ethanporcaro/eric-fulltext-meta huggingface dataset:
The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos. Executive Summary
Author: Carnevale, Anthony P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Equal Opportunities (Jobs),Whites,African Americans,Hispanic Americans,Employees,Racial Discrimination,Ethnicity,Racial Bias,Disproportionate Representation,Employment Level,Educational Attainment,Bachelors Degrees,High School Graduates,College Graduates,Job Skills,Wages,Industry,United States History

This is the executive summary for the report, &quot;The Unequal Race for Good Jobs: How Whites Made Outsized Gains in Education and Good Jobs Compared to Blacks and Latinos.&quot; Between 1991 and 2016, White workers built on their past educational and economic privileges to attain bachelor's and graduate degrees in historically high numbers and consequently gained access to good jobs that demanded higher levels of education. As a group, White workers with bachelor's degrees and graduate degrees gained 10.6 million good jobs even as overall employment growth for White workers was modest: 1.9 million jobs. With the constantly growing demand for workers with postsecondary education and the disproportionate advantage that Whites have accrued in educational attainment. Black and Latino workers also sought and attained higher levels of education as a pathway to greater opportunity, but their gains have been far short of those of Whites. Black workers gained 1.9 million good jobs for workers with at least a bachelor's degree, while their employment increased by 4 million jobs overall; Latino workers gained 2.2 million good jobs for workers with at least a bachelor's degree even as their employment increased substantially, by 13.1 million jobs overall. [For the full report, see ED600048.]
2017 Data on Students in Australian Schools Receiving Adjustments for Disability
Author: Education Council (Australia)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Students with Disabilities,Academic Accommodations (Disabilities),Public Schools,Catholic Schools,Private Schools

The annual Nationally Consistent Collection of Data on School Students with Disability (NCCD) collects information about Australian school students who receive an adjustment to address disability. Nationally consistent information on students in Australian schools receiving adjustments for disability enables schools, education authorities, and governments to better understand the needs of students with disability and how they can be best supported at school. This document reports 2017 NCCD data. [For the 2016 report, see ED581769.]
Readiness for Change. Scaling-Up Brief. Number 3
Author: Fixsen, Dean
Date: 2013-09-00
Type: Reports - Descriptive
Subjects: Scaling,Educational Innovation,Educational Change,Readiness,Leadership,Intervention,Evaluation,Change Strategies,Program Implementation,Needs Assessment,Planning

The purpose of this Brief is to define the variables a state or district leadership team may wish to consider as they determine if they are &quot;ready&quot; to invest in the scaling-up of an innovation in education. As defined here, &quot;scaling up&quot; means that at least 60% of the students who could benefit from an innovation have access to that innovation in schools across a State. Creating benefits to students on a comprehensive scale requires considerable change by teachers, building staff, district staff, and state leaders. &quot;Readiness&quot; is defined as a developmental point at which a person, organization, or system has the capacity and willingness to engage in a particular activity. Creating readiness for change is a critical component of both initiating and scaling up the use of evidence-based practices and other innovations in education. [For a related brief (2009), see ED507442.]
Career-Readiness Features in Korean Assessment Items. CRESST Report 859
Author: Choi, Kilchan
Date: 2018-12-00
Type: Reports - Research
Subjects: Career Readiness,High School Students,Cross Cultural Studies,Test Items,Mathematics Tests,Grade 12,Translation,Test Content,Comparative Analysis,International Assessment,Foreign Countries,Correlation,Item Analysis,Difficulty Level,Mathematics Achievement,Rating Scales,Trend Analysis

This report is the third in a series considering career-readiness features within high school assessments. The goal of this study was to explore international comparisons by applying feature analysis to Korean assessment items. Twenty math test items from the Gyeonggi Province in South Korea along with performance data from roughly 4,000 Grade 12 examinees were obtained. We applied the process of feature rating and analyses explained in the first two reports in this series to the Korean assessment items. Math test items were translated and rated using the same scheme as the American items by the same math expert raters. While the mathematics content differed from the American test, career-readiness features were also found in this small set of items. Korean math items shared similar patterns of feature representation with Smarter Balanced items, with the exception of a couple of features (e.g., critical thinking and visualization were rated more frequently among Korean items). Critical thinking was positively associated with item difficulty. It is possible that the type of math content (e.g., calculus) plays a role, which should be explored in future studies with larger sets of test items, different math content, and other international data sets.
Literacy Design Collaborative 2017-2018 Evaluation Report. CRESST Report 863
Author: Wang, Jia
Date: 2019-04-00
Type: Reports - Research
Subjects: College Readiness,Career Readiness,Literacy Education,Teaching Methods,Content Area Reading,Content Area Writing,Faculty Development,Coaching (Performance),Writing Assignments,Intervention,Outcomes of Education,Teacher Attitudes,Program Descriptions,Positive Attitudes,English,Language Arts,Science Instruction,Social Studies,History Instruction,Comparative Analysis,Common Core State Standards,Effect Size,Communities of Practice,Asynchronous Communication,Educational Quality,Instructional Leadership,Program Implementation,Elementary Secondary Education

The Literacy Design Collaborative (LDC) was created to support teachers in implementing college and career readiness standards in order to teach literacy skills throughout the content areas. Teachers work collaboratively with coaches to further develop their expertise and design standards-driven, literacy-rich writing assignments within their existing curriculum across all content areas. This annual report reflects the second year of implementation in 14 Cohort 1 schools, which began implementation during 2016-2017, and the first year of implementation for 31 Cohort 2 schools, which commenced at the beginning of the 2017-2018 school year. Findings from multiple sources including participant surveys and analyses of student outcomes reveal positive results for the LDC intervention. Teacher, teacher leader, and administrator participants reported positive attitudes toward LDC. Participants across all groups perceived a positive impact on student outcomes. Additionally, analysis of student outcomes confirmed participants' positive views. Our quasi-experimental design study revealed that LDC had statistically significant effects on Cohort 2 middle school students' English language arts (ELA) performance, with an effect size of 0.15 for students receiving LDC instruction in all three core content areas: ELA, science, and social studies/history.
Context as an Organizing Principle of the Lexicon
Author: Jones, Michael N.
Date: 2017-00-00
Type: Reports - Research
Subjects: Word Frequency,Vocabulary Development,Context Effect,Semantics,Memory,Information Retrieval,Language Processing,Models,Computational Linguistics,Measurement,Reading Processes,Word Recognition,Psycholinguistics

Classic accounts of lexical organization posit that humans are sensitive to environmental frequency, suggesting a mechanism for word learning based on repetition. However, a recent spate of evidence has revealed that it is not simply frequency but the diversity and distinctiveness of contexts in which a word occurs that drives lexical organization. This chapter provides an in-depth evaluation of new research on contextual diversity, integrating evidence from word recognition, semantic memory, episodic memory, and information retrieval. The aggregate evidence suggests an expectancy-congruency learning mechanism that updates lexical representations based on the fit between the current contents of memory and the information in the local environmental context. This learning mechanism produces a well-structured lexicon that is adapted to the demands of lexical retrieval and processing. [This chapter was published in: &quot;Psychology of Learning and Motivation&quot; v67 (p239-283). Elsevier.]
In Defense of Spatial Models of Semantic Representation
Author: Jones, Michael N.
Date: 2017-00-00
Type: Reports - Research
Subjects: Semantics,Computational Linguistics,Spatial Ability,Proximity,Associative Learning,Memory,Models,Networks,Psycholinguistics,Cognitive Processes,Comparative Analysis,Vocabulary

Recent semantic space models learn vector representations for word meanings by observing statistical redundancies across a text corpus. A word's meaning is represented as a point in a high-dimensional semantic space, and semantic similarity between words is quantified by a function of their spatial proximity (typically the cosine of the angle between their corresponding vector representations). Recently, Griffiths, Steyvers, and Tenenbaum (2007) demonstrated that spatial models are unable to simulate human free association data due to the constraints placed upon them by metric axioms which appear to be violated in association norms. However, it is important to note that free association data is the product of a retrieval process operating on a semantic representation, and the failures of spatial models are likely be due to mistaking the similarity metric (cosine) for an appropriate process model of the association taskdcosine is not what people do with a memory representation. Here, we test the ability of spatial semantic models to simulate association data when they are fused with a simple Luce choice rule to simulate the process of selecting a response in free association. The results provide an existence proof that spatial models can produce the patterns of data in free association previously thought to be problematic for this class of models. [This is the in press version of an article published in &quot;New Ideas in Psychology.&quot;]
2019 Equity Report: Identifying Access and Academic Progress Gaps in the North Carolina Community College System
Author: North Carolina Community College System
Date: 2019-05-16
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Access to Education,Achievement Gap,Equal Education,Racial Differences,Gender Differences,Two Year College Students,Academic Persistence,Academic Achievement,College Credits,Dual Enrollment,High School Students,Student Characteristics

The North Carolina Community College System's mission includes a responsibility to &quot;open the door to high-quality, accessible educational opportunities that minimize barriers to post-secondary education&quot; and &quot;maximize student success.&quot; Access and academic progress are essential for North Carolinians as they explore career opportunities, complete credentials of workplace value, seek fulfilling careers, and maximize their personal potential. Unfortunately, rates of access and academic progress differ across subgroups of the population, which impacts the educational outcomes and social and economic mobility of those groups. The purpose of this report is to call attention to patterns of inequity at the system and college levels by documenting gaps in access and academic progress across demographic populations, specifically race/ethnicity and gender. It is organized into four different sections: (1) Access; (2) First-Time Curriculum Student Characteristics; (3) First-Term Curriculum Student Progression; and (4) First-Year Curriculum Student Progression. The Access section contains a mix of college and county measures centered around who is accessing educational opportunities, with a focus on North Carolina community colleges. This section includes the race/ethnicity and gender makeup of the community colleges across the Curriculum, Basic Skills, and Continuing Education divisions. The next three sections focus on a cohort of fall 2017 first-time (non-high school) Curriculum students who have no post-secondary enrollment prior to summer 2017. Concurrently enrolled high school students are excluded from the first-time cohort. The &quot;Characteristics&quot; section describes first-time students' characteristics at entry, including credits attempted. The last two sections focus on first-term and first-year leading indicators of academic success, including course success, persistence, and credit accumulation.
Bilingual Multicultural Education Annual Report for School Year 2016-2017
Author: New Mexico Public Education Department
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Bilingual Education,Multicultural Education,Annual Reports,Benchmarking,Student Educational Objectives,Second Language Learning,Student Participation,Language Proficiency,Progress Monitoring,Common Core State Standards,Resource Allocation,School Districts,Language of Instruction,English,Spanish,American Indian Languages,Culturally Relevant Education,Educational Finance,Reading Achievement,Mathematics Achievement,Science Achievement,Accountability,Expenditures,Outcomes of Education,Charter Schools,Public Schools,Advisory Committees,Faculty Development,Program Effectiveness,English (Second Language),Surveys

The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and biliterate in English and a second language; and (2) Students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCB actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these four key areas with data for the 2016-2017 school year, providing some longitudinal data for comparison over time. [For the 2015-2016 report, see ED572860.]
Bilingual Multicultural Education Annual Report for School Year 2017-2018
Author: New Mexico Public Education Department
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Bilingual Education,Multicultural Education,Culturally Relevant Education,Accountability,School Districts,Second Language Learning,Student Educational Objectives,Benchmarking,Annual Reports,Student Participation,Language Proficiency,Progress Monitoring,Program Effectiveness,English,Spanish,American Indian Languages,Reading Achievement,Mathematics Achievement,Science Achievement,Advisory Committees,Faculty Development,English (Second Language),Surveys,Language of Instruction,Outcomes of Education,Resource Allocation,Educational Finance,Expenditures,Public Schools,Charter Schools,Teacher Effectiveness,Educational Legislation,Federal Legislation,Hispanic American Students,American Indian Students

The Language and Culture Bureau (LCB) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code. These are: (1) Students become bilingual and biliterate in English and a second language; and (2) Students meet all academic content standards and benchmarks in all subject areas. The purpose of the Bilingual Multicultural Education Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCB actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reports data collected on district, school, and student participation; (2) Reports data collected regarding language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reports achievement data based on the Istation, Partnership for Assessment of Readiness for College and Careers (PARCC) tests and on the New Mexico Standards Based Assessment (SBA) for relevant subgroups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluates and determines program effectiveness and use of funds for BMEPs. This report addresses these four key areas with data for the 2017-2018 school year, providing some longitudinal data for comparison over time. [For the 2016-2017 report, see ED600058.]
2016 Southwest Pathways Conference: Tribal Leaders Pre-Conference (Scottsdale, Arizona, May 2, 2016). Summary Report. [Pre-Conference Proceedings]
Author: Arredondo, S.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: American Indians,Tribes,American Indian Students,American Indian Education,Culturally Relevant Education,Family Involvement,Child Health,Well Being,Public Health,Substance Abuse,Prevention,Dropout Prevention,Federal Legislation,Elementary Secondary Education,Educational Legislation

On May 2, the Arizona Department of Education (ADE) and the West Comprehensive Center (WCC) at WestEd facilitated a half-day pre-conference for tribal leaders and educators participating in the 2016 Southwest Pathways Conference (which was held May 2-4). The gathering raised awareness about critical education, health, and well-being issues affecting Native American youth and families. Conversations helped participants understand how to better support school and district personnel in improving learning conditions and outcomes for Native American students. Workshop topics encompassed culturally inclusive practices, family engagement, health and well-being, substance abuse prevention, the Every Student Succeeds Act, and dropout prevention. This document contains summaries of the plenary sessions and workshops. Each summary includes the title of the session or workshop as it appeared in the conference agenda; the speaker's name, title, and organization; a thesis statement about the session's content; key points; and an abstract of the session or workshop. The document concludes with feedback from participants and potential next steps.
Upskilling and Downsizing in American Manufacturing
Author: Carnevale, Anthony P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Manufacturing Industry,Labor Force,Economic Opportunities,Trend Analysis,Skilled Workers,Industry,Economic Factors,Employment Potential,Technological Advancement,Research and Development,Labor Force Development,Automation,Global Approach,Employment Patterns,Productivity,Postsecondary Education,Credentials

The manufacturing workforce has been shaped by decades of industry transformation. Modern manufacturing requires workers with a diverse set of skills to perform functions such as research and development (R&amp;D), product and production design, marketing and sales, and customer support. While workers with a high school diploma or less dominated the manufacturing workforce of the past, today, even production jobs have begun to shift to workers with postsecondary education. The result is that while manufacturing still has good jobs that pay well, they are now going to a downsized, better-educated workforce. This report describes five key trends that define the changing character of the manufacturing workforce: (1) Manufacturing, once the powerhouse of the industrial economy, now plays a smaller, less central role in an economy dominated by services; (2) Manufacturing, despite its decline, is still a source of good jobs for less educated workers; (3) While there are still good jobs in manufacturing, the structure of economic opportunity has shifted in favor of those with postsecondary education and industry-recognized credentials; (4) Manufacturing workers, like workers in other industries, now pursue education and training options beyond traditional degrees and diplomas; and (5) Current trends suggest that there will be no return to the glory days when good manufacturing jobs were plentiful for high school-educated workers. While it continues to be a top source of good jobs in many states, manufacturing is not expected to be a major job generator in the future. The industry's shrinking presence across the country means that it employs fewer workers, provides fewer good jobs, and creates smaller ripples in the surrounding economy. Production itself is being reshaped through new techniques, such as 3-D printing, robotics, and computer-based modeling and simulation. These trends, often associated with advanced manufacturing, have altered the mix of production and non-production functions needed by employers, reinforcing the demand for educated and skilled workers. This report details four suggested practical steps to bolster the economic vibrancy of manufacturing firms and workers: (1) Support research and technology development in manufacturing; (2) Build the capacity of small and medium-sized manufacturers; (3) Build the manufacturing workforce of the future; and (4) Improve worker transitions. Acting on these ideas will require a new understanding from policymakers and the public.