ethanporcaro/eric-fulltext-meta huggingface dataset:
Second-Generation Latinos Connecting to School and Work. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Vericker, Tracy
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Hispanic Americans,Young Adults,Immigrants,Parent Background,Comparative Analysis,African Americans,Whites,Educational Attainment,Employment,Enrollment,Income,Longitudinal Studies

Immigrants are a large and growing segment of the United States population. In the past 25 years, the United States has witnessed a 150 percent increase in the foreign-born population, with over 35 million foreign-born people living in the United States in 2005 (Vericker, Kuehn, and Capps 2007). Latino immigrants make up the majority of this growth; 53 percent of the foreign-born emigrated from Latin America (Larson 2004). As a result of this increase in the foreign-born population, the share of all US-born children with at least one immigrant parent has more than tripled. Currently, about one-fifth of all children are growing up in immigrant families. The rapid expansion of this population has led many to question how well youth with immigrant parents fare in early adulthood. As second-generation Latino youth continue to make up a larger share of this population, their educational and labor market successes and failures will play a large role in shaping this country's economic future. Using the National Longitudinal Survey of Youth, 1997 cohort, this brief examines young adult connections to school and employment (or connectedness) between the ages of 18 and 24 for children of Latino immigrants (second generation) compared with children of native-born Latinos (third generation), children of native-born non-Hispanic blacks (blacks), and children of native-born non-Hispanic whites and other race groups (whites). (Contains 3 figures, 1 table, and 5 footnotes.)
Young Men and Young Women. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Zielewski, Erica H.
Date: 2009-07-00
Type: Reports - Evaluative
Subjects: Gender Differences,Young Adults,Individual Development,Risk,Adolescents,Antisocial Behavior,Educational Attainment,Employment,Income,Crime,Comparative Analysis,Enrollment,Early Parenthood,Longitudinal Studies

This fact sheet considers differences in behaviors and outcomes between young men and young women as they transition to adulthood. It also considers whether differences between young men and young women are related to the fact that some women are caring for children. Using the National Longitudinal Survey of Youth 1997, the analysis compares adolescent risk behaviors and young adult outcomes for young men and women. Youth of all races and income levels are included and the analysis does not differentiate among them. All differences discussed in this paper are significantly different at the 95 percent confidence level or above. (Contains 1 figure, 4 footnotes, and 1 table.)
Youth with Depression/Anxiety. Vulnerable Youth and the Transition to Adulthood. ASPE Research Brief
Author: Macomber, Jennifer
Date: 2009-07-00
Type: Reports - Descriptive
Subjects: Young Adults,Disadvantaged Youth,Individual Development,Mental Health,Depression (Psychology),Anxiety,Adolescents,Risk,Antisocial Behavior,Educational Attainment,Employment,Income,Crime,Parents,Health Insurance,Comparative Analysis,Longitudinal Studies

The transition to adulthood can be particularly challenging when a young adult experiences mental health problems. This fact sheet uses data from the National Longitudinal Survey of Youth 1997 to explore the young adult outcomes and adolescent risk behaviors of youth suffering from depression and anxiety as they make this transition. Depression and anxiety are captured using the MHI-5 scale, a validated measure collected from the youth when they were ages 18 or 19. The researchers designate the 8 percent of youth at the bottom of the scale distribution as experiencing depression/anxiety and compare them to all other youth, which they refer to as youth with less or no depression/anxiety. All differences discussed in this paper are significantly different at the 95 percent confidence level or above. (Contains 1 figure, 1 table and 7 footnotes.)
Children of Immigrants: Immigration Trends. Fact Sheet No. 1
Author: Fortuny, Karina
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Immigrants,Children,Age Differences,Parent Child Relationship,Population Trends,Community Surveys

This fact sheet is the first in a series of publications on children of immigrants. The series updates the Urban Institute's May 2006 fact sheet that described the characteristics of children of immigrants in the early 2000s. The current series profiles the population of children of immigrants in the United States using data from the 2007 American Community Survey and other sources. Children in immigrant families are the fastest growing segment of the nation's children population. While the number of children in native families grew by 2.1 million between 1990 and 2007, children of immigrants increased by 8.1 million during this time. The share of children that have at least one foreign-born parent rose rapidly as a result, and now children of immigrants represent more than one in five U.S. children. (Contains 6 figures and 6 notes.)
Low-Income African American Youth. Vulnerable Youth and the Transition to Adulthood
Author: Kuehn, Daniel
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: Low Income Groups,African Americans,Late Adolescents,Low Income,At Risk Persons,Racial Differences,Barriers,Success,Developmental Continuity,Adults,Behavior,Educational Attainment,Compensation (Remuneration),Fiscal Capacity

The transition to adulthood could present challenges for African American youth from low-income families. This fact sheet uses data from the National Longitudinal Survey of Youth 1997 to explore racial differences in adolescent risk behavior, education, employment, and earnings among low income youth age 18 to 24. Differences discussed herein are significant at the 95 percent confidence level or above. (Contains 1 figure, 1 table and 4 footnotes.)
From the Classroom to the Community: Exploring the Role of Education during Incarceration and Reentry
Author: Brazzell, Diana
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Educational Needs,Correctional Education,Criminals,Role of Education,Justice,Employment Opportunities,Delinquency,Institutionalized Persons,Correctional Institutions,Rehabilitation,Conferences (Gatherings),Access to Education,Educational Attainment,Special Needs Students,Racial Differences,Adult Education,Adult Basic Education,Vocational Education,Postsecondary Education,Special Education,Secondary Education,Skill Development,Job Skills,Educational Finance,Federal Aid,Educational Research,Outcomes of Education,Program Effectiveness,Delivery Systems,Barriers,Student Evaluation,Student Placement,Teacher Competencies,Educational Technology,Success,Partnerships in Education

Recognizing the pressing need to explore the issues surrounding education, incarceration, and reentry, the Prisoner Reentry Institute at John Jay College of Criminal Justice and  the Urban Institute hosted the Reentry Roundtable on Education on March 31 and April 1, 2008, at John Jay College of Criminal Justice in New York City. The two-day meeting  examined the current state of education during incarceration and reentry and identified promising programmatic and policy directions. This monograph synthesizes the findings of the Roundtable papers and the discussion generated throughout the sessions. It offers examples of innovative strategies being employed across the country to provide high-quality services, and it aims to contextualize correctional education within broader trends in the fields of education and criminal justice. Although the intent is to explore education during both incarceration and reentry, much of the material in the monograph focuses on correctional education because research on education for former prisoners in the community is limited. To begin, the monograph surveys the current landscape of correctional education, discussing both the educational needs of people involved in the criminal justice system and the programs being provided to meet those needs. It then reviews research on the effectiveness of correctional education and guiding principles for effective programming, as well as gaps in the research literature. The subsequent section discusses the issues involved in providing education in correctional settings and identifies some potential responses to these challenges. The monograph then explores education during reentry and the connections between educational programs provided during incarceration and educational and employment opportunities available in the community. The report closes by looking to the future and highlighting key issues and new directions in research, policy, and practice. (Contains 20 footnotes, 3 tables, and 1 figure.)
The Effects of Postsecondary Correctional Education: &quot;Final Report&quot;
Author: Winterfield, Laura
Date: 2009-05-00
Type: Reports - Research
Subjects: Employment,Recidivism,Institutionalized Persons,Correctional Education,Correctional Institutions,Focus Groups,Flow Charts,Program Effectiveness,Statistical Significance,Outcomes of Education,Postsecondary Education,Criminals,Interviews,Behavior Modification,Self Esteem,Equal Opportunities (Jobs),Barriers,Correlation,Enrollment Trends,Skill Development,Job Skills,Stakeholders

The research presented in this report examines the effect of prison-based postsecondary education (PSE) on offenders both while incarcerated and after release. Urban Institute researchers worked with the staff of four institutions in three states to conduct inmate focus groups and stakeholder interviews to explore the motivations for enrolling in PSE, the impact of PSE on offenders while incarcerated, and the expected benefits after release. Inmates and other stakeholders were enthusiastic about PSE programs offered at each of the four facilitates visited by the researchers. A consistent theme across respondents and locations was that PSE has a positive impact on inmate behavior and that participating in PSE increases feelings of self-esteem. Inmates typically believed that participation in PSE would increase their employment prospects after release; however, many saw further education beyond that received in prison as necessary to reach their employment goals. Inmates reported a number of challenges to engaging in prison-based PSE; among them, the availability of quiet space to study, access to electronic resources, and lack of cooperation by correctional staff. The analysis of postrelease recidivism yielded evidence of a consistently negative association between PSE participation and recidivism. In each of the three states, prisoners who participated in PSE were less likely to recidivate during the first year after release. The magnitude of the effect size estimates reached both substantive and statistical significance. While these findings are encouraging, they should be viewed as promising, but not conclusive, evidence of the potential of correctional PSE to improve postrelease outcomes for prisoners. Appendices include: (1) Flow Chart for Selection of Candidate Study Sites; (2) Detailed PSE Information by State System; (3) Focus Group and Stakeholder Interview Sites; (4) Focus Group and Stakeholder Interview Questions; (5) Preparation of Administrative Data for Analysis; and (6) Detailed Outcome Analysis by State. (Contains 15 tables, 1 figure, and 9 footnotes.)
Youth from Low-Income Working Families. Vulnerable Youth and the Transition to Adulthood
Author: McDaniel, Marla
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Family (Sociological Unit),Family Environment,Employees,Adults,Low Income Groups,Late Adolescents,At Risk Persons,Behavior,Developmental Continuity,Incidence

Approximately 6 in 10 low-income families have at least one adult who works full time throughout the year. This fact sheet uses data from the National Longitudinal Survey of Youth 1997 to describe the adolescent risk behaviors and the transition to adulthood for low-income youth from &quot;high-work&quot; families compared to low-income youth from moderate-work and nonworking (i.e., &quot;low-work&quot;) families. Differences discussed in this paper are significant at the 95 percent confidence level or above. (Contains 1 figure, 1 table and 8 footnotes.)
Are Teacher Absences Worth Worrying about in the U.S.? Working Paper 24
Author: Clotfelter, Charles T.
Date: 2009-04-00
Type: Numerical/Quantitative Data
Subjects: Teaching (Occupation),Teacher Attendance,Incidence,Context Effect,Academic Achievement,Institutional Characteristics,At Risk Students,Low Income Groups,Educational Research,Regression (Statistics)

Using detailed data from North Carolina, this paper examines the frequency, incidence, and consequences of teacher absences in public schools, as well as the impact of a policy  designed to reduce absences. The incidence of teacher absences is regressive: when schools are ranked by the fraction of students receiving free or reduced-price lunch, schools in the poorest quartile averaged almost one extra sick day per teacher than schools in the highest income quartile, and schools with persistently high rates of teacher absence were much more likely to serve low-income than high-income students. In regression models incorporating teacher fixed effects, absences are associated with lower student achievement in elementary grades. There is evidence that the demand for discretionary absences is price-elastic. Our estimates suggest that a policy intervention that simultaneously raised teacher base salaries and broadened financial penalties for absences could both raise teachers' expected income and lower districts' expected costs. (Contains 11 tables, 5 figures, and 37 footnotes.)
Leaving No Child Behind: Two Paths to School Accountability. Working Paper
Author: Figlio, David N.
Date: 2009-08-12
Type: Reports - Research
Subjects: Incentives,Economically Disadvantaged,Academic Achievement,Grading,Accountability,Public Education,Educational Quality,Equal Education,Minority Group Children,Low Achievement,Hispanic American Students,African American Students,Achievement Gap,Disadvantaged Youth,Program Effectiveness,Sanctions,Scores,Racial Differences,Elementary School Students,Grades (Scholastic),White Students

The relatively poor academic achievement of black and Hispanic students has been a national concern since the passage of the &quot;Elementary Secondary and Education Act&quot; in 1963. Frustrated with relatively slow progress in closing these educational gaps, the most recent reauthorization of the ESEA, the &quot;No Children Left Behind Act of 2001&quot; (NCLB) attempts to employ rigorous accountability standards to speed progress. At about the same time, Florida implemented a change in its A+ Plan for Education that focused on the educational gains of &quot;low-performing&quot; students. These two systems provide incentives for schools to concentrate differently on students even though they both ostensibly focus attention on similar sets of students--those most likely to be marginalized in public education. In this paper the authors study whether either of these accountability systems improved the academic outcomes of black, Hispanic and economically disadvantaged students in Florida. The authors find evidence that schools that are labeled as failing or near-failing in Florida's system tend to boost performance of students in these subgroups, while schools presented with incentives under NCLB to improve subgroup performance appear to be much less likely to do so. However, Hispanics appear to benefit from the NCLB sub-grouping requirements if they attend schools with low accountability pressure under Florida's grading system. (Contains 8 tables, 3 figures and 25 footnotes.) [This paper was presented at the &quot;NCLB: Emerging Findings Research Conference&quot; at the Urban Institute, Washington, D.C. on August 12, 2009. Funding for this research was provided by the Atlantic Philanthropies.]
The Plight of the ESL Program Director
Author: Eaton, Sarah Elaine
Date: 2008-10-17
Type: Reports - Evaluative
Subjects: Foreign Countries,Higher Education,Foreign Students,English (Second Language),College Administration,Administrators,Administrator Responsibility,Teacher Recruitment,Student Recruitment,Educational Finance,Educational Supply,Economic Climate,Economic Impact,Educational Trends,Job Skills,Role Perception,Professional Development,Business Skills,Politics,Context Effect,Political Influences,Educational Philosophy,Theory Practice Relationship,Professional Recognition,Expectation,Income,Status,Politics of Education

In this presentation we will examine the situation of English as a Second Language (ESL) program managers, many of whom are charged with the responsibility of marketing their programs and recruiting students internationally, often with little or no training in how to do so (Eaton, 2005). Not only are they set forth ill-prepared, the repercussions for insufficient revenue generation may be harsh, including having to fire instructors or having their programs may be closed by the very institutions they serve (Mickelson, 1997; Soppelsa, 1997; Staczek, 1997), many of which regard such programs as lucrative (Rubin, 1997). Building on the work that has been done in this field to date, my research adds in the voices of three language program directors, Anuradha (English for Academic Purposes), Karen (English for Professional Purposes) and Yassin (English Language Program, Continuing Education) each of whom directed a different program at the University of Calgary at the time this study was conducted. They offer commentary and insight into matters of importance for ESL administrators. Finally, I shall offer some recommendations on how things may be improved for the future.
Towards a Theory for the Study of Responsible Business Practices in Higher Education
Author: Eaton, Sarah Elaine
Date: 2008-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Philosophy,Doctoral Dissertations,Best Practices,English (Second Language),Educational Theories,Social Theories,Barriers,Institutional Advancement,Program Administration,Foreign Countries,Content Analysis,Second Language Programs,Educational History

This paper explores the difficulties of finding an appropriate theoretical framework for a doctoral dissertation examining revenue-generating language programs at post-secondary institutions. It briefly examines the history of language programs in higher education in the developed English-speaking world and the current situation of many institutions that now include English as a Second or Additional Language programs for foreign students. The purpose of the existence of such programs is not always clear. Is it to build the capacity of international students so as to diversify the campus by enriching it with a more diverse student body? Or to generate revenue from foreign students desperate to learn English? Or are the reasons more complex? Regardless of the motivation, the existence of such programs at universities in developed countries is widespread. My doctoral dissertation explores how such programs are marketed and administered. One of the challenges of this study has been to find a suitable theoretical framework that allows for the espousal of benevolent educational philosophy (the growth of the individual cognitively, culturally and personally) while entertaining the possibility of socially responsible business practices in higher education. This paper explores some of the issues and tensions of selected theories and their application to this type of study.
Formal, Non-Formal and Informal learning: The Case of Literacy, Essential Skills, and Language Learning in Canada
Author: Eaton, Sarah Elaine
Date: 2010-02-00
Type: Reports - Research
Subjects: Informal Education,Foreign Countries,Research Reports,Nonformal Education,Traditional Schools,Second Language Learning,Literacy,Basic Skills,Attitude Change,Context Effect,Language Acquisition,Concept Formation,Schematic Studies

This research report investigates the links between formal, non-formal and informal learning and the differences between them. In particular, the report aims to link these notions of learning to literacy and essential skills, as well as the learning of second and other languages in Canada. It builds upon the work of the OECD (n.d.) and Werquin (2007) which outlines the differences between formal, non-formal and informal education. Examples are given for literacy and essential skills, as well as second and other languages for each of the categories mentioned above. Finally, the examples of systems developed value different types of learning using asset-based approaches are given. The tools developed by Human Resources and Skills Development Canada are explored for the case of literacy. The Common European Framework of Reference for Languages developed by the Council of Europe is considered for second and other languages. Appended are: (1) Provincial and National Literacy Organizations in Canada; (2) Heritage and International Language Associations in Canada; and (3) A Forum on the Framework of Reference for Languages: Implications for Alberta. A bibliography is included. [This report was published by Eaton International Consulting Inc.]
Cases on Challenges Facing E-Learning and National Development: Institutional Studies and Practices. e-Learning Practices. Volume II
Author: Demiray, Ugur, Ed.
Date: 2010-00-00
Type: Books
Subjects: Electronic Learning,Instructional Design,Foreign Countries,Educational Practices,Delivery Systems,Book Reviews,Case Studies,Comparative Education,Electronic Publishing,Technology Integration,Technology Uses in Education,Educational Strategies,Barriers,Institutional Research,Educational Opportunities

E-Learning offers many opportunities for individuals and institutions all over the world. Individuals can access to education they need almost anytime and anywhere they are ready to. Institutions are able to provide more cost-effective training to their employees. E-learning context is very important. It is common to find educators who perceive e-learning as internet-only education that encourages a static and content-focused series of text pages on screen. Others envisage the shallow and random online messages that are typical of a social real-time chat session, and wonder how that type of communication could add any value to academic discourse. Some may have experienced e-learning done poorly, and extrapolate their experience into a negative impression of all e-learning. The book will examine the emergence and growth of e-learning. The use of the &quot;e&quot; prefix indicates the application of information and communication technology (ICT) in government, finance, and all forms of socio-economic and community development. This eBook is designed and presented in two volumes. The first volume consists of the country cases of Algeria, Belarus, Bulgaria, Egypt, Estonia, Finland, Greece, Jordan, Hungary, Iraq, Iran, Israel, Kazakhstan, Kyrgyzstan, Latvia, Lithuania, Macedonia, Moldova, and Morocco. The second volume gives a place to the country cases of Norway, Oman, Palestine, Poland, Romania, Russia, Saudi Arabia, Serbia, Slovakia, Slovenia, Sweden, Syria, Tajikistan, Tunisia, Turkey, Ukraine, United Arab Emirates and Uzbekistan. So, the book consists of more than 70 authors from 39 different countries and from 42 universities and 14 institutions with company for all 42 chapters. (Individual chapters contain references.) [&quot;Cases on Challenges Facing E-Learning and National Development: Institutional Studies and Practices. Volume II&quot; was co-edited by Leena Vainio, Mehmet Can Sahin, Gulsun Kurubacak, Petri T. Lounaskorpi, S. Raja Rao, and Carlos Machado. For Volume I, see ED508217.]