ethanporcaro/eric-fulltext-meta huggingface dataset:
NASA Education Recommendation Report. Education Design Team 2011
Author: National Aeronautics and Space Administration (NASA)
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Program Design,Student Interests,Science Interests,Government School Relationship,Aviation Technology,Research Reports,Change Strategies,Educational Change,STEM Education,Educational Improvement,Improvement Programs,Educational Needs,Partnerships in Education,Educational Policy,Policy Formation,Integrated Activities,Alignment (Education),Institutional Advancement,Space Sciences

The people at National Aeronautics and Space Administration (NASA) are passionate about their work. NASA's missions are exciting to learners of all ages. Since its creation in 1958, NASA's people have been passionate about sharing their inspiring discoveries, research and exploration with students and educators. When retired Marine Corps General and astronaut Charlie Bolden first toured NASA's Centers as the new NASA Administrator, he and Deputy Administrator Lori Garver saw this passion for education in hundreds of education projects conducted across the Agency. In May 2010, Bolden and Garver chartered an Education Design Team composed of 12 members chosen from the Office of Education, NASA's Mission Directorates and Centers for their depth of knowledge and education expertise, and directed them to evaluate the Agency's program in the context of current trends in education. By improving NASA's educational offerings, he was confident that the Agency can play a leading role in inspiring student interest in science, technology, engineering and mathematics (STEM) as few other organizations can. After several months of intense effort, including meeting with education experts; reviewing Administration policies, congressional direction and education research; and seeking input from those passionate about education at NASA, the Education Design Team made six recommendations to improve the impact of NASA's Education Program: (1) Focus the NASA Education Program to improve its impact on areas of greatest national need; (2) Identify and strategically manage NASA Education partnerships; (3) Participate in National and State STEM Education policy discussions; (4) Establish a structure to allow the Office of Education, Centers and Mission Directorates to implement a strategically integrated portfolio; (5) Expand the charter of the Education Coordinating Committee to enable deliberate Education Program design; and (6) Improve communication to inspire learners. Appended are: (1) Terms and Definitions; (2) Reference Documents; (3) Education Design Team Survey Questions; (4) Experts Consulted; and (5) Education Design Team. (Contains 3 figures, 17 footnotes and 21 endnotes.)
School Finance in the Digital-Learning Era. Creating Sound Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute
Author: Hill, Paul T.
Date: 2011-11-16
Type: Reports - Descriptive
Subjects: Charter Schools,Elementary Secondary Education,Educational Finance,Electronic Learning,Educational Policy,Web Based Instruction,Finance Reform,Financial Policy,Resource Allocation,Policy Analysis,Vendors,Virtual Classrooms,Blended Learning,Legislation,Guidelines,Educational Innovation

America's system for financing K-12 education is not neutral about innovation and the use of new technologies. Indeed, that system is stacked against them. To remedy this, our education-funding system needs to shift dramatically. Instead of today's model--which rigidly funds programs, staff positions, and administrative structures, instead of schools and students--we need an approach in which funding follows the student. At present, America's charter school finance structure provides the best prototype, but even it does not go far enough. An appropriate school-finance system must also be able to defend ineffective schools and provide space and incentives for online providers to bring their products to the marketplace. (Contains 1 table and 13 endnotes.)
Teachers in the Age of Digital Instruction. Creating Sound Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute
Author: Hassel, Bryan C.
Date: 2011-11-16
Type: Reports - Descriptive
Subjects: Foreign Countries,Teacher Effectiveness,Outcomes of Education,Educational Change,Educational Technology,Teacher Education,Teacher Salaries,Teacher Role,Distance Education,Teaching Conditions,Unions,Educational Finance,Electronic Learning,Educational Policy,Web Based Instruction,Policy Analysis,Virtual Classrooms,Blended Learning,Legislation,Guidelines,Educational Innovation

As digital tools proliferate and improve, solid instruction in the basics will eventually become &quot;flat&quot;--available anywhere globally--and the elements of excellent teaching that are most difficult for technology to replace will increasingly differentiate student outcomes. As a result, teacher effectiveness may matter even more than it does today, as the selectivity and prevalence of the teachers-in-charge who will leverage technology--and be leveraged by it--will be the distinguisher of learning outcomes among schools and nations. But in order to allow for such a drastic reshaping of the education system in the U.S., myriad policies affecting teachers--from professional development to compensation--will need to be revamped. This paper outlines how. (Contains 46 endnotes.)
Quality Control in K-12 Digital Learning: Three (Imperfect) Approaches. Creating Healthy Policy for Digital Learning. A Working Paper Series from the Thomas B. Fordham Institute
Author: Hess, Frederick M.
Date: 2011-07-27
Type: Reports - Evaluative
Subjects: Foreign Countries,Electronic Learning,Elementary Secondary Education,Online Courses,Quality Control,Educational Technology,Distance Education,Web Based Instruction,Vendors,Accountability,Educational Policy,Administrative Policy,Policy Analysis,Governance,Administrative Organization,Commercialization,Evaluation Methods,Measurement Techniques,Standards,Educational History,Educational Change

Digital learning makes possible the &quot;unbundling&quot; of school provisions--that is, it allows children to be served by providers from almost anywhere, in new and more customized ways. At the same time, because it destandardizes and decentralizes educational delivery, digital education is far harder to bring under the yoke of the quality-control systems and metrics that have been devised for traditional school structures. In this paper, Hess explores the pros and cons of input regulation, outcome-based accountability, and market signals as solutions to the quality challenge. In the end, he recommends using all three approaches in careful combination so as to leverage their strengths and offset their weaknesses. In practice, that means demanding transparent financial information from providers, holding them to account for student achievement gains whenever possible, and developing &quot;crowd-sourcing&quot; reporting systems to help educators, parents, and students identify the most effective purveyors of online learning. (Contains 14 footnotes.)
NASA Education Communication Strategy
Author: National Aeronautics and Space Administration (NASA)
Date: 2008-00-00
Type: Reports - Descriptive
Subjects: Communication Strategies,College Students,Aviation Technology,Educational Opportunities,Science Programs,Space Sciences,Space Exploration,Enrollment Management,Enrollment Influences,Student Recruitment,STEM Education,Strategic Planning,Organizational Objectives,Educational Strategies,Partnerships in Education,Educational Facilities,Educational Resources,Science Course Improvement Projects,Institutional Advancement

For the past 15 years, the number of American college students earning science, technology, engineering, and mathematics (STEM) degrees has continued to decrease. By 2010, it is projected the national demand for STEM employees will rise by 10 percent. The Education Communication Strategy identifies the steps National Aeronautics and Space Administration (NASA) will take to enhance and increase public understanding and awareness of NASA's education programs and opportunities.
Professional Development to Improve Accommodations Decisions--A Review of the Literature. Synthesis Report 84
Author: Hodgson, Jennifer R.
Date: 2011-08-00
Type: Information Analyses
Subjects: Outcomes of Education,Internet,Faculty Development,Testing Accommodations,Disabilities,Accountability,Decision Making,Online Courses

Teachers play an important role in making decisions about students' accommodations for instruction and assessment. Although teachers are a significant part of the decision-making process, &quot;gaps&quot; in teachers' accommodations knowledge are well documented. Some of these gaps may be due to challenges in providing teacher professional development, including teachers' limited time. A possible solution is to provide online professional development for teachers. Online training has the potential to avoid some of the pitfalls of traditional professional development, which require participants to meet at the same place and time. Because teachers are likely to have Internet access at work and at home, there is greater flexibility in how the training is provided when it is online. The National Center on Educational Outcomes (NCEO) is developing online training for the state of Alabama. In preparation for this development, the authors conducted a review of the literature to learn more about the characteristics of high-quality online accommodations training. This report summarizes the research literature for both professional development on accommodations decision making, and traditional and high-quality online teacher professional development. [This report was funded with partial support from the Multi-state GSEG Toward a Defensible AA-MAS.]
2009 State Policies on Assessment Participation and Accommodations for Students with Disabilities. Synthesis Report 83
Author: Christensen, Laurene L.
Date: 2011-09-00
Type: Numerical/Quantitative Data
Subjects: Sign Language,Disabilities,Guidelines,Special Needs Students,Testing Accommodations,Student Participation,Scores,Testing Programs,Standardized Tests,Individualized Education Programs,English (Second Language),Reading Aloud to Others,Decision Making,Eligibility,Criteria,Assistive Technology,Special Education

The National Center on Educational Outcomes (NCEO) has been tracking and analyzing state policies on assessment participation and accommodations since 1992. The purpose of the current analysis is to update information on these policies that was last reported by NCEO in 2008 (based on 2007 data). In addition, current state accommodations policies were analyzed by grade and content area. In this analysis, policies from all fifty states and the District of Columbia were included in the report. The current analysis of states' 2009 participation and accommodations policies found that state policies on participation and accommodation continue to evolve, and that they have become more detailed and specific than in previous years. Key findings from this analysis include: (1) State policies focus more on accommodations that produce valid scores; (2) There is a greater differentiation among accommodations for different groups of students (students with IEPs, students with 504 Plans, English Language Learners); (3) The Read Aloud Questions and Sign Interpret Questions accommodations continue to be controversial; (4) Accommodations policies differ significantly by content area in an increasing number of states; and (5) More states have guidelines for the use of accommodations requiring a third party/access assistant (Scribe, Reader, Sign Language Interpreter). Appended are: (1) State Documents Used in Analysis of Participation and Accommodation Policies; (2) Participation and Accommodation Guidelines by State. (Contains 32 tables and 26 figures.)
Small Area Income and Poverty Estimates (SAIPE): 2010 Highlights
Author: US Census Bureau
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Poverty,Income,Federal Programs,Social Indicators,School Districts,Counties,Poverty Programs,Poverty Areas,Low Income Groups,Census Figures,Statistical Analysis,Family (Sociological Unit),Family Income,Geographic Distribution,Trend Analysis,Population Trends,Information Sources,Measurement Objectives,Measurement Techniques,Resource Allocation,Annual Reports

This document presents 2010 data from the Small Area Income and Poverty Estimates (SAIPE) program of the U.S. Census Bureau. The SAIPE program produces poverty estimates for the total population and median household income estimates annually for all counties and states. SAIPE data also produces single-year poverty estimates for the school-age population (age 5-17) for all school districts in the U.S. The main objective of the SAIPE program is to provide timely, reliable estimates of income and poverty statistics for the administration of federal programs and the allocation of federal funds to local jurisdictions. Some state and local programs also use SAIPE income and poverty estimates to distribute funds and manage programs. Due to the comprehensive geographic coverage and one-year focus, SAIPE data can be used to analyze geographic variation in poverty and income, as well as changes over time. The purpose of this document is to highlight several key aspects of such analysis. Appended are: (1) Census Regions and Divisions in the United States; (2) Counties by Metro/Micro Area Status; (3) Supplemental Information for School Districts; and (4) Counties Published in the 2009 ACS 1-Year Estimates. (Contains 2 tables, 22 figures and 30 footnotes.)
Creative Product Problem-Solving Game: Exploring Torrance's Creative Strengths by Making an Object from a Set of Given Materials
Author: Rule, Audrey C.
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Problem Solving,Creative Thinking,Teaching Methods,Creativity,Teacher Developed Materials,Educational Games,Science Course Improvement Projects,Creative Development,Conferences (Gatherings),Professional Development,Performance Factors,Curriculum Development,Educational Technology,Program Effectiveness,Academically Gifted

Creativity is a talent that undergirds invention and innovation, making it an important skill in today's society. Although students are often told to "be creative," they many times do not know how and have little practice in this skill. This document presents an analysis of 33 creative products made by adult participants at a state conference for educators working with preK-12 gifted students or their teachers as a model for what teachers can do in their classrooms to allow students to practice creative thinking. During the conference presentation, Torrance's creative strengths were reviewed with photographic examples, definitions, and suggestions printed on handouts. For the problem-solving game, each participant was given an identical set of recycled/craft materials, and about 30 minutes to create an object or scene fitting with a given theme. This presentation was delivered each of the two days of the conference with a different theme each day: "under water" was the theme the first day and "cool space" was the theme for the products on the second day. Participants each created an object that exhibited creative strengths and followed game-rules using the additional tools of scissors, glue, markers, and thread. Photographs of the final products are shown with their creative strengths identified. Most participants were successful in developing products that showed five creative strengths as required by the game rules. The most common approach to making a creative product that exhibited creative strengths was to tell an original story involving some motion that was detailed, artistically appealing, or humorous, and contained characters with emotional expressions. Because of the success and enthusiasm of participants for the game, the authors recommend it for students, clubs, and recreational activities. (Contains 7 tables and 33 figures.) [This paper was based on the Conference Presentation "Exploring Torrance's Creative Strengths by Making an Object from a Set of Given Materials" given at the Iowa Talented and Gifted Association 39th Annual Conference, October 17-18, Des Moines, IA.]
The Foreign Born with Science and Engineering Degrees: 2010. American Community Survey Briefs. ACSBR/10-06
Author: Gambino, Christine
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Educational Attainment,Community Surveys,Engineering Education,Science Education,Migrants,STEM Education,Geographic Distribution,Gender Differences,Geographic Location,Census Figures,Social Sciences,Academic Achievement,Statistical Analysis,Statistical Data,Statistical Distributions,Statistical Surveys

This brief will discuss patterns of science and engineering educational attainment within the foreign-born population living in the United States, using data from the 2010 American Community Survey (ACS). The analysis is restricted to the population aged 25 and older, and the results are presented on science and engineering degree attainment by place of birth and sex, as well as metropolitan statistical area. Science and engineering fields of degree, as defined by the U.S. Census Bureau, are divided into seven subcategories: 1) computers, mathematics, and statistics; 2) biological, agricultural, and environmental sciences; 3) physical and related sciences; 4) psychology; 5) social sciences; 6) engineering; and 7) multidisciplinary sciences. (Contains 4 tables, 5 figures and 7 footnotes.)
School-Aged Children with Disabilities in U.S. Metropolitan Statistical Areas: 2010. American Community Survey Briefs. ACSBR/10-12
Author: Brault, Matthew W.
Date: 2011-11-00
Type: Reports - Research
Subjects: Disabilities,Community Surveys,Metropolitan Areas,Census Figures,Special Education,Special Needs Students,Accessibility (for Disabled),Enrollment Rate,Fundamental Concepts,Statistical Data,Disability Identification,School Statistics,Elementary School Students,Secondary School Students

The American Community Survey (ACS) captures core concepts of disability that may be useful for understanding the population of children for whom special education services may be necessary. While this measure of disability covers elements of physical and mental impairment, the ACS does not identify children who have been evaluated for or qualify under the statutory definition of a disability in IDEA. This report presents data on the disability status and public school enrollment of children aged 5 to 17 who do not yet have a high school diploma or equivalent. These estimates are presented for the civilian noninstitutionalized population in the United States, states, and metropolitan statistical areas using data from the 2010 ACS. This population excludes children in institutions such as juvenile correctional facilities, noncorrectional group homes for juveniles, and residential schools for people with disabilities. (Contains 3 tables, 3 figures and 15 footnotes.)
The Changing Child Population of the United States: Analysis of Data from the 2010 Census. KIDS COUNT Working Paper
Author: William O'Hare
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Children,Population Growth,Population Trends,Census Figures,Data Analysis,Statistical Data,Demography,Geographic Distribution,Population Distribution,Racial Distribution,Statistical Distributions,Hispanic Americans,State Surveys,National Surveys,Municipalities

This paper explores the nation's changing child population based on data from the 2010 census. While the number of U.S. children increased only slightly, the demographic shifts within the population were considerable. Some areas of the country (Nevada and Texas) and some demographic groups (including children of mixed race) grew significantly, while the number of children in other areas (Vermont and New York) and in other groups (such as non-Hispanic whites) declined. Appended are: (1) State Changes in Child Population 1990, 2000, and 2010; and (2) Distribution of Children (under age 18) by Race and Hispanic Origin: 2010. (Contains 16 tables, 3 figures, 1 chart and 30 endnotes.)
For-Profit Schools: Experiences of Undercover Students Enrolled in Online Classes at Selected Colleges. A Report to the Chairman, Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-12-150
Author: Hillman, Richard
Date: 2011-10-00
Type: Reports - Evaluative
Subjects: Student Experience,Student Financial Aid,Educational Policy,Research Reports,Federal Legislation,Accountability,Online Courses,Electronic Learning,Proprietary Schools,Colleges,Audits (Verification),Institutional Evaluation,Investigations,Program Costs,Federal Aid,Course Organization,Withdrawal (Education),Academic Standards,School Counseling,Student Behavior,Politics of Education,Federal Regulation,Enrollment Trends

Once comprised of local, sole-proprietor ownership, the nation's for-profit institutions now range from small, privately owned schools to publicly traded corporations. Enrollment in such colleges has grown far faster than in traditional higher-education institutions. Moreover, during the 2009-2010 school year, for-profit colleges received almost $32 billion in grants and loans provided to students under federal student aid programs, as authorized under Title IV of the Higher Education Act of 1965, as amended. Because of interest in the student experience at for-profit colleges, US Government Accountability Office (GAO) was asked to conduct undercover testing by enrolling in online classes under degree-granting programs. To conduct this testing, GAO selected 15 for-profit colleges using a selection process that included the 5 largest colleges and a random sample and attempted to enroll using fictitious identities. Once enrolled, each fictitious student engaged in behaviors consistent with substandard academic performance. Each fictitious identity enrolled for approximately one term, as defined by the college. The experience of each of GAO's undercover students is unique and cannot be generalized to other students taking courses offered by the for-profit colleges we tested or to other for-profit or nonprofit colleges. GAO intended to test colleges that were unaware of its true identity. However, there exists a possibility that these colleges identified GAO's fictitious students and altered their behavior based on the assumption that they were under observation. This product contains no recommendations. Where applicable, GAO referred information to the Department of Education for further investigation. Objectives, Scope, and Methodology are appended. (Contains 2 tables and 26 footnotes.)