ethanporcaro/eric-fulltext-meta huggingface dataset:
Survey of Canadian Career College Students. Phase II: In-School Student Survey. Final Report
Author: Human Resources and Social Development Canada
Date: 2008-03-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Student Surveys,Vocational Schools,College Students,Private Colleges,Proprietary Schools,Student Characteristics,College Choice,College Programs,Paying for College,Debt (Financial),Satisfaction,Student Educational Objectives,Profiles

Human Resources and Social Development Canada in partnership with the Canada Millennium Scholarship Foundation commissioned R.A. Malatest &amp; Associates Ltd. to conduct the &quot;Survey of Canadian Career College Students&quot;. The National Association of Career Colleges supported this research through the provision of in-kind assistance. The research, conducted in three phases, began with a survey of private career colleges (Institutional Survey) to ascertain the number of institutions and students eligible to participate in the &quot;Survey of Canadian Career College Students&quot;. An in-school survey was then conducted with students enrolled in eligible programs in private career colleges throughout Canada. The in-school student survey will be followed up with a graduate outcomes survey to determine outcomes associated with participation in the private post-secondary educational system. This report focuses on the findings of the in-school survey of students of private career colleges (Phase II). The findings of the Institutional Survey can be found under a separate report entitled: &quot;Survey of Canadian Career College Students Phase I: Institutional Survey&quot;. Findings from the Graduate Outcomes Survey will be published under a third report: the &quot;Survey of Canadian Career College Students Phase III: Graduate Outcomes Survey&quot;. Research findings showed that a high proportion of the students entering the private system are female (72%). Students tend to be older in age (mean age=29) and thus more likely to have dependants under the age of 18 (34%). Students are commonly single (75%), although 33% are currently or have been married. Just under one in six (15%) are single parents. Private career college students' preferred educational route appears to be college, either private (80%: current 72% or another private 8% institution) or public (12%). Among students surveyed, approximately three-quarters (72%) indicated that that their current private career college was their institution of choice. Few (8%) students indicated that they would have preferred to attend university rather than their current private career college. Students are commonly drawing upon the Canada Student Loans system or other government assistance to fund their private career college education. Appendices include: (1) Participating Institutions; and (2) Survey Instrument. (Contains 40 tables and 23 figures.) [This paper was produced by The Canada Millennium Scholarship Foundation. For the Phase I report, see ED514951.]
Summative Evaluation of the Foreign Credential Recognition Program. Final Report
Author: Human Resources and Skills Development Canada
Date: 2010-04-00
Type: Reports - Research
Subjects: Credentials,Recognition (Achievement),Immigrants,Summative Evaluation,Program Evaluation,Program Effectiveness,Cost Effectiveness,Foreign Countries,Engineering,Technical Occupations,Case Studies,Federal Government,Government Role,Needs,Stakeholders,Surveys,Interviews

A summative evaluation of the Foreign Credential Recognition Program (FCRP) funded by Human Resources and Skills Development Canada (HRSDC) was conducted during the spring, summer and fall of 2008. The main objective of the evaluation was to measure the relevance, impacts, and cost-effectiveness of the program. Given the timing of the evaluation in relation to program implementation (2004-05), the measurement of impacts and success focused mainly on the intended immediate and medium-term outcomes of the program. Whereas, the evaluation assessed only &quot;progress&quot; towards intended longer-term outcomes due to the challenges in achieving these outcomes within the four year time frame against which the evaluation was conducted. Overall, the Evaluation found the Program to be relevant, cost-effective, and successful in meeting immediate outcomes while progressing well towards targeted long-term outcomes. However, there is relatively slower progress made towards intermediate outcomes beyond the initial investments in the engineering and physician occupations. Program relevance was assessed by examining the level of consistency between the program, the government and departmental priorities as well as relevance to stakeholder needs. Evaluation results show that there is a continued need for the program. Key findings and conclusions in this report underscore the important role the Government of Canada plays, through the FCR Program, in coordinating, facilitating and supporting partners and key stakeholders. Appendices include: (1) List of Targeted Occupations; (2) FCRP Funding and Number of Projects by Occupation; (3) FCRP Logic Model; and (4) International FCR Practices. (Contains 7 tables and 70 footnotes.)
Illinois State Library Strategic Plan: 2008-2011. Progress Report
Author: White, Jesse
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Government Libraries,Library Services,State Government,Leadership,Library Administration,Access to Information,Disadvantaged,Library Materials,Electronic Libraries,Continuing Education,Staff Development,Librarians,Grants,Program Effectiveness,Libraries,Financial Support

This paper reports the progress made by the Illinois State Library for 2008-2011. The library's achievements are presented according to the following goals: (1) Promote the use of technology to improve library services; (2) Provide leadership to the Illinois Library community to enhance library service; (3) Increase access to library services for the underserved; (4) Increase usage of the state library's collections and services; and (5) Promote awareness of the state library's strengths and services.
Illinois State Library Strategic Plan: 2008-2011
Author: White, Jesse
Date: 2008-07-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Information Needs,Government Libraries,State Government,Information Networks,Library Administration,Position Papers,Library Services,Values,Electronic Libraries,Access to Information,Leadership,Outreach Programs

Since its establishment in 1839 to serve the branches of state government, the Illinois State Library has undergone an evolution in the methods, resources and services provided. Over the years, the State Library's sphere of service has expanded to meet the information needs of the public through a statewide network of libraries and regional library systems. The network consists of more than 5,000 libraries of all types in the Illinois Library and Information Network (ILLINET). This Strategic Plan details the goals, objectives and initiatives of the Illinois State Library for the period of 2008-2011.
Choice and Opportunity: The Past and Future of Choice-Based Aid in Louisiana
Author: Carpenter, Dick M., II
Date: 2008-05-00
Type: Reports - Descriptive
Subjects: Private Schools,School Choice,Federal Government,Scholarships,Educational Vouchers,Federal Programs,Federal Aid,State Aid,Parochial Schools,Educational Finance,Financial Support,Expenditures,Grants,Tuition,Early Childhood Education,Elementary Secondary Education,Academic Achievement

On February 29, 2008, Gov. Bobby Jindal presented the Louisiana Legislature with a proposed budget allocating $10 million for a school choice initiative that would enable parents in New Orleans to send their children to the school of their choice, including private schools, with state-funded scholarships. Leaders of the public school establishment went on record to oppose the initiative, spreading fear that providing parents more educational options would take away from public schools. But, as this report demonstrates, Louisiana has a rich history of offering a wide array of choices, including private and religious options, through public programs, including in education. These choices add to--rather than subtract from--the opportunities available to its citizens. In this paper, the authors include more detail about Louisiana's choice-based programs. These profiles include short descriptions of each program, when the programs were established and data on the number of participants and dollars expended or allocated (when available). The first set of current programs described are those funded solely or primarily by the state. The second includes programs funded by the federal government but directed by state and local agencies. Not included are programs administered and funded solely or in large part by the federal government, such as Pell grants and housing vouchers. Thus, the programs described in this paper actually undercount the broad scope of services received by Louisianans through choice-based programs. (Contains 52 endnotes.)
School Choice and State Constitutions: A Guide to Designing School Choice Programs
Author: Komer, Richard D.
Date: 2007-04-00
Type: Guides - Non-Classroom
Subjects: School Choice,Educational Opportunities,Educational Legislation,Federal Legislation,State Legislation,Constitutional Law,Private Schools,Elementary Secondary Education,Educational Vouchers,Tax Credits,Religious Factors,Court Litigation

This report, for the first time ever, provides a state-by-state breakdown of the key elements a policymaker needs in order to understand the legal environment for school choice in any given state--and to craft appropriate legislation to expand educational opportunity. This guide is intended to arm policymakers and advocates with the essential background needed to craft constitutional school choice legislation--and to forge ahead with confidence in delivering equal educational opportunity to all families, regardless of their means. But the analysis and recommendations in this report are very general and should be just the beginning of one's effort to understand school choice and one's state constitution. A glossary is included. Individual sections contain footnotes.
Canadian Attitudes toward Labour Market Issues: A Survey of Canadian Opinion. Final Report
Author: Human Resources and Social Development Canada
Date: 2008-02-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,National Surveys,Adults,Attitudes,Opinions,Labor Market,Employment,Economics,International Trade,Labor Force,Government Role,Objectives

In 2007, Human Resources and Social Development Canada commissioned Environics Research Group Limited to conduct a public opinion survey on labour market issues among 3,000 adult Canadians. The objective of the public opinion survey was to better understand the perceptions of Canadians regarding labour market challenges and opportunities in order to deal with concerns and build stakeholder support. The topics examined in this survey include: (1) Attitudes toward the economy and the labour market, including issues and priorities; (2) Roles and responsibilities in addressing labour market issues, including federal, provincial, employers and individuals; (3) Labour market strategy, knowledge, use and attitudes, including attitudes toward increasing the quality of the workforce, increasing the number of people participating in the workforce and increasing the ability of the labour market to adjust--all goals of Advantage Canada; and (4) Looking forward, including challenges and needs. This report presents the main findings from the survey. Appendices include: (1) Methodology; and (2) Questionnaires. (Contains 1 footnote.) [This paper was prepared by the Environics Research Group.]
Improving Undergraduate Learning: "Findings and Policy Recommendations from the SSRC-CLA Longitudinal Project"
Author: Arum, Richard
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Undergraduate Study,Educational Indicators,College Outcomes Assessment,Learner Engagement,Performance Factors,Individual Characteristics,Institutional Characteristics,Educational Policy,Change Strategies,Educational Change,Educational Improvement,Student Development,Educational Practices,Comparative Analysis

The authors have systematically investigated the state of undergraduate learning in contemporary colleges and universities. Following several thousand traditional-age students as they enrolled in coursework from Fall 2005 to Spring 2009, across a wide range of four-year colleges and universities, the authors found a set of conditions suggesting that something indeed is seriously amiss in U.S. higher education. "In Academically Adrift: Limited Learning on College Campuses" (University of  Chicago Press, 2011), the authors have described some of these disturbing conditions and documented the extent to which many students show little if any growth over the first two years of college in their ability to perform tasks requiring critical thinking, complex reasoning, and written communication as measured by the Collegiate Learning Assessment (CLA; for more information on the CLA see the Methodological Appendix). This report extends findings reported in their recent book to document the rate of growth on the CLA for the full four years of college, academic practices associated with improved student performance, as well as differences across individuals and institutions in the level of learning. Moreover, they present recommendations for policymakers, institutions, and practitioners to consider for improving undergraduate learning at U.S. colleges and universities. A methodological appendix is included. (Contains 2 tables and 6 figures.) [Additional support for this paper was provided by a 2007-08 Fulbright New Century Scholar "Higher Education in the 21st Century: Access and Equity" award.]
Parent Attitudes about Education in Arizona: 2006 [and] Technical Appendices
Author: Garcia, David R.
Date: 2006-05-00
Type: Numerical/Quantitative Data
Subjects: Parent Attitudes,Ethnic Groups,Public Education,Public Opinion,State Surveys,Telephone Surveys,Educational Policy,Hispanic Americans,Anglo Americans,Public Support,Educational Attitudes,Educational Quality,Standardized Tests,Accountability,School Choice,Minority Group Students,Language Acquisition,Cross Cultural Studies,Parent School Relationship

&quot;Parent Attitudes about Education in Arizona: 2006&quot; is the third-annual study of the opinion of Arizona parents on the issues facing public schools. The study is conducted by the Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, and it is a systematic effort to capture and track parental opinion over time. Parents, more than any other group, have the most at stake in the condition of Arizona's schools; the annual AEPI survey gives Arizona parents an opportunity to make their voices heard on major public education issues. As in previous years, the 2006 survey was administered via telephone. The survey was conducted between March 18 and March 27, 2006. The respondents represent a statewide random sample of 410 Arizona parents that have children in public schools and an additional statewide sample of 101 Hispanic public school parents. Results are disaggregated by Anglo and Hispanic parents, making it possible to compare differences in opinion between Arizona's two largest racial/ethnic groups. In past years, the opinions of Anglo and Hispanic parents varied little from each other. In 2006, however, the authors observed a sharp divergence in the opinion of these two parent groups. Many important aspects of parental opinion remain consistent since the first AEPI Arizona parent opinion survey in 2004. Parents continue to be pleased with their children's schools and teachers, and they believe that public schools do a good job teaching basic academic skills. Parents regard inadequate funding as the biggest challenge facing Arizona public schools. Also, parental support for publicly-funded, full-day kindergarten has remained steadfast. There are notable changes in parental opinion as well. The percentage of parents who are supportive of students passing AIMS as a prerequisite to receive a high school diploma has increased substantially over the last year despite the fact that the Arizona's Instrument to Measure Standards (AIMS) graduation requirement is approaching this spring. Finally, the opinions of Hispanic parents compared to Anglo parents show a trend toward a higher degree of dissatisfaction with Arizona public schools and Hispanics support more stringent accountability policies. Appendices include: (1) Survey Methods; (2) Survey Questions; and (3) Survey Report Tables. (Contains 82 tables, 1 figure and 6 notes.) [For the 2005 report, see ED514985.
Parent Attitudes about Education in Arizona: 2005 [and] Technical Appendices
Author: Garcia, David R.
Date: 2005-04-00
Type: Numerical/Quantitative Data
Subjects: Private Schools,Testing Programs,Parent Attitudes,State Standards,Attitude Measures,Telephone Surveys,Educational Indicators,English (Second Language),Public Education,Educational Quality,Hispanic Americans,Public Schools,Charter Schools,Interviews,Accountability,Educational Finance,Language of Instruction,Access to Education,Early Childhood Education,Racial Differences,Mass Media Effects,Standardized Tests,School Choice,Minority Groups,Second Language Learning,Access to Information,Teacher Competencies,Educational Improvement,Educational Vouchers,Tax Credits,Cultural Differences,Socioeconomic Influences,Dropouts,Student Motivation,Legal Responsibility,Enrollment,Whites,American Indians,African Americans

In 2004 the Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, conducted its first-annual survey of parents in a systematic effort to capture parent opinion and establish a framework for tracking parent views over time. Assessing parent opinion is important because no one has a larger stake in the condition of Arizona's schools than parents. &quot;Parent Attitudes about Education in Arizona: 2005&quot;, a follow-up to the 2004 report, gives parents statewide an opportunity to make their voices heard on major education issues. As in 2004, the 2005 survey was conducted via telephone between March 18 and March 26, 2005. The respondents represent a statewide random sample of 398 Arizona parents and an additional statewide sample of 93 Hispanic parents. Results are disaggregated by Anglo and Hispanic parents, making it possible to compare differences in opinion between Arizona's two largest racial/ethnic groups. A notable difference from last year's survey and report is that the 2005 sample is limited to parents with at least one student attending a public school (district or charter). Findings reveal that parental opinion remained consistent over the past year. Although there are notable shifts in parental opinion from the 2004 survey, none of the differences are statistically significant. Parents continue to be pleased with their children's schools and teachers. Appendices include: (1) Survey Methods; (2) Survey Questions; and (3) Survey Report Tables. (Contains 72 tables and 5 notes.) [For the 2004 report, see ED514986.]
Parent Attitudes about Education in Arizona: 2004 [and] Technical Appendices
Author: Molnar, Alex
Date: 2004-04-00
Type: Reports - Research
Subjects: Private Schools,Testing Programs,Parent Attitudes,State Standards,Attitude Measures,Telephone Surveys,Educational Indicators,English (Second Language),Public Education,Educational Quality,Hispanic Americans,Public Schools,Charter Schools,Interviews,Accountability,Educational Finance,Language of Instruction,Access to Education,Early Childhood Education,Racial Differences,Mass Media Effects,Standardized Tests,School Choice,Minority Groups,Second Language Learning,Access to Information,Teacher Competencies,Educational Improvement,Educational Vouchers,Tax Credits,Cultural Differences,Socioeconomic Influences,Dropouts,Student Motivation,Legal Responsibility,Enrollment,Whites,American Indians,African Americans

The Arizona Education Policy Initiative (AEPI), a collaboration of Arizona State University, Northern Arizona University, and the University of Arizona, conducted a statewide telephone survey to get parents' perspectives on the condition of education in the state. From March 17 to March 27, 2004, a statewide random sample of 400 Arizona parents and an additional statewide sample of 355 Hispanic Arizona parents with children attending a traditional public, charter, or private school were interviewed. The results offer a snapshot of Arizona parent opinion in 2004. Findings reveal that Arizona parents think the schools their children attend and the teachers who teach their children are doing a good job. They report schools encourage them to be involved. Accountability gets high marks from parents and they support the AIMS (Arizona's Instrument to Measure Standards) testing program. The biggest challenge facing Arizona schools is lack of money, according to parents. In the controversial area of English language instruction, parents support providing instruction in both a child's native language and in English. Although too few parents of children under six were surveyed to allow for a definitive conclusion, the results suggest that parents would utilize early education and all-day kindergarten if they were available. It is especially noteworthy that Hispanic and non-Hispanic parents hold very similar views about public education in Arizona. Appendices include: (1) Survey Methods; (2) Survey Questions; and (3) Survey Report Tables. (Contains 46 tables and 8 notes.)