of School Youth,College Preparation,Cultural Pluralism,Teacher Competencies,Youth Programs,Access to Health Care

In 2011, the Robert Wood Johnson Foundation (RWJF) created the Forward Promise initiative within its Vulnerable Populations Portfolio to place a strategic emphasis on the needs of middle school- and high school-aged young men of color. RWJF's goal is to strengthen educational opportunities, pathways to employment, and health outcomes for these young men. All young people require support on the road to becoming healthy and productive adults, and a young man's path to growing up is likely to involve experimentation and risk-taking as he shapes his masculinity and exerts independence. The data show that for young men of color, those actions--which for other young men might be treated as youthful mistakes--are apt to be judged far more severely and punished with lasting consequences. Helping young men navigate their teenage years successfully is key to helping them reach their full potential. RWJF worked with the Center for Law and Social Policy (CLASP) to conduct a scan of issues facing boys and young men of color in the areas of education, health, and pathways to employment. The authors sought to understand both the barriers and opportunities in this work in order to make an informed decision about where to place resources to best influence outcomes for boys and young men of color. This document is a synthesis of the findings from that scan, which RWJF used to refine its strategy for Forward Promise.
How America Saves for College, 2013. Sallie Mae's National Study of Parents with Children under Age 18
Author: Sallie Mae, Inc.
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Paying for College,Higher Education,Money Management,Parent Financial Contribution,Family Financial Resources,Parent Responsibility,Economic Factors,Motivation,Family Income,Racial Differences,Ethnicity,Student Loan Programs,Grants,Goal Orientation

Sallie Mae has conducted an ongoing study, "How America Pays for College," annually since 2008. Through that study, the researchers are able to provide a clearer picture of how the typical American undergraduate is paying for college today. This report is the third in the "How America Saves for College" series conducted since 2009. Interviews took place in August 2012 with a nationally representative sample of more than 1,600 parents. Sallie Mae's "How America Saves for College 2013" shows American families overwhelmingly expect their children to attend college and that most parents are optimistic about their ability to save for it. It also shows that anticipated savings often don't tie to the amount that families are currently saving, nor meet with the reality of the cost of college. Families who have set a savings goal for themselves plan to save close to $39,000 for each child's college education costs. When asked another way, parents who are saving plan to save about 32 percent of the future cost of college. Based on families' current savings behaviors, actual savings will amount to about half their goal amount. (Contains 10 figures, 54 tables, and 10 footnotes.) [For 2010 report, see ED540411.]
The New Digital Advance Team--America's K-12 Students Leading the Way to Transforming Learning with 21st Century Technology Tools. Selected National Findings: Speak Up 2008 for Students, Teachers, Parents and Administrators
Author: Project Tomorrow
Date: 2009-03-24
Type: Reports - Research
Subjects: Stakeholders,Feedback (Response),Educational Change,Career Exploration,Elementary Secondary Education,Academic Achievement,Students,Teachers,Parents,Administrators,Administrator Attitudes,Parent Attitudes,Student Attitudes,Teacher Attitudes,Technology Uses in Education,Program Implementation,Educational Finance,Financial Support,Internet,Electronic Learning,Web 2.0 Technologies,Learner Engagement,Textbooks,Electronic Publishing,Science Careers,Educational Technology

Since 2003, the Speak Up National Research Project has collected and shared the ideas and views of more than 1.5 million K-12 students, teachers, parents and administrators on education and technology. This dataset provides national education leaders and policy makers with the largest collection of authentic, unfiltered stakeholder feedback to inform annual policy, programs and funding. However, the most significant impact is in the schools and districts that regularly use Speak Up as a guide for planning technology use, investments and implementation strategies within their community. This year, with the historic education stimulus funding, the ideas and views of K-12 students and use of the Speak Up data is more important than ever. The findings illustrate how K-12 students are leading the way in re-thinking education delivery and career exploration. These insights can be used to inform the nation's education leaders in communities all across the United States, as they plan on how to use the stimulus funds for education effectively. The nation's Digital Advance Team is ready and able to do its part; step one for the rest of us is to listen to students as they describe their aspirations for 21st century learning. These findings present a 360-degree perspective--from students, parents and educators--about today's frustrations and challenges in schools, as well as possibilities and ideas for creating a real 21st century education that will help propel the economy forward as these students graduate. Speak Up 2008 represents the voices of more than 281,000 K-12 students from schools and communities in all 50 states; their ideas provide unique insights into how Americans invest these historic stimulus funds in their schools to create their next generation of innovators, leaders and engaged citizens. (Contains 3 figures.)
Standardized Nursing Languages. Position Statement. Revised
Author: Duff, Carolyn
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Evidence,Nursing,Research and Development,Nursing Education,School Nurses,Vocabulary,Outcomes of Treatment,Students

It is the position of the National Association of School Nurses (NASN) that standardized nursing languages (SNL) are essential communication tools for registered professional school nurses (hereinafter, school nurses) to assist in planning, delivery, and evaluation of quality nursing care. SNL help identify, clarify and document the nature and full scope of quality school nursing practice (i.e., nursing diagnoses, interventions and outcomes). There are four main reasons that SNL are essential in school nursing documentation. SNL provide a common language, contribute to quality of care, enable continuity of care, and support research (Denehy, 2010). SNL enable communication about the contribution of professional school nursing practice to the health and academic success of students. NASN supports the use of SNL in school nursing practice, electronic health records (EHR), and school nursing education programs. NASN further supports the continued research and development of SNL to advance evidence-based, quality school nursing practice. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Delegation. Position Statement. Revised
Author: Board, Connie
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Nurses,School Health Services,Nursing,Administrative Organization,Supervision,Federal Legislation,Educational Legislation,Administrative Principles

It is the position of the National Association of School Nurses (NASN) that the delegation of nursing tasks in the school setting can be a valuable tool for the school nurse, when based on the nursing definition of delegation and in compliance with state nursing regulations and guidance. Delegation in school nursing is a complex process in which the authority to perform a selected nursing task is transferred to a competent unlicensed individual (UAP) in a specific situation. The decision to delegate and the supervision of delegation of nursing tasks in the school setting rest solely with the registered nurse, who makes the determination to delegate based on nursing assessment and in compliance with applicable laws and guidance provided by professional nursing associations. The safety and welfare of the individual student and the broader school community must be the central focus of all decisions regarding the delegation of nursing tasks and functions (ANA/NCBSN, 2006). Delegation is used effectively in some areas, but unsafe and illegal delegation in school settings can occur. It is important for school districts, registered nurses, health care professionals, parents and the public to understand what activities can be delegated and when delegation is appropriate. (Contains 11 references/resources.) [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
The Role of the School Nurse and School Based Health Centers. Position Statement. Revised
Author: Bannister, Ann
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,School Health Services,Clinics,Primary Health Care,Integrated Services

The National Association of School Nurses holds the position that a combination of school nursing services and school-based health centers (SBHCs) can facilitate positive health outcomes for students. SBHC services complement the work of the school nurses, who are responsible for the entire population of students, by providing a referral site for students without another medical home. SBHCs may provide primary nursing, medical, dental, mental health and other services to those students enrolled in the SBHC program. When available, SBHCs should be integrated with school nursing services to provide a continuum of health services to keep students healthy, in school, and ready to learn. Funding for SBHCs and school nurses typically comes from different sources, so the relationship should by complementary and not competitive. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Individualized Healthcare Plans (IHP). Position Statement. Revised
Author: National Association of School Nurses
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Individualized Programs,School Health Services,Chronic Illness,Disabilities,Child Health,Special Needs Students,Federal Legislation,Educational Legislation

It is the position of the National Association of School Nurses (NASN) that students whose healthcare needs affect or have the potential to affect safe and optimal school attendance and academic performance require the professional school nurse to write an Individualized Healthcare Plan (IHP), in collaboration with the student, family, educators, and healthcare care providers. It is also the position of NASN that it is the responsibility of the professional school nurse to implement and evaluate the IHP at least yearly to determine the need for revision and evidence of desired student outcomes. The IHP is a written document that outlines the provision of student healthcare services intended to achieve specific student outcomes. HPs fulfill administrative and clinical purposes including management of healthcare conditions to promote learning; facilitating communication, coordination, and continuity of care among service providers; and evaluation/revision of care provided. (Contains 11 references/resources.) [For the complete report, &quot;Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised,&quot; see ED539227.]
Coordinated School Health Programs. Position Statement. Revised
Author: National Association of School Nurses
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: School Nurses,Role,Comprehensive School Health Education,Health Promotion,Physical Education,Counseling Services,Nutrition,Family School Relationship,School Community Relationship,Leadership Role

It is the position of the National Association of School Nurses (NASN) that all children should have the right to coordinated school health programs. NASN supports continued research to document the outcomes of these programs. School nurses should use their professional education and skills to assist their schools and communities in the development, implementation, and evaluation of coordinated school health programs. School nurses should assume a leadership role and collaborate with organizations, institutions and local, state and federal governments to advocate for policies, legislation, and financing for the development, implementation, and evaluation of coordinated school health programs. In particular, improving the school nurse to student ratio is a key component to ensuring that that nation's children have access to coordinated school health programs. (Contains 8 references/resources.) [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]
Caseload Assignments. Position Statement. Revised
Author: DuRant, Bonnie V.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: School Health Services,School Nurses,Health Needs,Health Programs,Child Health,Position Papers,Professional Associations,Educational Policy,Personnel Policy

It is the position of the National Association of School Nurses (NASN) that schools should employ professionally prepared Registered Nurses, to conduct and supervise school health programs which address the variety of health problems experienced by school children. NASN recommends a formula-based approach with minimum ratios of nurses-to-students depending on the needs of the student populations as follows: 1:750 for students in the general population, 1:225 in the student populations requiring daily professional school nursing services or interventions, 1:125 in student populations with complex health care needs, and 1:1 may be necessary for individual students who require daily and continuous professional nursing services. Other factors that should be considered in the formula-based approach are number of students on free or reduced lunch, number of students with a medical home, and average number of emergency services per year. [For the complete report, "Position Statements, Issue Briefs, Resolutions and Consensus Statements. Revised," see ED539227.]