Pornography is an entertainment form that can be either explicit or non-graphic in its content. Still, both conditions can make viewers feel aroused while helping destigmatize sexual fantasies.
However, porn can become addictive and lead to real-world issues. Therefore, there may be various reasons to stop watching such material, and discussing this matter with loved ones is wise.

Pornography blurs the line between erotica and obscenity. What constitutes pornographic material depends upon a person’s culture and what excites them; some might find a medical examination pornographic.

Pornography allows people to explore their sexual limits and desires while learning more about sexual positions and techniques. But it should be remembered that pornography can become addictive and cause irreparable damage to relationships; furthermore, it may trigger relational issues among those struggling with trust or intimacy issues, leading to further negative impacts in life and leading them down an addictive path leading to different addictions.

People’s views about pornography vary based on culture and upbringing; in certain areas, it may be considered vulgar, while in others, it could even be accepted or expected. Religious beliefs and sexual preferences also play an influential role; those raised with strict morals and spiritual values might view pornography differently than those exposed to more freeform experiences.

Many young people use pornography to help them understand sex and its various positions

However, it’s essential not to rely on pornography as an educational source – doing so could be dangerous and is also not ethically produced!

Pornography transports individuals away from reality into an intriguing fantasy realm for hours, using sound, sight, and tactile sensation to manipulate minds into altered states of consciousness. Naturally, such stimulation makes less enthralling activities less appealing; eventually, one may begin preferring the artificial yet irresistibly alluring world of pornography over actual life!

Pornography’s artificial, distorted view of reality severely affects mental health. For instance, pornography hinders mindfulness – the practice of being aware and processing unpleasant emotions appropriately – and encourages an attitude that negative emotions should either not exist at all or should be denied. Furthermore, pornography often fosters an absence of empathy with others as individuals become objects to be judged and evaluated, potentially negatively affecting one’s self-esteem.

Pornography also perpetuates unrealistic body image standards. For example, most pornography depicts white-presenting, cis-gendered men and women with skinny or petite bodies who possess large breasts and short hair. In addition, many models in erotica undergo cosmetic surgery for enhanced, airbrushed looks, which can create harmful expectations of beauty and devastating repercussions for self-esteem.

Pornography can devastate one’s sexual health and self-esteem, contributing to feelings of voyeurism, objectification, and trophy – which in turn lead to sexual dysfunction and lower self-esteem.
Watching pornography can also harm relationships between family members and friends, damaging work or study habits and inhibiting the ability to delay gratification – an essential skill for development.

Pornography should ultimately be determined by each individual based on their personal needs and circumstances

However, if it doesn’t contribute to their lives or if too much time is being dedicated to porn, they should seek guidance or professional help immediately, as this addiction could have serious long-term repercussions across all aspects of their life.

Pornography, also referred to as porn, refers to sexually explicit videos and images produced for the sole purpose of sexual arousal. This content can be found online in ixxx, magazines, comics, and films. Though widely debated, porn can serve many functions beyond sexual stimulation. For instance, masturbation practice and push before or during sex sessions can benefit immensely from porn. Likewise, porn can help people learn more about themselves as bodies work during sexual encounters!

Watching porn can have both positive and negative outcomes. For instance, managing it can create unrealistic expectations about how sex should play out in relationships or what body type is the most desirable. Furthermore, watching porn may promote fetishism and ostracism against people of other races, genders, or sexual orientations, which could pose problems when young viewers first encounter this form of entertainment and believe this to be an accurate depiction of real-world sex experiences.

Porn is defined differently depending on who’s viewing it

hWat constitutes sexual content depends heavily on an individual’s upbringing and culture. Therefore, people must be informed about pornography and sexual education in general – some teachers in the US are even including porn literacy in their sex education courses!

Pornography should not be consumed in excess, however. Studies have revealed that people who regularly watch porn have lower capacities for managing negative emotions – this could have severe ramifications on relationships and dealing with challenges in life. Furthermore, excessive porn use may lead to reduced confidence, poor body image, and an inability to engage in healthy sexual behaviors. Moreover, people working in the porn industry face increased risks for sexually transmitted diseases due to performing sexual acts with strangers without protective gear.

Pornography refers to any printed or digital media depicting naked people, sexual activities, or content that is sexual in nature. While many find pornography entertaining, its consumption can have devastating repercussions in a person’s life and relationships if consumed excessively; addiction to such media may lead to issues with mental health, relationships, and lifestyle if someone becomes addicted; thus making viewing pornography not mandatory and acceptable if desired by viewers.

Tt’s essential to remember that everyone is welcome to enjoy this form of entertainment at their leisure if desired

People who enjoy pornography use it to explore their desires, create new fantasies, and increase arousal. Sometimes pornography encourages masturbation which is an unhealthy yet safe form of self-intimacy. Furthermore, pornography is also a form of self-care, helping reduce stress and anxiety; according to studies, it has even been found to lower men’s cortisol levels by half!

Pornography can also be an educational resource, helping sexual partners understand different techniques and sensations. However, it should never replace formal sex education and training – those interested in pornography should always practice good sexual hygiene to reduce the risk of sexually transmitted infections (STIs).

Porn addiction, similar to other forms of addiction, begins as a coping strategy and gradually interferes with one’s lifestyle, relationships, and mental health.

Excessive porn viewing can create unrealistic expectations regarding sexuality and body image

Though some experts view pornography as potentially harmful, most agree it can be an enjoyable pastime in moderation and even help increase sex life and relationships. Some may even find its benefits can boost their sexual energy or enhance relationships. However, it should be noted that its positive effects will differ depending on an individual’s upbringing and culture; some cultures view pornography as inappropriate, while religious views on sexuality could impact how one perceives pornography.

Pornography is a form of communication that shows sexually explicit content through photos, videos, texts, or books. People use pornography to express themselves and share their fantasies with others; some also use it to cope with emotional issues. But when used irresponsibly, it can lead to addiction, mental health issues, and sexually transmitted infections. Therefore, only adults should engage in pornographic content.

Many people enjoy watching porn for its sexual stimulation and entertainment value, making it readily available to anyone with internet access. No matter your sexual life situation – single or coupled up – watching it can add extra pleasure and excitement, as well as open communication lines between partners that allow them to discuss sensitive matters freely.

Owing to its negative societal and moral consequences, sexuality remains taboo in most societies

There can be serious ethical repercussions associated with engaging in sexuality; furthermore, people have different interpretations of what constitutes sexual activity, making determining whether pornography is good or bad difficult. Certain types can promote violence and promote certain body shapes, organ sizes, or sizes, which may negatively impact young people’s mental and physical well-being.

Some people become addicted to pornography because they’re looking for an escape from everyday life and an immediate source of gratification. Addicts frequently experience withdrawal symptoms when they stop using it; furthermore, they often have trouble controlling their emotions and may act in harmful ways that endanger themselves and others.

Porn addiction stems from our natural curiosity about sexuality. This is particularly prevalent among teenagers, who tend to watch more porn than any other age group. Unfortunately, through viewing porn, they may form unrealistic conceptions of what sex should look like. As a result, it can reinforce ideological displays of intimacy while marginalizing or fossilizing people from various races, genders, and sexual orientations – having devastating repercussions for their lives and relationships.

Pornography videos depict choking, facial ejaculation, and threesomes which do not occur in most heterosexual relationships. Furthermore, it should be acknowledged that pornography can dehumanize actors while perpetuating harmful stereotypes, including distressing imagery such as hair pulling, gag reflex, and open hand sapping.

Pornography often contains offensive language and encourages sexism

Furthermore, pornography may also be used as a vehicle for spreading sexually transmitted infections and encouraging their use in xxxgr sessions; women are frequently exploited.

Revenge Porn is another source of distress from this medium; sharing intimate sexual material without consent with the intent to humiliate another individual is another potential risk associated with its consumption.

Some worry that regular viewing of pornography could cause a loss of libido or lead to impotence due to its tolerance and desensitization effects.

Concerns are misplaced – similar to what occurs with drug addiction

Porn is more than entertainment; it shapes many people’s views about sex, intimacy, body image, and sexual performance, as well as other topics. In addition, research demonstrates that pornography can have harmful psychological repercussions and disrupt relationships, so it is vitally important that we recognize its impact on our lives and understand ways of countering it.

Although many believe pornography makes women self-conscious about their bodies, research indicates the opposite. Multiple studies have demonstrated a correlation between watching porn and higher self-image and satisfaction with one’s body in both men and women who watch it regularly. Therefore, if you suspect your partner may be viewing too much or misusing it inappropriately, it is crucial to discuss this with him immediately, as spying through search history could backfire and create distrust between partners.

Though sex can be an integral component of relationships, it alone cannot guarantee long-term compatibility. Achieving long-term happiness requires having confidence in oneself and understanding one’s limitations, as well as building confidence through activities such as exercise or participating in social activities to bolster self-esteem.

Those feeling they may have a relationship issue should seek professional advice to determine whether their feelings have been mishandled by their partner, and any trauma from past relationships could trigger triggers.

Working as a cam girl may help boost your self-worth and self-esteem

Models don’t have to be “perfect,” with imperfections such as warts or scars on their toes often drawing in audiences; plus, it’s an excellent way to make some extra cash while having fun!

Maintaining an exciting sex life is a crucial goal for both men and women alike. Though not easy, it can be accomplished through dedication and practice. There are a variety of techniques, including sexual education courses and self-confidence exercises, that can increase your odds of having a satisfying sexual experience.

A six-year-old girl from Kryvyi Rih in central Ukraine is the first student to attend a Polish school founded by an immigrant who escaped the Russian-annexed Crimea. She was waiting for social security benefits on the first day of school. She was so scared to start school because she worried other kids wouldn’t accept her, and she didn’t speak Polish. Her fear is understandable, as other students have also questioned whether she should learn Polish at school.

Ukrainian Materynka School founded by a Ukrainian immigrant who fled from Crimea after the Russian annexation.

The Crimean peninsula was briefly a part of Russia. It was subsequently transferred to Ukraine after the annexation by the Russians. Although this transfer occurred sixty years ago, it continues to haunt the Ukrainian people today. In 2004, a Ukrainian immigrant fled Crimea searching for a better life in the USSR. In response, he founded the Ukrainian Materynka School, founded by a former émigré who fled to the USSR and eventually made his way back to Ukraine.

Ukraine’s Ministry of Foreign Affairs has summoned the Provisional Principal of Russia in Ukraine to protest the annexation of Crimea. Ukraine’s Verkhovna Rada has also condemned Russia’s actions, citing “gross violations.” In addition, it has asked the international community to prevent the annexation and recognition of Crimea.

The Materynka School was opened by a Ukrainian immigrant who fled the annexation of Crimea. Valkov’s children, now adults, have escaped the crisis and are safe at the school. Migrants fled Crimea with their families. Plenty of husbands died in the firefight. But, thanks to the immigrant parents who founded the school, students are now in safe places.

Ukraine’s education system is different from other countries, including the USSR. While the from Poland has a highly developed education system, its students routinely outscore Americans in reading, math, and science. However, this education system has suffered since the pandemic, and teachers are often scarce. There were 13,000 teaching vacancies in the country before the war.

About 2 million people have fled Ukraine in the past six weeks of war.

As the conflict escalated, about two million children were displaced. The majority have fled the besieged city of Mariupol. Many have been sent to eastern regions, including the Russian town of Taganrog. Some have stayed behind in their parents’ bunkers. Some have even fled to Hungary, hoping to find a better life. The vast majority of refugees are women and children. Unfortunately, Ukraine has made its policy to protect its border with Russia more than easing the humanitarian situation for the refugees.

Some children in the war zone have been killed.

The number of children displaced is likely to increase, especially in the north. The United Nations has confirmed 142 child deaths, but the actual number is likely much higher. Several attacks have crippled power and water infrastructure in the war-torn country, leaving millions without access to clean water and electricity. Some towns, including Mariupol, have gone weeks without running water, sanitation services, and regular food supplies.

World Vision has also helped by setting up Child-Friendly Spaces to help these children meet their emotional needs. These spaces allow them to play, express worries, and meet other children who have been displaced. Mihaela Nabar, national director of World Vision’s Romania office, said that these spaces help children feel normal and help them cope with the stress and suffering of their situation. This is also an excellent time to learn about their new life in a new country.

UNICEF has estimated that more than two million children have been displaced within Ukraine in the last six weeks. According to the U.N. Office, more than 100 children have died, and 134 were injured in the war. Still, the actual toll is likely much higher. Hundreds of thousands more children and families have fled the conflict zone into neighboring countries. The European Union has offered to accommodate refugees from the conflict zone for three years.

About 3% of humanitarian aid has gone toward schooling

The crisis in Ukraine has put a strain on schools and education systems. Children exposed to war and violence are often traumatized. However, schooling is one of the best ways to protect children from exploitation. Children out of school are more likely to be victims of human trafficking, abuse, and integration into armed groups. A lack of education is not the only symptom of the conflict.

Children in Ukraine have been affected by the conflict since the Russian invasion. While there have been countless reports about the devastation, only a fraction of the aid has gone towards schooling. In Ukraine, the conflict has resulted in massive displacement within the country and refugees moving across the borders. One of the greatest threats to health care is the collapse of medical services. Without adequate supplies, hospitals and clinics will become inoperable.

Among the most pressing needs are protecting human rights and adequate oversight. Most refugees are children and women. Therefore, their needs are exceptionally diverse. The World Health Organization has provided 81 metric tons of supplies and deployed staff to provide more essential health care. As of April 22, the country had received $109 million, about nine percent of the total amount requested. In addition, the Ukraine Crisis Relief Program requires $1.1 billion for humanitarian assistance inside the country.

The conflict in Ukraine has already devastated the lives and well-being of children. More than five million people have fled the country, with almost half of them children. The conflict has also forced millions of people to flee their homes, leaving behind essential infrastructure. As a result, children are especially vulnerable to human trafficking. Further, there has been a steady stream of attacks using explosive weapons against civilians and vital infrastructure.

Polish schools have better education systems than the United States.

While the U.S. education system focuses on improving basic skills and reducing poverty, Polish schools have been making significant improvements for over a decade. For example, the new lower secondary school system introduced a new curriculum that included compulsory courses in science, mathematics, and reading. This change in curriculum helped increase academic standards across the country. And the country has invested in its teachers’ professional development. Among other things, the government has created a Center for Education Development to provide teacher professional development.

The difference between the American school system and Poland’s is quite significant. American students begin school at age 5 or 6, while kids in Poland start school at age seven. Poland’s educational reform recently reduced grade school education from eight years to six. That model is similar to the one used in the USA. As a result, Polish students are typically much better prepared for standardized tests. As a result, the country has a better education system than the U.S.

The education system in Poland is based on the effect of education on children.

Therefore, it is essential to emphasize the importance of problem-solving and group activities to enhance students’ learning. According to Ewa Dudek, Poland’s undersecretary of state for education, the school curriculum emphasizes problem-solving skills and fostering peer feedback. These skills are essential for vocational training but should not be sacrificed for general education.

Poland implemented the “zero tolerance” reform in 2006. It changed the status of teachers from employees to civil servants and increased penalties for violent crimes against teachers. Headteachers can now send aggressive pupils to community service instead of to jail. If they fail to report violent incidents, the parents of the pupils can also be fined. And teachers who fail to report crimes could even face prison sentences. The Polish education system is far more progressive than the U.S.

Conflicts between Ukrainian and Polish students

Warsaw is in the middle of a refugee crisis as Ukrainians and Poles continue to clash at a Polish school. Ukrainians in Poland, who were displaced by the conflict, are trying to adapt to life in a new country. Some say that establishing a school system is essential before the world turns its attention elsewhere. In recent years, only 3% of humanitarian aid goes to education. However, a fund, education Cannot Wait, has been set up to help schools in humanitarian crises, including Ukraine. This is a good start, but some experts worry that refugees will lack language support teachers and psychological help. 

Ukrainian students, for example, often have fathers fighting in the war and relatives who have stayed behind. Some are also traumatized by the violence, some of whom have lost their families or friends.

Despite the challenges that schools face, some teachers say they are confident about their ability to deal with the situation. One school in Warsaw, for instance, had been offering bilingual classes before the conflict began. As a result, its enrollment has increased by 10 percent since February.

But there is still a shortfall in staff.

In addition, the new arrivals are not fluent in Polish, so some teachers ask them to translate. Despite the difficulties, many teachers try their best to help the new arrivals learn Polish.

Many European governments have recognized the need to educate refugees and provide assistance for them. Ireland, which hosted 5,000 Ukrainians before the Russian invasion, has already prioritized the registration of Ukrainian teachers to help refugee children adjust to life in a new country. Germany, meanwhile, is considering hiring Ukrainian teachers for its public schools. While Poland is hosting nearly 2 million Ukrainians, it has been trying to adjust its laws to increase class size. The Polish government has even created a hotline for parents and students. About half of its schools have Ukrainian children.

OEA Reports
OEA Reports

The Office of Educational Accountability publishes the Minnesota Education Yearbook, which addresses the status of education in the state of Minnesota, the OEA Briefcase, reporting on specific issues within the field of education, and the other reports listed below.
You can access these reports online by clicking on the hyperlinks below (Hypertext files provide you with the complete report, including all figures, tables, and sidebars, but in hypertext-linked format; PDF files provide a facsimile of the original published report). To access them, you will need the free Acrobat Reader software from Adobe (Acrobat Reader Download Page).
Minnesota Education Yearbook

NEW! 2003 Minnesota Education Yearbook (January 2004) Authors: Davision, M.L., Davenport, E.C., Seo, Y.S., Peterson, K.A., Ferdinand, M.L.I., Chan, C.K., Choi, J., Kang, Y.J., & Wu, Y-C.

PDF version < available now for download

2002 Minnesota Education Yearbook (April 2003) Authors: Davision, M.L., Davenport, E.C., Kwak, N., Peterson, K.A., Irish, M.L., Chan, C.K., Choi, J., Harring, J., Kang, Y.J., Seo, Y.S., & Wu, Y-C.

PDF version

The “No Child Left Behind” Act and Minnesota’s Standards, Assessments, and Accountability: 2002 Policy Brief (November 2003) Authors: Davision, M.L., Davenport, E.C., Kwak, N., Peterson, K.A., Irish, M.L., Seo, Y.S., Chan, C.K., Choi, J., Harring, J., Kang, Y.J., & Wu, Y-C.

PDF file

2001 Minnesota Education Yearbook (December 2001) Authors: Davision, M.L., Davenport, E.C., Kwak, N., Peterson, K.A., Irish, M.L., Chan, C.K., Choi, J., Harring, J., Kang, Y.J., Seo, Y.S., & Wu, Y-C.

PDF file

2000 Minnesota Education Yearbook (December 2000) This report is no longer available except through the links below, as all printed copies have been distributed. (NOTE: incorrect data was found in the 5th Grade MCA Mathematics and Writing Tables (Tables 5.3 and 5.5, on p. 52 in the PDF version) in the printed version of this publication. These errors have been corrected in both of the online versions, and an errata sheet has been sent to all recipients of the report.)
Authors: Davision, M.L., Davenport, E.C., Kwak, N., Peterson, K.A., Choi, J., Hjelseth, L., Schleisman, J., & Seo, Y.S.

PDF file

1999 Minnesota Education Yearbook (January 1999)
Authors: Davision, M.L., Erickson, R.N., Davenport, E.C., Kwak, N., Peterson, K.A., Butterbaugh, D., Choi, J., Delorme, L., Schleisman, J., & Seo, Y.S.

PDF file

1998 Minnesota Education Yearbook (January 1998)
Authors: Davision, M.L., Erickson, R.N., Davenport, E.C., Kwak, N., Bielinski, J., Danielson, H., Kim, S-K., Seo, Y.S., Smith, M.J., & Wick, S.L.

PDF file

Other OEA reports

These reports are listed by publication date, with the most recently published reports at the top of the list.

Fast Break to Learning School Breakfast Program: A Report of the Third Year Results, 2001-2002. (April 2003).
Authors: Peterson, K., Davision, M.L., Wahlstrom, K., Himes, J., Harring, J., Seo, Y.S., & Irish, M.L.

PDF file

Minnesota High Stakes High School Graduation Test and Completion Status for the Class of 2000 (September 2002).
Authors: Davenport, E.C., Davision, M.L., Kwak, N., Irish, M.L., & Chan, C-K.

PDF file

The Minnesota Basic Skills Test: Performance Gaps on the Reading and Mathematics Tests from 1996 to 2001, by Gender, Ethnicity, Limited English Proficiency, Individual Education Plans, and Socio-economic Status (July 2002).
Authors: Davenport, E.C., Davision, M.L., Chan, C-K., Choi, J., Guven, K., Harring, J., Irish, M.L., Kang, Y.J., Kwak, N., Wu, Y-C.

PDF file

Fast Break to Learning School Breakfast Program: A Report of the Second Year Results, 2000-2001. (May 2002).
Authors: Peterson, K., Davision, M.L., Wahlstrom, K., Himes, J., Irish, M., Choi, J., Harring, J., Hjelseth, L., Kang, Y-J., & Wu, Y-C.

PDF file

A Few Weeks in Summer: Post-summer School Achievement Among State-funded Students Who Do Not Initially Pass Minnesota’s High School Graduation Test. (April 2001).
Authors: Davision, M.L., Schleisman, J.L., Koeppen, L., Wu, Y-C., & Kwak, N.

PDF file

Fast Break to Learning School Breakfast Program: A Report of the First Year Results, 1999-2000. (February 2001).
Authors: Peterson, K., Davision, M.L., Wahlstrom, K., Himes, J., Hjelseth, L., Ross, J., & Tucker, M.

PDF file

Back to the Basics: An Investigation of School- and District-Level Remediation Efforts Associated with Minnesota’s Basic Standards for High School Graduation. (June 2000)
Authors: Schleisman, J., Peterson, K.A., & Davision, M.L.

PDF file

OEA Briefcase (Summer 2001) “Interpreting Results on the Fifth Grade Minnesota Comprehensive Assessments in Reading and Math: Links to Performance on the Minnesota Basics Standards Test Three Years Later”

PDF file

OEA Briefcase (Winter 1999) “Interpreting Minnesota Comprehensive Assessment Levels: A Link to National Percentile Ranks”

Education Best Practices
Education Best Practices

From this page, you can access information on current educational practices, organized under the general headings of

Educational Policy and Administration
Teaching and Instructional Practices offers teachers the opportunity to create an electronic component for their classes. You can post assignments, communicate with parents, give your students access to class-related discussion boards and other materials, and more! The software is in its beta version, and you have the opportunity to use it with your classes, FOR FREE. Any updates made in the course of beta testing will automatically be included in your MyClass materials, and the FAQ sheet says that your membership is perpetual (unless you terminate it). No need for any special software or computer equipment; no need for knowledge of any special programming or HTML languages. All you have to do is work with text; the MyClass software does the rest.

ALSO: Check out our Information Quality page! It links to Web sites that can help you and your students learn how to evaluate what’s on the Internet.

Many of the resources that you will find on these pages have been produced by the Office of Educational Research and Improvement (OERI) and the major OERI-funded institutions (Centers, Labs, ERIC) have produced a substantial body of educational research and development information. In the last few years, there has been a concerted effort to make this information accessible in useful forms beyond the academic research community.

Education Consumer Guides and Education Research Reports are two series of publications that were produced in the past within the Office of Educational Research and Improvement (OERI). The sites are no longer being updated, but are still available for browsing. You may find links broken, but overall you may find the sites still useful. The OERI publications are brief, research-based explanations of current concepts and topics such as school-based management and cooperative learning.

Every year, the Educational Resources Information Center (ERIC) produces more than 200 ERIC Digests–two-page syntheses of the best, most current research on a topic. Topics covered are determined largely by the questions most frequently asked of the sixteen subject-oriented ERIC Clearinghouses. A full-text searchable collection of 2,001 ERIC Digests is maintained at the Department of Education.

The Educational Resources Information Center (ERIC) contains selected educational resources, most of which are developed and/or maintained by AskERIC. The contents include:

ERIC’s Comparative Search Engine chart shows four ERIC databases, the types of documents contained in each one, possible search operators and fields, and information on the capabilities of each database’s search engine.
AskERIC Lesson Plan Collection contains more than 1,000 unique lesson plans which have been written and submitted to AskERIC by teachers from all over the United States.
AskERIC Web Site: AskERIC has redesigned its Web site. New features include a monthly electronic newsletter, a “simple search” interface, an archive to previously asked questions, and more. In response to questions received at AskERIC, their network information specialists have compiled over 3000 resources on a variety of educational issues. This collection includes Internet sites, educational organizations, and electronic discussion groups.
Education Listserv Archive includes archives from several education-related mailing lists. Individual list archives can be searched by date or by thread. The archives may also be searched using PLWeb information retrieval software. Within each mailing list’s archive are forms to search just that archive.
Gateway to Educational Materials (GEM): The Gateway is a consortium effort to provide educators with quick and easy access to the substantial, but uncataloged, collections of educational materials found on various federal, state, university, non-profit, and commercial Internet sites. GEM is sponsored by the U.S. Department of Education and is a special project of the ERIC Clearinghouse on Information and Technology. The Gateway to Educational Materials, the ultimate online catalog of Internet-based lesson plans, curriculum units, and other educational materials, was recently expanded.
Resource Guides Online: These resource lists are provided as a complement to ERIC’s Frequently Asked Questions (FAQ) section. They include information on free relevant ERIC/CLL publications, publications from other sources, Web sites, organizations of interest, and conferences. The guides also offer useful searches of the ERIC database with information on ordering ERIC documents. The ERIC Clearinghouse on Languages and Linguistics recently added three new guides: Linguistics, Second Language Proficiency Assessment, and Dialects in Education.
Searchable Online Thesaurus of ERIC Descriptors: The ERIC Processing and Reference Facility has added a searchable version of the Thesaurus of ERIC Descriptors to the “Resources” section of its Web site. Search by keyword, category, or a combination of both, or browse the more than 10,000 descriptors in the Thesaurus. Bookmark the Thesaurus today!
(To our visitors: please note that these pages are being reviewed and added to on an ongoing basis. Please visit often, and use the Feedback form to contribute your comments and suggestions for this section of the OEA’s web!)

The following list includes selected education-related mailing lists along with information on how to subscribe.

AERA Listserv

This mailing list announces positions in educational research.

Instructions for Subscribing:
To subscribe, send an email message to:
Leave the subject line blank. Put your typing cursor in the message window of your e-mail program, and, at the top left of the message window, type:

Mailing Lists
Mailing Lists

Make sure that the above message is the ONLY thing in the body of your message. (The listserv computer will automatically record your e-mail address to use in subscribing you.)

DTS-L Dead Teacher’s Society List

This mailing list offers general support for K-12 teachers. It is
an excellent resource for gaining insight on ways to approach classroom
management issues such as overcrowding. The volume of messages is light to moderate.

Instructions for Subscribing:
To subscribe, send an email message to:
Leave the subject line blank. Put your typing cursor in the message window of your e-mail program, and, at the top left of the message window, type:

subscribe DTS-L your firstname your lastname

Make sure that the above message is the ONLY thing in the body of your message. (The listserv computer will automatically record your e-mail address to use in subscribing you.)

THE ERIC Listserv Archive

The ERIC Education Listserv Archive gives topic and subscription information as well as links to each listserv included in ERIC’s list. All of these lists are education-related. There is also an old archive of Listservs that contains links that are not in the new Archives. You can also Search the Listserv Archive.

LRN-ED Providing support and information to K-12 teachers

This mailing list is an excellent forum for the exchange of ideas,
resources, and information on issues affecting K-12 teachers. The volume of messages is light.

Instructions for Subscribing:
To subscribe, send an email message to:
Leave the subject line blank. Put your typing cursor in the message window of your e-mail program, and, at the top left of the message window, type:

subscribe LRN-ED yourfirstname your lastname

Make sure that the above message is the ONLY thing in the body of your message. (The listserv computer will automatically record your e-mail address to use in subscribing you.)

Office of Educational Accountability
Office of Educational Accountabilit

Office of Educational Accountability

Here you’ll find:

OEA Reports

The Minnesota Education Yearbooks for 1998, 1999, 2000, 2001, 2002, and 2003 (released 1/30/04) on the status of K-12 education in the State of Minnesota.

Fast Break to Learning School Breakfast Program: A Report of the First Year Results, 1999-2000. (February 2001).
Authors: Peterson, K., Davison, M.L., Wahlstrom, K., Himes, J., Hjelseth, L., Ross, J., & Tucker, M.

A Few Weeks in Summer: Post-summer School Achievement Among State-funded Students Who Do Not Initially Pass Minnesota’s High School Graduation Test.
(April 2001).
Authors: Davison, M.L., Schleisman, J.L., Koeppen, L., Wu, Y-C., & Kwak, N.

“Interpreting Minnesota Comprehensive Assessment Levels: A Link to National Percentile Ranks” (OEA Briefcase)

(Most OEA reports are available in PDF (electronic facsimile of the original published report) format. To get the PDF version, you will need Adobe Acrobat Reader version 4.0 or later. If you don’t have the most recent Adobe Acrobat Reader, visit Adobe’s Acrobat Reader download page to get a free copy.)

The Best Practices pages, which contain information on current educational practices throughout the State of Minnesota and the nation.

A page listing electronic mailing lists.

Higher Education Resource Group information and contacts. The primary responsibility of the higher education resource group will be to serve as advisors and consultants to Minnesota K-12 schools on issues having to do with educational assessment and accountability.

Links to Minnesota Department of Education Web pages: Data Center, which contains links to data files on enrollments, fall populations, graduates, dropouts, completion studies, teaching staff, student mobility, attendance, nonpublic enrollments, average daily membership, and languages. Other district-level information is also available, relating to district funding and payment reports.

Links to websites where you can find current listings for teaching positions and administrative positions.
Please also take a look at the OEA’s mission, goals, and functions.

We hope that you will find this Web site useful, whether you are a parent, a teacher, an administrator, a policymaker, or a concerned individual. We welcome your comments, and hope that you will use our Feedback Form to communicate with us.