The following papers are collected in this anthology of research on East-West international migration: (1) "International Migration and Pacific Basin Development" (James T. Fawcett and Benjamin V. Carino); (2) "The Global Picture of Contemporary Immigration Patterns" (Mary M. Kritz); (3) "One Field, Many Views: Competing…

Introduces Asian and Pacific Islander Americans as disparate groups of various ethnic and cultural backgrounds. Presents psychocultural profiles from the perspective of culturally prescribed norms, standards, and values that affect the acculturation experiences and lifestyles of these people. Suggests relevant implications for counseling and…

GED [General Educational Development] Tests offer many young adults who have left school a second chance to gain a credential, yet many educators have concerns about policies for very young test-takers and how they perform on the GED Tests. The GED Testing Service sets the absolute minimum age for taking the GED Tests at 16 years of age. However,…

This study used semi-parametric group-based modeling to explore unconditional and conditional trajectories of self-reported depressed mood from ages 12 to 25 years. Drawing on data from the National Longitudinal Study of Adolescent Health (N = 11,559), 4 distinct trajectories were identified: no depressed mood, stable low depressed mood, early…

Discusses the demography of Asian Pacific-American (APA) students, documents the incidence of exceptional students by selected disability categories over 10 years, and discusses implications. Data are from the U.S. Census and the Office of Civil Rights. Findings raise questions about the validity of the identification process for gifted,…

Uses narrative methodology in a qualitative study to understand what becoming a scientist or engineer entails for women stereotyped as model minorities. Narratives revealed that Confucian cultural scripts shaped gender expectations even in families several generations in America. (Author/MM)

There is a constellation of considerations for counselors dealing with Asian American/Pacific Islander clients. In order to provide culturally sensitive counseling, counselors need to know and respect the traditional values of the particular ethnic group. Beyond this, the counseling process may be enhanced by attention to other salient factors…

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at who receives aid, how much they receive and how financial aid relates to persistence. The data show that among full-time students in the 2003 Achieving the Dream cohort, students of color were more likely to receive grants to fund their postsecondary…

This paper offers facts and figures on Utah's education status for 2010. This paper contains the following: (1) Core CRT Language Arts Testing, 2009; (2) Core CRT Mathematics Testing, 2009; (3) 2009 Public Education General Fund--Funding by Source and Expenditures by Function; (4) 2009-10 Public School Enrollment Demographics; (5) Public Schools…

This special Kids Count report provides information on the changing demographic characteristics of children in Arkansas, based on data from the 2000 Census. Current and trend data are detailed by county for child population growth between 1990 and 2000, child percentage of the population, and child population growth by race or ethnic group.…

This study tested the appropriateness of Outcome Questionnaire-45 norms for Asian and Pacific Islander students. Both groups scored higher, based on participants' self-reported general functioning, than the norms and more frequently met criteria for clinical classification, a possible indication of greater distress. This article discusses findings…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…

The intent of the No Child Left Behind (NCLB) Act of 2001 is to hold schools accountable for ensuring that all their students achieve mastery in reading and math, with a particular focus on groups that have traditionally been left behind. Under NCLB, states submit accountability plans to the U.S. Department of Education detailing the rules and…