ethanporcaro/eric-fulltext-meta huggingface dataset:
The Condition of College &amp; Career Readiness, 2012: Nevada
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Nevada: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: Montana
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Montana: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: Nebraska
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Nebraska: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: New Mexico
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in New Mexico: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: New York
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in New York: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: Missouri
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Missouri: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: New Jersey
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in New Jersey: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
The Condition of College &amp; Career Readiness, 2012: Minnesota
Author: ACT, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Aspiration,Academic Persistence,Academic Standards,Achievement Tests,African American Students,Alignment (Education),American Indian Students,Articulation (Education),Asian American Students,Benchmarking,Career Readiness,College Bound Students,College Entrance Examinations,College Readiness,Comparative Analysis,Core Curriculum,Economic Development,Educational Assessment,Educational Attainment,Educational Improvement,Educational Needs,Educational Practices,Educational Policy,English Instruction,Ethnicity,High School Graduates,Higher Education,Hispanic American Students,Mathematics Instruction,Occupational Aspiration,Pacific Islanders,Postsecondary Education,Race,Reading Instruction,Science Instruction,Scores,Secondary Education,State Standards,Student Behavior,Tables (Data),White Students

Annually, ACT provides a snapshot of the college and career readiness of ACT-tested high school graduates. This report is offered as a service to inform policymakers and practitioners about selected indicators of effectiveness and how that translates into readiness. It is designed to stimulate discussion, inquiry, and action. This report is designed to help inform the following questions driving national efforts to strengthen P-16 education in Minnesota: (1) Are students prepared for college and career? (2) Are enough students taking core courses? (3) Are core courses rigorous enough? (4) Are younger students on target for college and career? (5) What other dimensions of college and career readiness should be tracked? (6) How is the 2011 graduating class doing? (Contains 7 endnotes.) [For related reports, see &quot;The Condition of College &amp; Career Readiness, 2012&quot; (ED534761), &quot;ACT Profile Report: National. Graduating Class 2012&quot; (ED534873), and &quot;ACT Profile Report: National. Graduating Class 2012. Hispanic/Latino Students&quot; (ED534874).]
Teaching with Objects and Photographs: A Guide for Teachers. Second Edition
Author: Hatcher, Sarah
Date: 2012-00-00
Type: Guides - Classroom - Teacher
Subjects: Classrooms,Curriculum Enrichment,Visual Aids,Photography,Kindergarten,Elementary Secondary Education,Interdisciplinary Approach,Teaching Methods,Intermode Differences,Visual Literacy

This guide is intended for all teachers who wish to enhance their curriculum by incorporating objects and photographs into their lesson plans. Kindergarten and elementary, middle, and high school classrooms can all benefit from expanded use of these materials. The guide can be used across a range of subject areas including history, community, culture, art, language, mathematics, and science and can include objects and photographs. The objects can be everyday or exotic, from this culture and time period or from others, large or small; and the photographs can be formal or informal, historic or modern, commercial or personal. The guide shows how teachers can incorporate objects and photographs into their teaching and how they can enhance the curriculum. A glossary is included. (Contains 16 notes.) [This document was prepared by Ellen Sieber, updated by Sarah Hatcher, and produced by Mathers Museum of World Cultures.]
Private Student Loans. Report to the Senate Committee on Banking, Housing, and Urban Affairs, the Senate Committee on Health, Education, Labor, and Pensions, the House of Representatives Committee on Financial Services, and the House of Representatives Committee on Education and the Workforce
Author: Consumer Financial Protection Bureau
Date: 2012-08-29
Type: Reports - Evaluative
Subjects: Student Loan Programs,Private Financial Support,Risk,Federal Aid,Student Financial Aid,Credit (Finance),Debt (Financial),Supply and Demand,Nonprofit Organizations,Proprietary Schools,Public Colleges,Private Colleges,Consumer Education,Loan Repayment,Undergraduate Students,Graduate Students,Student Characteristics,College Attendance,Income,Employment,Federal Legislation,Financial Problems,Loan Default

American consumers owe more than $150 billion in outstanding private student loan debt. While this amount is significantly less than the amount outstanding on student loans guaranteed by the federal government, the private student loan (&quot;PSL&quot;) product is an important component of higher education finance and does not appear to be well understood by the public. In this Report, the Consumer Financial Protection Bureau and the US Department of Education seek to highlight key attributes of the private student loan marketplace, as well as consumer protection issues which policymakers may wish to address. This paper presents the following key findings: (1) In the last decade, private student loan origination rapidly grew and then precipitously declined; (2) During the growth period, private student lender underwriting standards loosened; (3) Since 2008, lenders have changed their underwriting and marketing practices; (4) Many borrowers might not have clearly understood the differences between federal and private students loans; (5) Some groups of borrowers used private student loans substantially more than others; (6) Many borrowers are struggling to repay their private student loans; and (7) Private student lenders are heterogeneous, with some distinct sectors that present varying levels of risk. Appended are: (1) Further Information about Data Sources; and (2) Additional Figures and Tables. Student Loan Glossary is included. (Contains 24 figures, 22 tables, 7 footnotes, and 210 references and notes.)
Boosting the Quality and Efficiency of Special Education
Author: Levenson, Nathan
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Elementary Secondary Education,Special Education,Special Needs Students,School Districts,Educational Finance,Expenditure per Student,Costs,Differentiated Staffs,Cost Effectiveness,Tuition,Residence Requirements,Student Transportation,National Competency Tests,Grade 5,Grade 8,Teacher Effectiveness,Teacher Student Ratio,Academic Achievement

It's a woeful fact: Few students with special needs achieve a high (or even modest) level of academic proficiency. The latest (2011) National Assessment of Educational Progress (NAEP) results show, for example, that 62 percent of eighth graders with disabilities fell below the "basic" level in reading, as did 64 percent in math. This study is intended to open some windows and encourage some fresh breezes by examining three key questions: (1) How much variation in special education spending exists among districts?; (2) What can we learn from school districts that spend less on special education, yet achieve the same or better outcomes than demographically similar but higher-spending counterparts?; and (3) What savings might be realized if the special education field focused on outcomes rather than inputs? To find out, the author and his colleagues first analyzed the special education staffing patterns of more than 1,400 school districts, representing nearly one-third of all students in the United States. Then they drilled down into a purposeful sample--ten pairs of comparable districts in five states, with one of each pair spending less on special education but achieving at higher levels. They found the following: (1) If districts with above-average special education (SPED) staffing were able to staff at the national median, collectively they would save over $10 billion a year; and (2) The vast majority of special education spending in districts is for staff. Based on these findings, they close with three federal/state and two local policy recommendations. At the federal/state level, they recommend the following: (1) An end to maintenance of effort requirements; (2) Preserving and strengthening the Elementary and Secondary Education Act's (ESEA) subgroup accountability and reporting, including those provisions pertaining to students with special needs; and (3) Permitting greater flexibility in the use of Individuals with Disabilities Education Act (IDEA) funds. At the local level, they recommend the following: (1) That districts employ "more effective" general education and special education teachers--not more of them or more non-teachers (i.e., aides); and (2) That they carefully manage pupil loads for special education teachers. Appended are: (1) Maintenance of Effort for IDEA Funds: Demystifying Required Special Education Spending Levels; (2) Data and Methods; (3) Data Requests; and (4) Selected Demographics for Participating States. (Contains 18 tables, 3 figures and 39 endnotes.) [Foreword by Chester E. Finn, Jr. and Michael J. Petrilli.]