ethanporcaro/eric-fulltext-meta huggingface dataset:
Teacher Voices: Immigration, Language and Culture
Author: National Writing Project
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Immigrants,English (Second Language),Second Language Learning,Differences,Limited English Speaking,Language Proficiency,Language Role,English,Cultural Differences,Individual Differences,Educational Background,Needs Assessment,Public Policy,Immigration,Educational Opportunities,Employment Opportunities,Story Telling,Writing Across the Curriculum,Group Dynamics,Cooperative Learning,Individualized Instruction

This report presents stories of six teachers who believe in the power and promise of immigrant students and English language learners. Their stories begin to help readers understand the assets these groups of students bring to classrooms, the challenges they--both students and teachers--face, and the role that teachers and schools play in their students' lives. The teachers profiled in this report put forth a wide variety of topics and opinions. But two themes came up consistently. One theme is the complexity of the terms &quot;immigrant&quot; and &quot;English language learners&quot; because it includes so many kinds of student personal histories, languages, cultures, ages, education backgrounds, and family and community structures. The other theme is the need for a national immigration policy that encourages and supports all students to attend college and join the workforce. This report is the fifth in the College Board's Teachers Are the Center of Education series, developed to present the great work taking place in classrooms.  (This report was conceptualized and written by the College Board, the National Writing Project and Phi Delta Kappa International.)
Professional Development: A 21st Century Skills Implementation Guide
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Guides - General
Subjects: Professional Development,Academic Standards,Student Evaluation,Guides,Curriculum Development,Teaching Methods,Educational Environment,Cognitive Development,Academic Achievement,Competence,Emotional Development,Job Skills,College Preparation

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century Skills has issued five brief, user-friendly guides, one for each of the P21 support systems: (1) Standards; (2) Assessment; (3) Professional Development; (4) Curriculum & Instruction; and (5) Learning Environments. It is worth noting that these support systems are not merely ends, but means to a greater goal--to help children develop the cognitive, academic, emotional and physical competencies they need to succeed in 21st century life. The Partnership recognizes that taking an aligned, comprehensive approach across all five support systems is a significant challenge for all educators. The Implementation Guides have been developed to help support this difficult work. While not every recommendation and example will apply to every state, the hope is that the resources will help jumpstart efforts to produce more capable, successful 21st century students and citizens. (Contains 5 resources.)
Assessment: A 21st Century Skills Implementation Guide
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Guides - General
Subjects: Skill Development,Job Skills,College Preparation,Academic Standards,Professional Development,Student Evaluation,Curriculum Design,Teaching Methods,Educational Environment,Cognitive Development,Emotional Development,Competence,Role of Education

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century Skills has issued five brief, user-friendly guides, one for each of the P21 support systems: (1) Standards; (2) Assessment; (3) Professional Development; (4) Curriculum & Instruction; and (5) Learning Environments. It is worth noting that these support systems are not merely ends, but means to a greater goal--to help children develop the cognitive, academic, emotional and physical competencies they need to succeed in 21st century life. The Partnership recognizes that taking an aligned, comprehensive approach across all five support systems is a significant challenge for all educators. The Implementation Guides have been developed to help support this difficult work. While not every recommendation and example will apply to every state, it is hoped that the resources will help jumpstart efforts to produce more capable, successful 21st century students and citizens. (Contains 7 resources.)
Learning Environments: A 21st Century Skills Implementation Guide
Author: Partnership for 21st Century Skills
Date: 2009-00-00
Type: Guides - General
Subjects: Skill Development,State Standards,Guides,Academic Standards,Student Evaluation,Professional Development,Curriculum Development,Teaching Methods,Teacher Effectiveness,Educational Environment,Student Development,Interdisciplinary Approach,Holistic Approach,Mastery Learning,Job Skills,College Preparation

To succeed in college, career and life in the 21st century, students must be supported in mastering both content and skills. This Implementation Guide presents state leaders, policymakers and/or district and school leaders with assessment tactics and examples to assist in statewide 21st century skills initiatives. The Partnership for 21st Century Skills has issued five brief, user-friendly guides, one for each of the P21 support systems: (1) Standards; (2) Assessment; (3) Professional Development; (4) Curriculum & Instruction; and (5) Learning Environments. It is worth noting that these support systems are not merely ends, but means to a greater goal--to help children develop the cognitive, academic, emotional and physical competencies they need to succeed in 21st century life. The Partnership recognizes that taking an aligned, comprehensive approach across all five support systems is a significant challenge for all educators. The Implementation Guides have been developed to help support this difficult work. While not every recommendation and example will apply to every state, it is hoped that the resources will help jumpstart efforts to produce more capable, successful 21st century students and citizens. (Contains 7 resources.)
P21 Framework Definitions
Author: Partnership for 21st Century Skills
Date: 2009-12-00
Type: Reports - Descriptive
Subjects: Schemata (Cognition),Goal Orientation,Outcomes of Education,Holistic Approach,Interpersonal Competence,Global Approach,Consumer Education,Literacy,Citizen Participation,Health,Knowledge Level,Environmental Education,Creative Thinking,Communication Skills,Media Literacy,Technological Literacy,Self Control,Time Management

To help practitioners integrate skills into the teaching of core academic subjects, the Partnership for 21st Century Skills has developed a unified, collective vision for learning known as the Framework for 21st Century Learning. This Framework describes the skills, knowledge and expertise students must master to succeed in work and life; it is a blend of content knowledge, specific skills, expertise and literacies.
Transition Brief: Policy Recommendations on Preparing Americans for the Global Skills Race
Author: Partnership for 21st Century Skills
Date: 2008-11-00
Type: Reports - Descriptive
Subjects: Economic Opportunities,Competition,Global Approach,Human Capital,Federal Legislation,Public Education,Elementary Secondary Education,Politics of Education,Political Attitudes,Daily Living Skills,Public Agencies,Labor Force Development,Leadership

The central economic competitiveness issue for the Obama administration is creating an aligned, 21st century public education system that prepares students,workers and citizens to triumph in the global skills race. On Jan. 20, 2009, the Obama administration will take command of the White House facing unprecedented challenges to the U.S. economy and competitiveness. Americans are hungry for visionary presidential leadership, foresighted policies and bold actions that will strengthen economic opportunities and security at home and build collaboration abroad. There is widespread consensus, however, that the education and workforce development systems are failing to adequately prepare all students and workers with the essential skills--21st century skills--necessary for success in a global economy. The country needs a fresh approach to education that recalibrates workforce preparation to the demands of a 21st century economy built on information, knowledge, innovation and creativity. To that end, the Partnership for 21st Century Skills offers three specific recommendations to President Obama and the new administration: (1) Lead: Advocate 21st century skills as a major theme of this presidency, beginning with the Inaugural Address and a White House Summit on 21st Century Skills in 2009; (2) Mobilize: Coordinate the policies and actions of federal agencies in promoting and creating an aligned, 21st century public education and workforce development system, including the reauthorization of the Elementary and Secondary Education Act and other federal legislation; and (3) Empower: Support states and communities with investments to build a strong infrastructure and capacity for preparing students, workers and citizens with 21st century skills. If adopted, the policy recommendations in this transition brief will put the administration on the right track--and position the nation for a second century of American leadership around the world.
Are They Really Ready to Work? Employers' Perspectives on the Basic Knowledge and Applied Skills of New Entrants to the 21st Century U.S. Workforce
Author: Casner-Lotto, Jill
Date: 2006-00-00
Type: Reports - Research
Subjects: Employer Attitudes,Surveys,Human Resources,Job Skills,Readiness,Employment Qualifications,Entry Workers,Educational Attainment,Classification,Basic Skills,Communication Skills,Work Ethic,Teamwork,Problem Solving,Critical Thinking

In collaboration, The Conference Board, Corporate Voices for Working Families, the  Partnership for 21st Century Skills, and the Society for Human Resource Management  conducted an in-depth study of the corporate perspective on the readiness of new  entrants into the U.S. workforce by level of educational attainment. The study includes  results from both an in-depth survey conducted during April and May 2006 and  interviews with a sampling of a dozen HR and other senior executives. In addition,  a Workforce Readiness Report Card is presented to provide an accessible snapshot  of the basic knowledge and applied skills that are either &quot;deficient&quot; or &quot;excellent&quot;  in those areas that employer respondents rate as &quot;very important.&quot; This research defines Workforce Readiness by asking employer respondents: (1) Whether or not the skill levels that new entrants are currently bringing to their jobs are deemed &quot;excellent,&quot; &quot;adequate,&quot; or &quot;deficient&quot;; (2) What basic knowledge and applied skills they consider &quot;very important,&quot; &quot;important,&quot; or &quot;not important.&quot; Basic knowledge refers to the academic subjects and skills acquired in school. Applied skills refer to those that enable new entrants to use what they learned in school to perform in the workplace; (3) How the importance of these skills may change over the next five years; (4) What emerging content areas are considered &quot;most critical&quot; over the next five years; and (5) What are the nature and costs of remedial training or initiatives, if basic skills are lacking. The data are typically presented throughout the report separately for high school, two-year college/technical school, and four-year college levels. About the Survey is appended. (Contains 13 tables, 3 charts and 32 footnotes.) [This research was conducted in collaboration of The Conference Board, Corporate Voices for Working Families and The Society for Human Resource Management. Additional funding for this paper was provided by Dell Inc., Philip Morris USA Youth Smoking Prevention, SAP and State Farm.]
Evaluating ARRA Programs and Other Educational Reforms: A Guide for States
Author: Perez-Johnson, Irma
Date: 2011-04-00
Type: Guides - Non-Classroom
Subjects: Outcomes of Education,Educational Change,Educational Assessment,Management Information Systems,Federal Legislation,Federal Aid,Economic Opportunities,Administrator Effectiveness,Teacher Effectiveness,School Effectiveness,Low Achievement,Academic Achievement

The American Institutes for Research (AIR) and Mathematica Policy Research (MPR) developed this guide to help you consider evaluation issues likely to arise as you launch ARRA-funded initiatives and other educational reform activities. Many states are already involved in evaluation, so many of the ideas presented here may be familiar. The authors hope that this guide will provide additional information and straightforward strategies to help you integrate evaluation into your educational reform efforts. The American Recovery and Reinvestment Act (ARRA) is providing states like yours and districts important opportunities to strengthen efforts to improve educational outcomes for all children. This guide does not address all the ways in which you may be using ARRA and other funds to support educational reforms or all the approaches you could use to evaluate ARRA-funded and other educational initiatives in your state. Instead, the guide aims to help you think about opportunities for building evaluation into your ongoing efforts and define your evaluation priorities. Throughout the guide, the authors' intent is to provide easy-to-use tools and resources--including tips and checklists--that you can use as part of an evaluation of most of the educational reform strategies that you are likely to initiate. These tips suggest ways in which you can reduce the need for special data collection efforts and make it easier to combine information from various data sources by building on existing data systems. (Contains 13 figures, 3 tables and 5 footnotes.)
The Expanded Food and Nutrition Education Program (EFNEP)
Author: National Institute of Food and Agriculture
Date: 2010-04-00
Type: Reports - Descriptive
Subjects: Obesity,Physical Activities,Nutrition,Food,Nutrition Instruction,Health Care Costs,Health Education,Well Being,Low Income,Public Health,Program Descriptions,Family Programs,Federal Programs,Youth Programs,Land Grant Universities

Obesity, poor health, and limited physical activity are major health concerns. The Expanded Food and Nutrition Education Program (EFNEP) improves the health and well-being of limited resource families and youth. Additionally, EFNEP leads to public savings. Research shows that better health is associated with reduced health care costs, less absenteeism from work, and less dependence on emergency food assistance. This paper presents a brief description of EFNEP.
21st Century Skills Map: Social Studies
Author: Partnership for 21st Century Skills
Date: 2007-08-00
Type: Guides - General
Subjects: Core Curriculum,Social Studies,Skill Development,Critical Thinking,Problem Solving,Cooperation,Creativity,Innovation,Information Literacy,Media Literacy,Computer Literacy,Interpersonal Competence,Productivity,Accountability,Leadership,Interpersonal Communication,Communication Skills,Cultural Pluralism,Responsibility,Interdisciplinary Approach

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of Social Studies.
Who Wins? Who Pays? The Economic Returns and Costs of a Bachelor's Degree
Author: de Alva, Jorge Klor
Date: 2011-05-00
Type: Numerical/Quantitative Data
Subjects: Human Capital,Higher Education,Education Work Relationship,College Graduates,Rewards,Cost Effectiveness,Outcomes of Education,Educational Finance,Systems Approach,Wages,Labor Force,Student Costs,Taxes,Enrollment

Given the  importance of a college education to entering and staying in the middle class and the high cost of obtaining a bachelor's degree, "Who Wins? and Who Pays?" are questions being asked today at kitchen tables and in the halls of government throughout the nation. Using publicly available data, the authors look at who wins and who pays across the full spectrum of higher education institutions in the United States, combining information on "institutional control" (public, private not-for-profit, or private for-profit college or university) and selectivity (ranging from open admission to most selective, based on "Barron's Profiles of American Colleges"). The authors focus on two critical questions: (1) Do students who earn a bachelor's degree and participate in the labor force experience returns, such as higher wages, that justify the costs incurred by them in earning that degree?; and (2) Do taxpayers get a positive return on their investment in the nation's colleges and universities? The answer to the first is "yes." In terms of wages, a bachelor's degree, whether from a public, a not-for-profit, or a for-profit institution, pays a handsome net financial reward in comparison to a high school diploma--a reward that over a lifetime can vary, on average, from more than $230,000 at less selective not-for-profit colleges (such as the University of Bridgeport in Connecticut and Dowling College in New York) to well over $500,000 at the most competitive public or not-for-profit institutions (such as the University of California at Los Angeles and Amherst College). The answer to the second question is more complicated. Taxpayers benefit from the higher state and federal income taxes paid on the higher salaries earned by college graduates, varying from $60,000 in additional taxes paid over the work life of a graduate from a less selective public institution to almost $150,000 in additional income taxes paid over the work life of a graduate from the most selective not-for-profit colleges or universities. However, taxpayers also subsidize the education that students receive in most colleges and universities. Because for-profit institutions do not receive state subsidies and pay taxes rather than receive tax exemptions, even after including the cost of government-funded financial aid, taxpayers benefit by around $6,000 per bachelor's degree. Methods, data sources, and tables are appended. (Contains 15 tables and 65 footnotes.)
Financing College in Hard Times: Work and Student Aid. The CSU Crisis and California's Future
Author: University of California, Los Angeles, Civil Rights Project / Proyecto Derechos Civiles
Date: 2011-05-00
Type: Reports - Research
Subjects: Higher Education,Hispanic Americans,Program Effectiveness,Employment Experience,Student Financial Aid,Paying for College,Grants,Minority Groups,Tuition,Educational Finance,Disproportionate Representation,Financial Exigency,African Americans,American Indians,Costs

This report is the third in a series of reports designed to analyze the impact of the fiscal cutbacks on opportunity for higher education in the California State University system, the huge network of 23 universities that provide the greatest amount of Bachelor of Arts (BA) level of education in the state. The first study, &quot;Higher Tuition, More Work, and Academic Harm: An Examination of the Impact of Tuition Hikes on the Employment Experiences of Under-represented Minority Students at One CSU campus&quot; (Amy Leisenring) explores how students on one CSU campus understand the consequences of the state's budget crisis and their experiences with jobs, as well as the impact that working has on their academic success. Latino, African American, and Indian students at this CSU campus believe that recent fee and tuition increases have negatively impacted them in multiple ways. These students and their families clearly feel the burden of the rising costs of a CSU degree. The second study, &quot;The State University Grant Program and its Effects on Underrepresented Students at the CSU&quot; (Jose L. Santos) explores how the CSU's State University Grant (SUG) program helps to maintain affordability for higher education and helps us understand who benefits from this program. This study reviews the National Postsecondary Student Aid Study: 2008, as well as other publicly available data from the CSU system and California Postsecondary Education Commission. The data reveals that in the last twenty years there has been a proportional increase of students from underrepresented minorities benefitting from SUG awards, particularly Mexican Americans and Other Latinos. Each study contains tables, references and appendices. [Foreword by Gary Orfield. Additional funding for this research was provided by the California State University (CSU) Faculty Association.]
Education and Health. Policy Brief #9
Author: Cutler, David M.
Date: 2007-03-00
Type: Information Analyses
Subjects: Correlation,Outcomes of Education,Income,Family Influence,Family Characteristics,Academic Achievement,Labor Market,Literature Reviews,Statistical Analysis,Public Policy,Educational Attainment,Public Health,Diseases,Death,Age Differences,Racial Differences,Gender Differences,Poverty

A large and persistent association between education and health has been well-documented in many countries and time periods and for a wide variety of health measures. In their paper, "Education and Health: Evaluating Theories and Evidence," presented at the National Poverty Center conference "The Health Effects of Non-Health Policy," David M. Cutler and Adriana Lleras-Muney review literature and conduct statistical analyses on the relationship between education and health. They find a clear association between education and health that cannot be fully explained by income, the labor market, or family background indicators. The authors note that the relationship between health and education is a complicated one, with a range of potential mechanisms shaping the connection between education and health. (Contains 2 figures and 1 endnote.)
21st Century Skills Map: World Languages
Author: Partnership for 21st Century Skills
Date: 2011-03-00
Type: Guides - General
Subjects: Languages,Skill Development,Language Skills,Second Language Learning,Interpersonal Communication,Cultural Pluralism,Relevance (Education),Communicative Competence (Languages),Global Approach,Citizenship Education,Civics,Public Speaking,Cooperation,Critical Thinking,Problem Solving,Creativity,Innovation,Information Literacy,Media Literacy,Computer Literacy,Interpersonal Competence,Productivity,Accountability,Leadership

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of World Languages. [Funding for this paper was provided by EF Education.]
21st Century Skills Map: Science
Author: Partnership for 21st Century Skills
Date: 2008-11-00
Type: Guides - General
Subjects: Core Curriculum,Science Education,Skill Development,Critical Thinking,Problem Solving,Cooperation,Creativity,Innovation,Information Literacy,Media Literacy,Computer Literacy,Interpersonal Competence,Productivity,Accountability,Leadership,Interpersonal Communication,Communication Skills,Cultural Pluralism,Responsibility,Interdisciplinary Approach

This 21st Century Skills Map is the result of hundreds of hours of research, development and feedback from educators and business leaders across the nation. The Partnership for 21st Century Skills has issued this map for the core subject of Science.