ethanporcaro/eric-fulltext-meta huggingface dataset:
Doing What's Right: Preparing Iowa's Children for Success in School and Beyond. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining Doing What's Right, Focusing on Preparing Iowa's Children for Success in School and beyond (March 10, 2014, Des Moines, IA). Senate Hearing 113-212
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2015-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Programs,Early Childhood Education,Federal Legislation,Preschool Education,Educational Quality,Infants,Toddlers,Child Care,Hearings,Access to Education,Financial Support,At Risk Students,School Readiness,Public Schools,Family Involvement,Early Intervention,Partnerships in Education,Minority Group Students,Barriers

The Federal Government currently funds a number of programs to support early childhood education and care. However, they are well short of meeting existing needs. The Strong Start for America's Children Act significantly expands investments at the Federal level to accelerate the work being done in States to support high-quality pre-K. It also dramatically increases access to high-quality care for infants and toddlers. This hearing presents views on that legislation. Harkin, Hon. Tom, Chairman, Committee on Health, Education, Labor, and Pensions, presented an opening statement. The following witnesses provided statements: (1) Quirmbach, Hon. Herman C., Iowa State Senate District 23, Des Moines, IA, Prepared statement; (2) Guest, Susan, Director of Early Childhood Programs, Des Moines Public Schools, Des Moines, IA, Prepared statement; (3) Merrill, Barbara, Executive Director, Iowa Association for the Education of Young Children, Des Moines, IA, Prepared statement; (4) Regan, Christi, Head Start Director, Hawkeye Area Community Action Program, Inc., Hiawatha, IA, Prepared statement; (5) Gallentine, Gabriela, Director of Hispanic Educational Resources, Conmigo Early Education Center, Des Moines, IA, Prepared statement; and (6) Pierce, Douglas M., Brigadier General, U.S. Air Force (Retired) Mission: Readiness, Norwalk, IA, Prepared statement. Connie Boesen, Des Moines School Board, provide a letter to Senator Harkin as additional material.
Workforce Training and Economic Development Fund: 2015 Annual Progress Report
Author: Iowa Department of Education
Date: 2015-12-00
Type: Reports - Evaluative
Subjects: Labor Force Development,Economic Development,Annual Reports,Community Colleges,Progress Monitoring,Training,Industry,Manufacturing,Information Technology,Insurance,Energy Conservation,Biological Sciences,Biotechnology,Health Services,Nursing,Expenditures,Career Education,Technical Education,Entrepreneurship,Small Businesses,On the Job Training,Financial Support,Resource Allocation

The Department of Education, Division of Community Colleges, will annually provide the State Board of Education with The Workforce Training and Economic Development (WTED) Fund Annual Progress Report. Administration and oversight responsibility for the fund was transferred from the Iowa Economic Development Authority to the Iowa Department of Education, effective July 1, 2013 (FY 2014). This report is the second annual progress report produced and distributed by the Iowa Department of Education. The full report outlines the programs, projects, and initiatives that the community colleges have implemented during the past fiscal year. All 15 community colleges submitted progress reports indicating they have fulfilled the required 70 percent threshold for training projects within Iowa's targeted industry clusters (86.5% expended in cluster areas). The clusters are defined in statute as advanced manufacturing, information technology and insurance, alternative and renewable energy, and life sciences which include the areas of biotechnology, health care, and nursing technology. The following Detailed Expenditures, Participants and Completers by Program and College are appended: (1) Northeast Iowa Community College (NICC)-01; (2) North Iowa Area Community College (NIACC)-02; (3) Iowa Lakes Community College (ILCC)-03; (4) Northwest Iowa Community College (NCC)-04; (5) Iowa Central Community College (ICCC)-05; (6) Iowa Valley Community College District (IVCCD)-06; (7) Hawkeye Community College (HCC)-07; (8) Eastern Iowa Community Colleges (EICC)-09; (9) Kirkwood Community College (KCC)-10; (10) Des Moines Area Community College (DMACC)-11; (11) Western Iowa Tech Community College (WITCC)-12; (12) Iowa Western Community College (IWCC)-13; (13) Southwestern Community College (SWCC)-14; (14) Indian Hills Community College (IHCC)-15; and (15) Southeastern Community College (SCC)-16.
My Brother's Keeper: How Commerce Has Created Pathways to Success in the Workforce for Our Nation's Youth
Author: US Department of Commerce
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Job Training,Federal Programs,Public Agencies,Youth Opportunities,Youth Employment,Employment Programs,Employment Opportunities

In 2014, President Obama launched the My Brother's Keeper (MBK) initiative to address persistent opportunity gaps faced by boys and young men of color and to ensure that all young people can reach their full potential. Through this initiative, the Administration has partnered with cities, towns, businesses, and foundations to connect young people to mentoring opportunities and support networks, and help them get the skills they need to find a good job or go to college and work their way into the middle class. The U.S. Department of Commerce understands that an investment in America's youth is also an investment in the country's economic future and collective prosperity. For the first time ever, the Commerce Department has made job-driven training a top priority and created the &quot;Skills for Business&quot; initiative, an effort to better collaborate with private sector, academic, economic development, and government leaders at all levels to prepare workers with the skills needed to fill 21st century jobs. This report highlights the programs and initiatives of seven Commerce agencies that have expanded opportunities and created pathways to success in the workforce for young people, including boys and young men of color in America.
Examining the Challenges Facing Native American Schools. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, First Session (April 22, 2015). Serial Number 114-10
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,American Indian Education,American Indian Students,Federal Government,Government Role,American Indian History,Educational History,Elementary Secondary Education,Barriers,Access to Education,Equal Education,Educational Quality,Educational Resources,Reservation American Indians,School Buildings,Tribes,Financial Support,Accountability,Public Agencies

This document records testimony from a hearing held on April 22, 2015 on the topic of challenges that are faced by Native American schools. Nearly a century ago the Federal Government made a promise to deliver to Native American children a quality education that just doesn't teach math and science, but preserves their customs and culture. Unfortunately, the Federal Government is failing to keep its promise to these vulnerable children. Too many schools lack adequate infrastructure and educational resources, compromising the health, safety, and future postsecondary and professional opportunities of the children they are supposed to be serving. Despite the many obstacles that stand in the way of these students and educators, their resiliency and determination to create better lives for themselves is nothing short of inspiring. They understand the importance of an education and the opportunities it will afford them. Statement were presented by: (1) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives; and (2) Honorable Marcia Fudge, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education, U.S. House of Representatives. Statement of Witnesses were presented by: (1) Jill Burcum, Editorial Writer Minneapolis Star Tribune, Minneapolis, MN; (2) Brian Cladoosby, President, National Congress of American Indians, Embassy of Tribal Nations, Washington, DC; (3) Roman Nose, Executive Director, Tribal Education Departments National Assembly, Boulder, CO; and (4) Melissa Emrey-Arras, Director, Education, Workforce and Income Security Issues, U.S. Government Accountability Office, Boston, MA. Additional submissions included: (1) Melissa Emrey-Arras: statement visuals; (2) Marcia L. Fudge: a prepared statement of Honorable Rick Nolan, a Representative in Congress from the State of Minnesota; and (3) Quinton Roman Nose: prepared statement.
Adult Education and Literacy. Program Year 2015 Annual Report
Author: Iowa Department of Education, Division of Community Colleges
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Career Education,Technical Education,Community Colleges,Labor Force Development,Federal Legislation,Labor Legislation,State Departments of Education,Lifelong Learning,Educational Opportunities,Skill Development,Job Skills,Vocational Education,Employment Potential,High School Equivalency Programs,Postsecondary Education,Welfare Recipients,Outcomes of Education,Career Development,Program Evaluation,Accountability,Student Characteristics,School Holding Power,Performance Based Assessment,Limited English Speaking,Unemployment,State Aid,English Language Learners,Enrollment Trends,College Readiness,Career Readiness,Employment Patterns,Civics,Educational Policy,State Policy,Program Implementation,Academic Standards,Basic Skills,Developmental Studies Programs,Remedial Instruction

This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of the Act is &quot;to increase the employability, retention, and earnings of participants and increase occupational skill attainment by participants and, as a result, improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation.&quot; The federally-funded adult education and literacy programs administered by the Iowa Department of Education's Division of Community Colleges provide lifelong educational opportunities and support services to eligible participants. Programs assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. By improving the education and skill levels of individual Iowans, the programs enhance the competitiveness of the state's workforce and economy. Iowa adult education programs help learners to accomplish the following: (1) Gain employment or better their current employment. (2) Obtain a high school equivalency diploma by passing the state selected assessment. (3) Attain skills necessary to enter postsecondary education and training. (4) Exit public welfare and become self-sufficient. (5) Learn to speak, read, and write the English language. (6) Master basic academic skills to help their children succeed in school. (7) Become U.S. citizens and participate in a democratic society. (8) Gain self-esteem, personal confidence, and a sense of personal and civic responsibility. Appended to the report is: Workforce Investment Act (WIA), Title II, Section 223 State Leadership Activities.
Pathways for Academic Career and Employment (PACE) Program: Fiscal Year 2015 Report
Author: Iowa Department of Education, Division of Community Colleges
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Career Education,Job Training,Outreach Programs,State Programs,Community Colleges,Participant Characteristics,Educational Finance,Funding Formulas,Employment Potential,Graduation Rate,Credentials,School Support,Curriculum Development,Partnerships in Education,Eligibility,Expenditures,Resource Allocation,Employment Programs

The pathways for academic career and employment program (PACE) is established to provide funding to community colleges for the development of projects that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gain. This is the second year for Pathways for Academic, Career and Employment (PACE) reporting. Allocations for the PACE fund are allocated pursuant to the Community College state general aid distribution formula established in the Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges have done an outstanding job implementing their programs into their regions and communities as they begin to align themselves with the new Workforce Innovation and Opportunity Act legislation. All of the colleges have committed to building career pathway frameworks and structuring those projects that can best increase the employment success of the identified targeted populations as evidenced by the overall increase in program activity indicating the effort and extension of program growth especially as they begin to partner with their Adult Basic Education programs. [For the Fiscal Year 2014 Report, see ED555872.]
Educating for the 21st Century: Bringing Today's Classrooms into the Digital Age. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, First Session on Examining Educating for the 21st Century, Focusing on Bringing Today's Classrooms into the Digital Age (November 22, 2013, Charlotte, NC). Senate Hearing 113-821
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Hearings,Educational Technology,Technology Uses in Education,Access to Computers,Internet,Technology Integration,Teacher Competencies,Technological Literacy,Elementary Secondary Education,Faculty Development

This field hearing of the Committee on Health, Education, Labor, and Pensions, focused on discussing new ways to use technology in the classroom. The committee met on Friday, November 22, 2013, in the media room, Phillip O. Berry Academy of Technology with Hon. Kay Hagan presiding. Opening remarks by Honorable Kay R. Hagan began with her stating that, according to the FCC, half of America's classrooms today have slower Internet access than the average American home. Only 10 percent of schools have the bandwidth necessary for high quality digital learning. Too many schools across the country, both urban and rural, are dramatically behind in implementing technology. This puts the students in these very rural areas behind their peers as they move to college or to a career. In order to prepare young people for 21st century careers, classrooms need to be brought into the 21st century. Every school needs to be online with access to computers and to tablets and high-speed Internet connection; and outstanding educators must be provided the training they need to use this technology. Statements were presented by: (1) Scott S. Smith, Chief Technology Officer, Mooresville Graded School District, Mooresville, NC; (2) Melissa Rihm Thibault, Vice Chancellor for Distance Education and Extended Programs, North Carolina School of Science and Mathematics, Durham, NC; (3) Dale Miller, High School Student, Mooresville High School, Mooresville; (4) Raha Obaei, 6th grade Teacher, Kennedy Middle School, Charlotte-Mecklenburg Schools, Charlotte, NC; (5) Eric Graham, High School Student, Phillip O. Berry, Academy of Technology, Charlotte, NC; (6) Sean O'Leary, 5th grade Teacher, Hawk Ridge Elementary, Charlotte, NC; and (7) Mazzanni, Burnett, 8th grade Student, Kennedy Middle School, Charlotte- Mecklenburg Schools, Charlotte, NC.
Higher Education: Actions Needed to Improve Access to Federal Financial Assistance for Homeless and Foster Youth. Report to the Ranking Member, Senate Committee on Health, Education, Labor, and Pensions. GAO-16-343
Author: US Government Accountability Office
Date: 2016-05-00
Type: Reports - Evaluative
Subjects: Higher Education,Access to Education,Federal Aid,Federal Programs,Student Financial Aid,Homeless People,Foster Care,Disadvantaged Youth,College Bound Students,Barriers,Enrollment Rate,Data Analysis,Trend Analysis,Enrollment Trends,College Applicants,Undergraduate Students,College Graduates,Graduation Rate,Interviews,State Officials,Discussion Groups,Financial Aid Applicants,Student Loan Programs,Low Income Students,Educational Vouchers,Documentation

Homeless youth and youth in foster care are often unprepared for the transition to adulthood. Given the economic benefits of college, the Government Accountability Office (GAO) was asked to examine the college experiences of these vulnerable youth. GAO examined: (1) college enrollment and completion for foster and homeless youth; (2) the extent to which challenges these youth face affect their ability to pursue college; and (3) the extent to which program barriers hinder these youth from obtaining federal financial assistance for college. GAO analyzed the most recently available Education data--two enrollment data sets, for 2011-2012 and 2013-2014, and data on college completion from 2009; reviewed relevant federal laws and guidance; interviewed officials from the Department of Education and the Department of Health and Human Services, as well as external groups knowledgeable about higher education, foster youth, and homelessness; and held discussion groups with foster and homeless youth. GAO is making six recommendations to the Departments of Education and Health and Human Services to improve homeless and foster youth access to financial assistance for college, including centralizing college information for these youth on the Department of Education's website, clarifying the Department of Education guidance, and considering legislative proposals to simplify federal requirements for homeless and foster youth. The Department of Health and Human Services agreed with these recommendations, while the Department of Education generally did not agree or disagree, but described actions it was taking in response to the recommendations. Appended are: (1) Objectives, Scope, and Methodology; (2) College Enrollment and Completion of Foster Youth and Unaccompanied Homeless Youth Compared to Dependent Students; (3) Comments from the U.S. Department of Education; (4) Comments from the U.S. Department of Health and Human Services; and (5) GAO Contact and Staff Acknowledgments.
Next Steps for K-12 Education: Upholding the Letter and Intent of the Every Student Succeeds Act. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fourteenth Congress, Second Session (February 25, 2016). Serial No. 114-40
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2016-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Accountability,Teacher Effectiveness,Educational Improvement,High Stakes Tests,Public Agencies,Agency Role,Federal Regulation

This document records testimony from a hearing held to learn what actions the Department of Education intends to take to implement the Every Student Succeeds Act and to help ensure the department acts in a manner that strictly adheres to the letter and intent of the law. Under the new law, authority over accountability, teacher quality, and school improvement is restored to State and local leaders. The law also brings new transparency and accountability to the department's rulemaking process, ends the era of federally mandated high-stakes testing, repeals dozens of ineffective programs, and sets the department on the path of becoming smaller, not bigger. Member statements were provided by: (1) Honorable John Kline, Chairman, Committee on Education and the Workforce, U.S. House of Representatives; and (2) Honorable Robert C. Scott, Ranking Member, Committee on Education and the Workforce, U.S. House of Representatives. A witness statement was provided by: Honorable John B. King, Acting Secretary, U.S. Department of Education. Additional submissions include: (1) Mr. Scott: Letter dated February 25, 2016 from Dignity In Schools; (2) Honorable Glenn Thompson, a Representative in Congress from the state of Pennsylvania: Letter dated February 25, 2016 from National School Boards Association (NSBA); (3) Honorable Joe Wilson, a Representative in Congress from the state of South Carolina; (4) Questions submitted for the record by: Chairman Kline; Mr. Thompson; and Honorable Luke Messer, a Representative in Congress from the state of Indiana; and (5) A response to questions submitted for the record by Acting Secretary King.
Federal Autism Activities: Agencies Are Encouraging Early Identification and Providing Services, and Recent Actions Could Improve Coordination. Report to Congressional Requesters. GAO-16-446
Author: US Government Accountability Office
Date: 2016-05-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Pervasive Developmental Disorders,Autism,Federal Programs,Federal Legislation,Related Services (Special Education),Early Intervention,Intervention,Disabilities,Equal Education,Educational Legislation,Public Agencies,Young Children,State Programs,Accountability,Duplication,Educational Research,Medical Care Evaluation,Health Services,Special Education,Expenditures

Research has shown that early intervention can greatly improve the development of a child with autism. Children with disabilities--including children with autism--can receive intervention services through the Individuals with Disabilities Education Act. Low income children may also receive intervention services through Medicaid or the State Children's Health Insurance Program (CHIP)--health care programs overseen at the federal level by the Centers for Medicare &amp; Medicaid Services and administered by the states. Children of service members may receive services through TRICARE, the Department of Defense's (DOD's) health care program. The Government Accountability Office (GAO) was asked to review federal autism efforts. This report describes how federal agencies encourage early autism identification and interventions and the intervention services provided by federal education and health care programs. It also examines steps taken by Health and Human Services (HHS) and federal agencies to improve research coordination. GAO collected information on education programs in five states that were selected for size, activities, and variation in geographic location. GAO analyzed health care program data: fiscal year 2014 TRICARE data and fiscal year 2013 Medicaid and CHIP data--the most recent data available at the time of the review--from another five states selected based on the availability of reliable data. GAO also monitored the implementation of its 2013 recommendations to improve autism research coordination. Education and HHS provided comments on a draft of this report and disagreed that there is potential for unnecessary duplication. GAO continues to believe improved coordination is needed. The following are appended: (1) Detailed Scope and Methodology for Analyzing Health Care Data; (2) Number of Children Age 3 through 5 in States' Special Education Autism Category; (3) Selected Federal Health Expenditures for Intervention Services Provided to Children with Autism; (4) Comments from the Department of Education; (5) Comments from Department of Health and Human Services; and (6) GAO Contact and Staff Acknowledgments. Contains a list of related GAO products.