ethanporcaro/eric-fulltext-meta huggingface dataset:
SBA Veterans Assistance Programs: An Analysis of Contemporary Issues. CRS Report R42695, Version 86. Updated
Author: Dilger, Robert Jay
Date: 2022-05-12
Type: Reports - Descriptive
Subjects: Federal Government,Public Agencies,Technical Assistance,Training,Veterans,Entrepreneurship,Small Businesses,Federal Aid,Federal Programs,Disabilities

Several federal agencies, including the Small Business Administration (SBA), provide training and other assistance to veterans seeking civilian employment. In recent years, the unemployment rate among veterans as a whole has generally been similar to or lower than the unemployment rate for nonveterans 18 years and older. However, veterans who have left the military since September 2001 have experienced higher unemployment than other veterans and, in some years, higher unemployment than nonveterans. As a result, Congress has focused much of its attention on finding ways to assist veterans who have left the military since September 2001. The SBA provides management and technical assistance services to more than 100,000 veterans each year through its various management and technical assistance training partners. This report opens with an examination of the economic circumstances of veteran-owned businesses. It then provides a brief overview of veterans' employment experiences, comparing unemployment and labor force participation rates for veterans, veterans who have left the military since September 2001, and nonveterans. The report also describes employment assistance programs offered by several federal agencies to assist veterans in their transition from the military to the civilian labor force and examines, in greater detail, the SBA's veteran business development programs, the SBA's efforts to assist veterans' access to capital, and the SBA's service-disabled veteran-owned (SDVOSB) federal procurement program. It also discusses the SBA's Military Reservist Economic Injury Disaster Loan program and P.L. 114-38, the Veterans Entrepreneurship Act of 2015, which authorized and made permanent, under specified circumstances, the SBA's recent practice of waiving the SBAExpress loan program's one time, up-front loan guarantee fee for veterans (and their spouses).
Investing American Rescue Plan Funds Strategically and Effectively: Guidance for School Districts
Author: Council of the Great City Schools
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: COVID-19,Emergency Programs,Federal Aid,Pandemics,Investment,Educational Finance,Federal Legislation,School Districts,Guidance,Sustainability,Strategic Planning,Program Implementation,Information Technology,Educational Facilities,Elementary Secondary Education,Grants

The purpose of this document is to lay out a framework for the nation's large city school systems to spend new COVID-19 federal dollars strategically and effectively. It sets out overarching goals for the use of funds; articulates broad investment strategies; defines principles for the effective use of funds; articulates things that school districts should avoid doing as they plan for investing these new dollars; and asks a series of questions that leaders and stakeholders should ask themselves as they embark on planning, implementation, and evaluation efforts. The document also draws on lessons learned from previous infusions of federal dollars and summarizes the main provisions of the federal legislation and agency guidance.
Federal Student Loan Debt Relief in the Context of COVID-19. CRS Report R46314, Version 9. Updated
Author: Hegji, Alexandra
Date: 2022-02-28
Type: Reports - Descriptive
Subjects: Federal Aid,Student Loan Programs,Federal Legislation,Debt (Financial),Loan Repayment,COVID-19,Pandemics,Loan Default

Title IV of the Higher Education Act of 1965 (HEA; P.L. 89-329, as amended) authorizes the operation of three federal student loan programs: the William D. Ford Federal Direct Loan (Direct Loan) program, the Federal Family Education Loan (FFEL) program, and the Federal Perkins Loan program. While new loans are currently authorized to be made only through the Direct Loan program, previously made FFEL and Perkins Loan program loans remain outstanding and borrowers of such loans remain responsible for repaying them. In response to the current Coronavirus Disease 2019 (COVID-19) pandemic, numerous questions have arisen regarding student loan repayment flexibilities and debt relief that may be available to individuals to alleviate potential financial effects related to COVID-19. The HEA generally authorizes several options for qualifying individuals. Recent administrative and congressional action, including the enactment of the Coronavirus Aid, Relief, and Economic Security (CARES) Act (P.L. 116-136), provide additional student loan relief measures. This report provides an overview of student loan repayment flexibilities and debt relief provisions that may be available to borrowers facing financial difficulties resulting from the pandemic. It first lists some preexisting loan terms and conditions (authorized through statute and regulations) that may be available to individuals. It then discusses specific administrative and congressional actions taken to address student loan debt in the context of COVID-19. The report concludes with a brief description of additional existing authorities that could be utilized to address other aspects of student loan relief.
Federal Support for School Safety and Security. CRS Report R46872, Version 11. Updated
Author: Dragoo, Kyrie E.
Date: 2022-06-15
Type: Reports - Descriptive
Subjects: School Safety,School Security,Federal Aid,Grants,Public Agencies,Elementary Secondary Education,Higher Education,Wellness,Federal Programs,Resilience (Psychology),Transitional Programs,Emergency Programs,Disadvantaged,Instruction,Block Grants,Mental Health Programs,Academic Achievement,Police,Trauma,Prevention,Intervention,Homeless People,At Risk Students,Child Neglect,Delinquency,Juvenile Justice,Federal Legislation,Violence,Drug Abuse

In the United States, more than 70 million students are enrolled in public elementary and secondary (K-12) schools or degree-granting postsecondary institutions. School and campus safety and security for these students encompasses many issues, including violence prevention and response, school climate, and the physical and mental health of the school community. Students' safety and security while in school is an area of concern for the federal government and state and local governments, as well as school districts, institutions of higher education, students' families, and Members of Congress. This report provides an overview of grant programs at the U.S. Department of Education (ED), U.S. Department of Justice (DOJ), U.S. Department of Homeland Security (DHS), and U.S. Department of Health and Human Services (HHS) that provide direct or indirect funding for school and campus safety and security initiatives. The report also provides an overview of programs and initiatives administered by these departments that support school safety and security efforts in other ways, such as through data collection and reporting and technical assistance.
FY2021 State Grants under Title I-A of the Elementary and Secondary Education Act (ESEA). CRS Report R47111, Version 3
Author: Skinner, Rebecca R.
Date: 2022-05-16
Type: Reports - Research
Subjects: Educational Finance,State Aid,Federal Legislation,Educational Legislation,Elementary Secondary Education,Grants,Federal Aid,School Districts,Funding Formulas,Resource Allocation

The Elementary and Secondary Education Act (ESEA), most recently comprehensively amended by the Every Student Succeeds Act (ESSA; P.L. 114-95), is the primary source of federal aid to support elementary and secondary education. The Title I-A program is the largest grant program authorized under the ESEA and was funded at $16.5 billion for FY2021. It is designed to provide supplementary educational and related services to low-achieving and other students attending elementary and secondary schools with relatively high concentrations of students from lowincome families. Under current law, the U.S. Department of Education (ED) determines Title I-A grants to local educational agencies (LEAs) based on four separate funding formulas: Basic Grants, Concentration Grants, Targeted Grants, and Education Finance Incentive Grants (EFIG). State grants are the total of the allocations for all LEAs in the state under all four formulas. The four Title I-A formulas have somewhat distinct allocation patterns, providing varying shares of allocated funds to different types of LEAs and states. Thus, for some states, certain formulas are more favorable than others. This report provides FY2021 state grant amounts under each of the four formulas used to determine Title I-A grants. Overall, California received the largest FY2021 Title I-A grant amount ($2.0 billion, or 12.48% of total Title I-A grants). Vermont received the smallest FY2021 Title I-A grant amount ($37.5 million, or 0.23% of total Title I-A grants).
English Language Proficiency Standards and Assessment Alignment: Issues, Insights, and Innovations for Guiding Peer Review. Research Notes
Author: Bailey, Alison L.
Date: 2022-00-00
Type: Reports - Research
Subjects: English (Second Language),Second Language Learning,Language Proficiency,Alignment (Education),Mastery Learning,Language Tests,Test Validity,Educational Policy,Test Content,Scores,Course Content,Evidence,Peer Evaluation,State Standards,Language Research,Academic Standards,English Language Learners,Elementary Secondary Education

The research note focuses on the alignment aspect of English language proficiency (ELP) assessments, one of the required types of validity evidence for the federal peer review process of states' assessment systems. A basic tenant of current U.S. education policy is the alignment between what a test assesses and what content has been determined as meaningful for students in a given grade. A student's performance on a well-aligned assessment should indicate that student's level of mastery of content knowledge. Whereas the alignment methods and literature on academic content assessments are relatively well-established, little guidance is available as to how to evaluate the alignment of ELP assessments to standards in terms of their content match.
A Capital Commitment: Year One in Review. 2017 Strategic Plan
Author: District of Columbia Public Schools
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Public Schools,Academic Achievement,School Statistics,Investment,Disadvantaged Schools,Graduation Rate,Satisfaction,Enrollment

A &quot;Capital Commitment&quot; is the five-year strategic plan that sets ambitious targets for the future of DC Public Schools (DCPS). In School Year 2012-13, the first year guided by this plan, student performance hit an historic high. The groundbreaking progress made in year one is promising. This document highlights statistics for this year in each of the five DCPS goals: (1) Improve Achievement Rates; (2) Invest in Struggling Schools; (3) Increase Graduation Rate; (4) Improve Satisfaction; and (5) Increase Enrollment.
A Capital Commitment: Year Three in Review. 2017 Strategic Plan
Author: District of Columbia Public Schools
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Planning,Strategic Planning,Academic Achievement,Investment,Disadvantaged Schools,Graduation Rate,Satisfaction,Enrollment

A Capital Commitment is the five-year strategic plan that sets ambitious targets for the future of DC Public Schools (DCPS) Since the launch of this plan in School Year 2012-13, students across the city are doing better than ever in reading and math, more students are graduating on time, students are enjoying school, and enrollment has reached a six-year high. As DCPS continues on the path toward meeting these goals, they are expanding successful academic programs and focusing on educating the whole student, including providing social and emotional support. In School Year 2015-16, they are working harder than ever to accelerate their progress. This document highlights statistics for this year in each of the five DCPS goals: (1) Improve Achievement Rates; (2) Invest in Struggling Schools; (3) Increase Graduation Rate; (4) Improve Satisfaction; and (5) Increase Enrollment. [For the Year Two in Review report, see ED622522.]
A Capital Commitment: Year Four in Review. 2017 Strategic Plan
Author: District of Columbia Public Schools
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Public Schools,Educational Planning,Strategic Planning,Academic Achievement,Investment,Disadvantaged Schools,Graduation Rate,Satisfaction,Enrollment

This document highlights statistics for this year in each of the five DCPS goals: (1) Improve Achievement Rates; (2) Invest in Struggling Schools; (3) Increase Graduation Rate; (4) Improve Satisfaction; and (5) Increase Enrollment. [For the Year Three in Review report, see ED622520.]
A Capital Commitment: Year Two in Review. 2017 Strategic Plan
Author: District of Columbia Public Schools
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Public Schools,School Districts,Educational Planning,Strategic Planning,Academic Achievement,Investment,Disadvantaged Schools,Satisfaction,Graduation Rate,Enrollment

DCPS' five-year strategic plan, A Capital Commitment, provides a roadmap for building DCPS into a high quality, vibrant school district that earns the confidence of our community. The plan defines an overarching purpose as well as five goals that will guide DCPS' work through 2017. This is the year two review of DCPS' five-year strategic plan. [For the Year One in Review report, see ED622518.]
Effect of Localized Lesson Plans to the Interest and Performance of Pupils in Mathematics
Author: Landas, Edgel Confesor
Date: 2022-00-00
Type: Journal Articles
Subjects: Lesson Plans,Mathematics Instruction,Comparative Analysis,Teaching Methods,Student Interests,Mathematics Achievement,Grade 6,Elementary School Students,Foreign Countries,Local Issues,Mathematics Tests,School Districts,Indigenous Knowledge

This study aimed to determine the effect of localized lesson plans to the interest and performance in mathematics. The respondents were grade 6 pupils of Odiong Elementary School, Philippines in the school year 2019-2020. The experimental grouped was exposed to instruction using localized lesson plans while the control grouped was exposed to ready-made lesson plans. The results showed that the pupils' level of interests before and after using localized and ready-made lesson are both highly interested; level of performance before using localized was fairly satisfactory, and after using it show it was very satisfactory. Moreover, there is a significant difference between the pupils' interest and academic performance after using localized lesson plans. It indicates that pupils' performance in mathematics under localized lesson plans instruction is much higher than pupils' under ready-made lesson plans instruction. Thus, it is recommended to use localized lesson plans in teaching any subject.
Detailed Review of National Institute Ranking Framework (NIRF) India Rankings Including Uncertainty and Sensitivity
Author: Ali, Mohammad Ghulam
Date: 2022-00-00
Type: Reports - Research
Subjects: Universities,Institutional Evaluation,Reputation,Foreign Countries,Higher Education,Educational Quality,Accreditation (Institutions),Sustainable Development,Scores,News Reporting,Publications,Guidelines,Evaluation Criteria,Evaluation Methods,Benchmarking

The Higher Education System in India is the world's third largest in terms of students, which is just next to China and the United States. Quality teaching, learning and research is the primary issue in Higher Education System. The Ranking and Accreditation process, both are considered as assessment tools, for quality assessment of Higher Education Institutions (HEIs) and both will give significant impact on the performance outcomes in-term of quality education and research. The quality of education and research will contribute to the sustainable development. In this research paper, a thorough systematic and sequential study of NIRF India Rankings is done considering ranking results up-to year 2020. The paper has also discussed in detail about the ranking process being undertaken and various ranking parameters which are considered in the NIRF Rankings framework for the overall category during the year 2020. The research article is mainly focused on uncertainty and sensitivity issues including some self-explanatory tables which are based on in-depth analysis of scores published on the NIRF public domain for the year 2020 and with a very positive approach in favour of students and their parents, Institution Policy Makers and the Academic Leaders. Some flaws in the rankings have also been observed based on the published documents and educational news. Some additional measures have also been suggested to consider them in the forthcoming years so that the existing ranking framework will become more robust and stable and finally a paper is summarized. Some abbreviations are also included at last of the article. [This is the online version of an article published in &quot;International Journal of Educational Research Review (IJERE).&quot;]
Accountability during School Closures: Moving from External to Internal. Leading in Crisis. Research Brief
Author: Francois, Chantal
Date: 2020-11-00
Type: Reports - Descriptive
Subjects: Accountability,School Closing,Educational Change,Critical Incidents Method,COVID-19,Pandemics,Teacher Response,Teacher Motivation,Parent Teacher Cooperation,Teacher Expectations of Students

This inquiry found that the lack of external accountability pressures neither appeared to negatively impact teachers' efforts, commitment to relevancy and rigor in their classrooms, or their responsiveness to families. This is one of a series of briefs that focused on a 'critical incident' surrounding school closure and offers pragmatic suggestions to educational leaders as they continue to grapple with the disruptions of the pandemic. A project overview is included in the brief.
The American Journal of Psychology. Index of Volumes of I-XXX
Author: Dallenbach, Karl M., Ed.
Date: 1926-00-00
Type: Historical Materials
Subjects: Psychology,Indexes,Publications,Journal Articles,Authors,Book Reviews

This index covers the journal's first 30 volumes. It includes: (1) List of Volumes, Publication Dates, and Editors; (2) Index by Authors of Original Articles (Lucy Day Boring); (3) Index by Authors of Books Reviewed (Lucy Day Boring); and (4) Subject Matter Index. [This content was published by Morrill Hall, Cornell University.]
Impact of Usage of Social Networking and Anxiety among PG Students of Central University of Punjab
Author: Majid, Ishfaq
Date: 2019-00-00
Type: Journal Articles
Subjects: Anxiety,Social Networks,Social Media,Student Attitudes,Indians,Correlation,Gender Differences,Humanities,Science Education,Majors (Students),Comparative Analysis,Measures (Individuals),Universities,Graduate Students,Foreign Countries

The present study was conducted to explore the influence of Usage of Social Networking Sites and Anxiety among PG students of Central University of Punjab. The objectives of the study were to analyze the usage of Social Networking Sites and Anxiety, finding out relationship between usage of SNS and Anxiety and comparing the usage of SNS between male, female, Science, Humanities PG Students of Central University of Punjab. The total number of 200 students were selected by using stratified random sampling technique for the collection of data. Data were collected by using Self-made questionnaire and Anxiety Scale by Pallavi Bhatnagar, Megha Singh, Manoj Pandey, Sandhya and Amitabh (2015). The study found that the maximum number of PG Students of Central University of Punjab comes under moderate level of usage of Social Networking Sites and Anxiety. The findings reveal that there is significant positive influence of Usage of Social Networking Sites on Anxiety among male PG students of Central University of Punjab. However, there is no influence of Usage of Social Networking Sites on Anxiety among female PG students of Central University of Punjab. The study also reveals that there is no impact of Usage of Social Networking Sites on Anxiety among PG students of Humanities. It was also found that there is no impact of Usage of Social Networking Sites on Anxiety among PG students of Science stream students and there is no significant difference in the usage of Social Networking Sites among PG students of Science and Humanities streams.
Information and Communication Technology: A Literature Review of Its Infrastructure and Application in Higher Education
Author: Kouser, Shazia
Date: 2022-03-00
Type: Journal Articles
Subjects: Information Technology,Higher Education,Electronic Learning,Web 2.0 Technologies,Computer Uses in Education,Computer Software,Academic Libraries,Library Services,Barriers,Technology Integration,College Students,College Faculty,Computer Literacy,Organizational Culture,Financial Problems

In the present study, the researcher has reviewed the existing literature from the previous research on Infrastructure and Application of ICT in Higher Education. The researcher carried out an intensive search on various publications and databases websites and finalized fifteen papers for carrying out the literature review. The literature review reveals that in higher education institutions, ICT Infrastructure is efficient in encouraging the use of web technologies, but inadequate ICT Infrastructure is being seen as the main challenge that hinders the implementation of E-learning. Some libraries don't have adequate hardware and software equipment's and don't have sufficient internet nodes and speed. The ICT Infrastructure in libraries of the colleges has a significant relation with the ICT library services. The usage of ICT in libraries has significantly improved the management of libraries. The financial limitations and unavailability of staff who are proficient in using ICT are considered as the main obstacle in delaying the process of ICT implementation in libraries of the colleges. As far as the ICT usage is concerned, there exists a difference in usage of ICT between the students and university teachers in classrooms. The teachers are also facing challenges and obstacles for the availability of facilities for using ICT in the classrooms. The ICT usage by students found to be low but they are having a positive attitude towards its usage. It was further seen that ICT literacy, financial, and organizational culture were the main obstacles for the use of ICT. The majority of the academic staff members use instructor led approach as compared to student led approach.