ethanporcaro/eric-fulltext-meta huggingface dataset:
Leading the Way: Access. 2013-18 Master Plan
Author: West Virginia State Higher Education Policy Commission, Charleston.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Access to Education,Higher Education,Outreach Programs,Low Income Students,Public Colleges,College Preparation,Student Recruitment,College Admission,Adult Students,Data,Information Utilization

The 2013-18 West Virginia Higher Education Policy Commission master plan, &quot;Leading the Way: Access. Success. Impact&quot; was developed to provide a programmatic framework and goals to enable the state's system of public four-year institutions to meet the educational needs of West Virginians. A state economy in flux with declining revenues and increased demands on developing a larger, highly educated and trained workforce has resulted in greater scrutiny on post-secondary education outcomes in the state. Education stakeholders, including publicly elected leadership, have developed greater expectations for West Virginia's public four-year colleges and universities. These expectations include institutions meeting multiple educational challenges simultaneously: expanding access, improving retention and on-time graduation, and increasing degrees in particular fields that match regional and statewide priorities. Beyond the development of the master plan and the facilitation of the compact process, the Commission's Division of Policy and Planning is offering an additional series of white papers that will address each major theme of the master plan. Each paper will elaborate on a particular theme, providing further insights into the Commission's vision in the focal area and sharing best practices. It is the intention of the Commission that these additional resources foster discourse among institutional administrators, faculty, staff, and students, enabling them to develop a common understanding of the challenges, goals, and the mechanisms necessary to meet them. Highlights include: (1) College access remains a priority for West Virginia. However, additional support is needed to help more students successfully transition to college; (2) GEARUP and other college-going outreach efforts have been successful, but more support is needed to help additional students develop college-going skills and prepare for the rigors of college-level work; (3) Low-income students will continue to make-up a large portion of in-state enrollment; (4) Student and institutional success can be furthered by providing assistance and information to students much earlier than the typical recruitment and admissions cycles; and (5) Along with other best practices, data analysis at the institutional level will be key to determine how best to proceed with access efforts. In West Virginia, access to post secondary education depends on three central factors: adequate preparation, accessible information, and feasible cost. [To access related reports in ERIC see: &quot;Leading the Way: Access. Success. Impact. 2013-18 Master Plan,&quot; ED573068; &quot;Leading the Way: Success. 2013-18 Master Plan,&quot; ED573072; and &quot;Leading the Way: Impact. 2013-18 Master Plan,&quot; ED573080.]
Policy Levers to Strengthen Community College Transfer Student Success in Texas. Policy Brief
Author: Bailey, Thomas
Date: 2017-01-00
Type: Reports - Research
Subjects: Community Colleges,College Transfer Students,Success,Undergraduate Students,State Policy,Educational Policy,School Effectiveness,Policy Analysis,Interviews,Counselor Attitudes,Outcomes of Education,College Credits,Awards,Institutional Characteristics,Transfer Policy,Change Strategies,Intercollegiate Cooperation,Articulation (Education)

Texas relies heavily on its community colleges to provide low-cost access to undergraduate coursework for students pursuing a bachelor's degree. Yet, while the majority of Texas students who enter higher education through a community college enroll in transfer programs, only 35 percent transfer and only 15 percent earn a bachelor's degree within six years of starting at a community college. The Greater Texas Foundation asked the Community College Research Center (CCRC) to conduct an analysis of ways state policy could help to improve outcomes for community college transfer students in Texas. To do this, the authors first used National Student Clearinghouse data to examine the performance of Texas community colleges and universities in serving transfer students compared to two- and four-year institutions nationally. Second, they analyzed state transfer policies to better understand the policy environment and identify policies that may facilitate or inhibit transfer success in the state. Third, they conducted interviews with over 50 individuals who work with transfer students at 36 Texas colleges (18 two-year and 18 four-year institutions) to learn how state policy plays out on the ground with students and institutions. This report presents their main findings and recommendations.
Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates. A CAPSEE Working Paper
Author: Scott-Clayton, Judith
Date: 2017-01-00
Type: Reports - Research
Subjects: Outcomes of Education,Higher Education,Educational Attainment,Comparative Analysis,Longitudinal Studies,National Surveys,Education Work Relationship,Computation,Change,Academic Achievement,Family Characteristics,Mobility,Enrollment,Income

The increasing availability of massive administrative datasets linking postsecondary enrollees with post-college earnings records has stimulated a wealth of new research on the returns to college, and has accelerated state and federal efforts to hold institutions accountable for students' labor market outcomes. Many of these new research and policy efforts rely on state databases limited to postsecondary enrollees who work in the same state post-college, with limited information regarding family background and pre-college ability. In this paper, we use recent waves of data from the National Longitudinal Survey of Youth 1997 (NLSY97) to provide new, nationally representative, non-experimental estimates of the returns to degrees, as well as to assess the possible limitations of single-state, administrative-data-based estimates. To do this we evaluate how the national estimates change, depending upon the baseline comparison group, adjustments for pre-college achievement and family background, and alternative ways of addressing interstate mobility. We conclude with a discussion of the relative advantages and disadvantages of survey versus administrative data for estimating returns to college, as well as implications for research and policy efforts based upon single-state administrative databases. [For &quot;Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates: Appendices A, B, C, D, and E,&quot; see ED573077.]
Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates. Appendices A, B, C, D, and E. A CAPSEE Working Paper
Author: Scott-Clayton, Judith
Date: 2017-01-00
Type: Reports - Research
Subjects: Outcomes of Education,Higher Education,Educational Attainment,Comparative Analysis,Longitudinal Studies,National Surveys,Education Work Relationship,Computation,Mobility,Enrollment,Income

The increasing availability of massive administrative datasets linking postsecondary enrollees with post-college earnings records has stimulated a wealth of new research on the returns to college, and has accelerated state and federal efforts to hold institutions accountable for students' labor market outcomes. Many of these new research and policy efforts rely on state databases limited to postsecondary enrollees who work in the same state post-college, with limited information regarding family background and pre-college ability. In this paper, we use recent waves of data from the National Longitudinal Survey of Youth 1997 (NLSY97) to provide new, nationally representative, non-experimental estimates of the returns to degrees, as well as to assess the possible limitations of single-state, administrative-data-based estimates. To do this we evaluate how the national estimates change, depending upon the baseline comparison group, adjustments for pre-college achievement and family background, and alternative ways of addressing interstate mobility. We conclude with a discussion of the relative advantages and disadvantages of survey versus administrative data for estimating returns to college, as well as implications for research and policy efforts based upon single-state administrative databases. The appendices presented here include: (1) Definitions and Additional Notes for Key Variables; (2) Additional Details of Data Cleaning; (3) Comparing Self-Reported and Administrative College Enrollment and Attainment Data; (4) Results of Crosschecking Self-Reported Survey Data and Postsecondary Transcripts Data for the NLSY97; and (5) Selected Studies on the Labor Market Returns to Postsecondary Education. [For the full report: &quot;Estimating Returns to College Attainment: Comparing Survey and State Administrative Data Based Estimates,&quot; see ED573076.]
Nonpecuniary Returns to Postsecondary Education: Examining Early Non-Wage Labor Market Outcomes among College-Goers in the United States. A CAPSEE Working Paper
Author: Schudde, Lauren
Date: 2017-01-00
Type: Reports - Research
Subjects: Postsecondary Education,College Attendance,Outcomes of Education,Labor Market,Educational Attainment,Predictor Variables,Student Characteristics,Health Insurance,Retirement,Fringe Benefits,Longitudinal Studies,National Surveys,Regression (Statistics)

While research consistently finds positive earnings returns to educational attainment, there is little evidence on postsecondary education's impact on other employment-related outcomes. Yet nonpecuniary returns to schooling are particularly important in the United States, where fringe benefits are typically tied to employment and there is a great degree of variation in job quality. Using longitudinal data following a nationally representative sample of young persons who enrolled in at least some college education, this paper examines nonpecuniary labor market outcomes associated with different levels of postsecondary educational attainment. Overall, the results indicate that increasing levels of postsecondary educational attainment positively predict a number of beneficial employment outcomes. This is particularly the case for fringe benefits. After controlling for participants' backgrounds and educational experiences, attainment positively predicts access to employer-provided health and dental insurance, retirement, and paid leave. Results concerning job satisfaction and flexibility are weaker and more complex.
A Pragmatic Analysis of Discourse Particles in Filipino Computer Mediated Communication
Author: Palacio, May Antonette
Date: 2016-10-00
Type: Journal Articles
Subjects: Foreign Countries,Discourse Analysis,Computer Mediated Communication,Discourse Modes,Internet,Social Media,College Students,Pragmatics,Expressive Language,Mixed Methods Research,Content Analysis,Questionnaires

As the English language continues to evolve through time, many of its structures and functions changed, which made it even realizable that the smallest unit in a discourse can play a crucial role in communication. Hence, this present study is an attempt to investigate the phenomenon and further delve into the discourse-pragmatic functions of discourse particles (DPs) in digital genres, particularly on Facebook, since DPs are commonly used by Filipino youths when posting and commenting online. Thirty tertiary-level students from different universities in Metro Manila, Philippines, were selected to participate in the present study. Using both qualitative and quasi-quantitative methods, results revealed a surprising number and interesting types of combined English and Filipino Relational DPs having several micro functions. Generally, they serve as a device that can let the interlocutors convey their emotions, relationships, and attitudes towards the receiver of their message. Discourse particles have crucial and prominent implications in the way Filipinos, particularly the youth, express their message, gain understanding of the received message, and establish speaker-receiver relationships and attitude on Facebook.
Leading the Way: Impact. 2013-18 Master Plan
Author: West Virginia State Higher Education Policy Commission, Charleston.
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Graduation Rate,Labor Force Development,School Community Relationship,Partnerships in Education,STEM Education,Outcomes of Education,Career Development,Loan Default,Student Loan Programs,Research and Development

This is the third and final paper in the Commission's series concerning the major areas of the Commission's new master plan and compact process. Each paper elaborates on a particular theme sharing additional best practices and insights. It is the intention of the Commission that these additional resources assist in fostering discourse among institutional administrators, faculty, staff and students, enabling them to develop a common understanding of the challenges, goals, and the mechanisms necessary to meet them. Highlights include the following: (1) Improving degree completion rates results in positive outcomes for students, institutions, local communities, and the state; (2) West Virginia's public four-year institutions play a vital role in advancing the state's economy by recruiting and supporting students who major in STEM fields; (3) Campus-community partnerships help institutions, organizations, and communities make progress toward individual and shared goals; and (4) Higher education stakeholders continue to have increased expectations on the role of institutions to prepare and assist students with their transition to successful careers. The series has worked to encourage members of each institutional community to consider their role on campus and the ways in which they can collaborate both within and outside the institution to improve student success. [To view related reports in ERIC, please see: &quot;Leading the Way: Access. Success. Impact. 2013-18 Master Plan,&quot; ED573068; &quot;Leading the Way: Access. 2013-18 Master Plan,&quot; ED573074; and &quot;Leading the Way: Success. 2013-18 Master Plan,&quot; ED573072.]
Implicit and Explicit Knowledge of Korean Learners in the Philippines across Contextual Shift
Author: Cruz, Selwyn A.
Date: 2017-02-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Students,Knowledge Level,Context Effect,College Students,Second Language Learning,Tests,Grammar,Mixed Methods Research,Questionnaires,Interviews,English (Second Language),Language Proficiency

Stemming from issue of migration for education, the study explored the language learning experience of Korean university students who come to the Philippines for education. Specifically, it documented the changes in the students' implicit and explicit knowledge that occurred in the preactional until the actional phase of their learning journey in a study abroad context. Using a free written task and a grammaticality judgment test, the study found that majority of the learners was able to access their implicit knowledge for free production tasks and their explicit knowledge for grammaticality judgment tests. The said findings confirm the effectiveness of Ellis' (2005) instruments in measuring implicit and explicit knowledge and the existence of the said types of knowledge. It was also found that statistically, the differences were significant but not correlated.
A Growth Model for the Academic Program Life Cycle (APLC): A Theoretical and Empirical Analysis. IR Applications, Volume 33
Author: Acquah, Edward H. K.
Date: 2012-04-02
Type: Collected Works - Serial
Subjects: College Programs,Program Development,Models,Outcome Measures,Regression (Statistics),Enrollment,Foreign Countries,Enrollment Projections,Open Universities

The academic program life cycle (APLC) concept states each program's life flows through several stages: introduction, growth, maturity, and decline. A mixed-influence diffusion growth model is fitted to annual enrollment data on academic programs to analyze the factors determining progress of academic programs through their life cycles. The regression analysis yields reasonable parameter estimates, including magnitude of enrollment peaks and duration of stages, and describes growth patterns of academic programs very well. The results indicate that key factors accounting for progress of academic programs through life cycle stages are external information and word-of-mouth communication (social and behavioral factors as well as economic factors). The model's application for analyzing market dynamics and long-range forecasting is demonstrated.
A Survey Data Quality Strategy: The Institutional Research Perspective. IR Applications, Volume 34
Author: Liu, Qin
Date: 2012-11-28
Type: Collected Works - Serial
Subjects: Institutional Research,Higher Education,Quality Control,Researchers,Data Collection,Research Methodology,Error Patterns,Error of Measurement,Validity,Reliability,Response Style (Tests),Sampling,Responses,Quality Assurance,Check Lists,Surveys

This discussion constructs a survey data quality strategy for institutional researchers in higher education in light of total survey error theory. It starts with describing the characteristics of institutional research and identifying the gaps in literature regarding survey data quality issues in institutional research and then introduces the quality perspective of a survey process and the major components of total survey error. A proposed strategy for inspecting survey data quality is presented on the basis of five types of survey error and the characteristics of typical institutional research survey projects. The strategy consists of identifying &quot;quality measures&quot; for each type of survey error, and then identifying &quot;quality control&quot; and &quot;quality assurance&quot; procedures for each of the quality measures. The discussion concludes with the implications of the strategy for institutional researchers and some closing thoughts. A checklist for inspecting survey data quality is provided in the appendix.
A Comparison Study of Return Ratio-Based Academic Enrollment Forecasting Models. Professional File. Article 129, Spring 2013
Author: Zan, Xinxing Anna
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Comparative Analysis,Enrollment Projections,Models,Undergraduate Students,Accuracy

In an effort to develop a low-cost and user-friendly forecasting model to minimize forecasting error, we have applied average and exponentially weighted return ratios to project undergraduate student enrollment. We tested the proposed forecasting models with different sets of historical enrollment data, such as university-, school-, and division-level enrollment. The numerical results indicate that the proposed models perform better when the school-level and university-level analyses are applied, as compared to the division-level analysis. We also observed that the forecasting error is lower when the most recent enrollment data sets are considered than when we consider all past enrollment data. In addition, when forecasting for spring semesters, the 1-year average return ratio method, using the school-level analysis, yields the lowest forecasting error of 0.40%. When forecasting for fall semesters, the average return ratio method, using the university-level analysis, yields the lowest forecasting error of 0.81%. A list of nomenclature is appended. [This study was supported by the Watson Institute for Systems Excellence at the State University of New York at Binghamton. For article 130 in the Spring 2013 issue of Professional Files, &quot;Alternative Estimates of the Reliability of College Grade Point Averages. Professional File. Article 130, Spring 2013,&quot; see ED573086. For article 131 in the Spring 2013 issue of Professional Files, &quot;Programs for Engagement and Enhancement. Professional File. Article 131, Spring 2013,&quot; see ED573087.]
Alternative Estimates of the Reliability of College Grade Point Averages. Professional File. Article 130, Spring 2013
Author: Saupe, Joe L.
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Grade Point Average,College Freshmen,Reliability,Comparative Analysis,Statistical Analysis,Educational Research,Literature Reviews,Correlation,Computation

The purpose of this paper is to explore differences in the reliabilities of cumulative college grade point averages (GPAs), estimated for unweighted and weighted, one-semester, 1-year, 2-year, and 4-year GPAs. Using cumulative GPAs for a freshman class at a major university, we estimate internal consistency (coefficient alpha) reliabilities for the several GPAs. We compare these reliabilities to similar reliabilities found in the literature. Principal findings are that different cumulative GPAs have different degrees of reliability and that GPA reliability increases at a decreasing rate with number of semesters completed. Understanding these differences in reliability has implications for how GPAs are used by institutional researchers in practical as well as theoretical studies. The literature review and methods of the study should be useful to the institutional researcher who undertakes an investigation that involves GPA reliability. [For article 129 in the Spring 2013 issue of Professional Files, &quot;A Comparison Study of Return Ratio-Based Academic Enrollment Forecasting Models. Professional File. Article 129, Spring 2013.&quot; ED573085. For article 131 in the Spring 2013 issue of Professional Files, &quot;Programs for Engagement and Enhancement. Professional File. Article 131, Spring 2013,&quot; see ED573087.]
Programs for Engagement and Enhancement. Professional File. Article 131, Spring 2013
Author: Crisp, Gloria
Date: 2013-00-00
Type: Collected Works - Serial
Subjects: Learner Engagement,College Students,College Programs,Student Development,Theories,Mentors,First Year Seminars,College Curriculum,National Surveys,College Freshmen,College Seniors,Student Surveys

The following article describes programs used by universities and colleges to engage students; these programs include mentoring, learning communities, and first-year success courses and programs. We begin with a brief overview of student development theory, program descriptions and citations, and article summaries for key references. Next, we introduce prominent national surveys available to institutions that are interested in measuring student engagement (inside or outside formal programs). We conclude with additional references and recommendations for institutional researchers involved in program review and/or student outcomes assessment of student engagement programs. [For article 129 in the Spring 2013 issue of Professional Files, &quot;A Comparison Study of Return Ratio-Based Academic Enrollment Forecasting Models. Professional File. Article 129, Spring 2013.&quot; see ED573085. For article 130 in the Spring 2013 issue of Professional Files, &quot;Alternative Estimates of the Reliability of College Grade Point Averages. Professional File. Article 130, Spring 2013,&quot; see ED573086.]