ethanporcaro/eric-fulltext-meta huggingface dataset:
Remediation in Maryland Higher Education, Part 1: What Is Remediation, and Why Does It Matter?
Author: Van Orden, Alexia
Date: 2020-01-00
Type: Reports - Research
Subjects: Higher Education,Public Colleges,Remedial Instruction,Educational Policy,State Legislation,Educational Legislation,State Programs,College Programs,College Readiness,Cost Effectiveness,Community Colleges,College Freshmen,Educational Change,Elementary Secondary Education,College School Cooperation

The State of Maryland has always prided itself on being a leader in higher education. In 2012, the Career and College Readiness and College Completion Act (CCRCCA) set an ambitious goal: that 55% of Marylanders would have at least one degree by 2025. Reaching this goal requires increasing college access and completion across a wide variety of demographic groups. A key component of this is ensuring that all students are prepared to enroll succeed in higher education. This study is designed to examine the impact of college-level remediation on students' success at the postsecondary level. To that end, this series of briefs will specifically focus on students assessed to need remediation in college assessment after a student has completed high school and enrolled in a Maryland public college or university, and examine the effects of remediation on their path through college. This brief represents Part 1 of a series that will examine a number of topics related to remediation in Maryland's higher education system. This brief includes a discussion of a number of policy concerns connected to remediation, as well as a number of national, state, and institutional initiatives currently underway that have been designed to increase student success. Future briefs contained in this series will provide data analyses surrounding the actual impacts of remedial education for Maryland students and institutions. This will include analysis of who is assessed to need remediation, who enrolls in and completes both remedial and credit-bearing courses, an examination of first-year outcomes, and persistence and completion. [For Part 2 of the series, &quot;Remediation in Maryland Higher Education, Part 2: Remedial Assessment at Maryland Colleges and Universities,&quot; see ED604259.]
Students with Disabilities at Maryland Colleges and Universities
Author: Maryland Higher Education Commission
Date: 2020-03-00
Type: Reports - Research
Subjects: Students with Disabilities,College Students,School Holding Power,Graduation Rate,Public Colleges,Private Colleges,Community Colleges,Student Personnel Services,Academic Persistence,Enrollment

This annual report presents data on students who registered with disability services at Maryland colleges and universities and provides analysis on graduation and retention outcomes for those students. To better understand higher education outcomes for students with disabilities in Maryland, the Maryland Higher Education Commission (MHEC), in collaboration with the Maryland Department of Disabilities and in partnership with the state's higher education institutions, created a survey administered to colleges and universities to collect retention and completion data on these students. The data may be used to inform policy that may be beneficial to this unique population. The aggregated data collected reflect the number of students who registered with disability services at their college or university and report on retention and graduation outcomes for those students. Statewide results showed that in fiscal year 2018, 15,362 undergraduate students and 1,181 graduate students were registered with their institutions' disability services office as students with disabilities. This represents 3.6% of all students enrolled in fiscal year 2018. More specifically, this represents 4.2% of undergraduate students enrolled and 1.3% of graduate students enrolled. [For the 2019 edition of this report, see ED599015.]
Remediation in Maryland Higher Education, Part 2: Remedial Assessment at Maryland Colleges and Universities
Author: Van Orden, Alexia
Date: 2020-01-00
Type: Reports - Research
Subjects: Higher Education,Public Colleges,Remedial Instruction,Educational Policy,State Legislation,Educational Legislation,College Readiness,Community Colleges,College Freshmen,Student Characteristics,Age Differences,Gender Differences,Racial Differences

The State of Maryland has always prided itself on being a leader in higher education. In 2012, the Career and College Readiness and College Completion Act (CCRCCA) set an ambitious goal: that 55% of Marylanders would have at least one degree by 2025. Reaching this goal requires increasing college access and completion across a wide variety of demographic groups. A key component of this is ensuring that all students are prepared to enroll succeed in higher education. This study is designed to examine the impact of college-level remediation on students' success at the postsecondary level. To that end, this series of briefs will specifically focus on students assessed to need remediation in college assessment after a student has completed high school and enrolled in a Maryland public college or university, and examine the effects of remediation on their path through college. Part 2 of the series will examine in greater depth who is assessed to need remedial work. In particular, this brief focuses on age, race/ethnicity, and gender representation in the first-year college and university student population, as well as the data regarding who is assessed to need remediation. As community colleges and four-year public colleges and universities enroll markedly different populations -- given that community colleges are open-access institutions, while four-year public colleges and universities utilize admissions standards that might indicate whether or not an student should be prepared to engage with college-level material. Key takeaways from the brief include: (1) Substantial numbers of students enrolling for the first time in both community colleges and four-year public colleges and universities are assessed to need remediation when entering postsecondary education, although this need is much greater at community colleges than at four-year institutions; and (2) The need for remedial coursework exists across all races/ethnicities, both genders, and age groups, although there are wide variances across subgroups. [For Part 1 of the series, &quot;Remediation in Maryland Higher Education, Part 1: What Is Remediation, and Why Does It Matter?,&quot; see ED604255.]
Next Generation Courseware Challenge Evaluation
Author: House, Ann
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Courseware,College Students,Academic Achievement,Computer Uses in Education,Instructional Effectiveness,Low Income Students,Minority Group Students,Cost Effectiveness,College Faculty,Teacher Attitudes,Outcomes of Education,Pilot Projects,Two Year College Students,Public Colleges,Private Colleges,Community Colleges,Educational Technology

Purpose: The Bill &amp; Melinda Gates Foundation launched the Next Generation Courseware Challenge (NGCC) in 2014 to address the limited availability of affordable, high-quality adaptive courseware to postsecondary students. SRI International was retained to evaluate the NGCC initiative as a whole and to conduct impact studies for the NGCC courseware. Methods: SRI International conducted 28 impact analyses to examine the extent to which NGCC courseware had a significant impact on postsecondary students' course achievement. Results: The average NGCC courseware effect size of +0.09 was equivalent to moving an average student at the 50th percentile in the course (as it was taught in the past) to the 54th percentile through the implementation of NGCC courseware. Implications: NGCC courseware may be an effective method of delivering postsecondary course content to postsecondary students.
Advancing the Study of Sluggish Cognitive Tempo via DSM, RDoC, and Hierarchical Models of Psychopathology
Author: Becker, Stephen P.
Date: 2019-00-00
Type: Reports - Research
Subjects: Conceptual Tempo,Psychopathology,Clinical Diagnosis,Research Needs,Mental Disorders,Classification

Sluggish cognitive tempo (SCT) is separable from attention-deficit/hyperactivity disorder (ADHD) and other psychopathologies, and growing evidence demonstrates SCT to be associated with impairment in both children and adults. However, it remains unclear how SCT should optimally be conceptualized. In this article, we argue that multiple models of psychopathology should be leveraged in order to make substantive advances to our understanding of SCT. Both categorical and dimensional approaches should be used, including the Diagnostic and Statistical Manual of Mental Disorders (DSM) nosology, the Research Domain Criteria (RDoC) initiative, and hierarchical models of psychopathology. Studies are needed to determine whether individuals categorized with SCT can be reliably identified and differentiated from individuals without SCT in pathophysiological, neuropsychological, behavioral, and daily life functioning. Studies are also needed to evaluate the validity and utility of SCT as a transdiagnostic and dimensional construct. In considering SCT as a dimensional and potentially transdiagnostic construct, we describe ways in which SCT might be examined within the RDoC framework, including negative valence systems, cognitive systems, and arousal/regulatory systems, as well as within hierarchical models of psychopathology. Conceptualizing SCT within both categorical and dimensional models of psychopathology will help to better understand the causes, developmental pathways, and clinical implications of SCT, both as a construct in its own right and also in relation to other psychopathologies. [This paper was published in &quot;European Child and Adolescent Psychiatry&quot; v28 p603-613 2019.]
Maricopa Community Colleges: 2018-19 Monitoring Report
Author: Maricopa Community Colleges
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Outcomes of Education,College Transfer Students,Labor Force Development,Economic Development,Developmental Studies Programs,Community Development,Global Approach,Citizen Participation,Academic Persistence,Time to Degree,Graduation Rate,Associate Degrees,Certification,Student Satisfaction,Demand Occupations

This report provides an annual update on metrics related to the Maricopa County Community College District (MCCCD) Governing Board Outcomes for University and Transfer Education, Workforce and Economic Development, Developmental Education, and Community Development and Global and Civic Engagement. While this report necessarily looks back in time at outcomes, MCCCD, as a result of Transformation work, is positioned to see accelerated improvements in Governing Board outcomes metrics. More recent results and specific transformation work related to many of the outcomes metrics are provided here, when possible, as context and leading indicators of the gains in student and organizational performance we are already realizing. [For the previous report &quot;Maricopa Community Colleges Governing Board Outcomes and Metrics Report: 2017-18 Monitoring Report,&quot; see ED594274.]
Enhanced Loan Counseling Recommendations. NASFAA Task Force Report
Author: National Association of Student Financial Aid Administrators (NASFAA)
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Student Loan Programs,Debt (Financial),Loan Repayment,Counseling,Money Management,Banking,Financial Services,Federal Legislation,Federal Regulation,Competence,Federal Aid,Grants

In recent years, there has been strong bipartisan interest at the congressional level to require annual federal student loan counseling. Given this interest, and the National Association of Student Financial Aid Administrators' (NASFAAs') commitment to being an active, helpful partner in reauthorization discussions, NASFAA convened a task force charged with examining ways in which annual counseling could be implemented effectively that would not be unnecessarily burdensome or repetitive for students and institutions. The charge of the Enhanced Loan Counseling Task Force was to think about counseling in an innovative and creative way, with the assumption that Congress will act to impose additional counseling requirements through the next reauthorization of the Higher Education Act. The Enhanced Loan Counseling Task Force expresses support for a federal effort to develop strategic, targeted, and more frequent counseling, but acknowledges that a single annual counseling tool for every borrower would not be the most effective way to educate borrowers. This report includes recommendations in order to make loan counseling more meaningful and effective, whether annual or less frequent.
The Effect of Transformational Leadership on Job Satisfaction: An Investigation on Academic Staffs at Faculties of Sports Sciences in Turkey
Author: Duyan, Mehdi
Date: 2020-00-00
Type: Reports - Research
Subjects: Transformational Leadership,Job Satisfaction,College Faculty,Athletics,Physical Education,Foreign Countries,Questionnaires,Teacher Characteristics,Correlation

Transformational leadership and job satisfaction are among the topics that attract the most attention of researchers. This is due to the role that both topics play in employee performance. In this study, it is aimed to investigate the effect of transformational leadership on job satisfaction of academic staff working in higher education institutions. Data were collected from academic staff (n=208) working in the faculties of Sport Sciences within 6 universities, in Turkey. As a data collection tool, Bass and Avolio's (2000) Multifactor Leadership Questionnaire to measure transformational leadership, and job satisfaction scale developed by Chang and Chang (2007) to measure job satisfaction, were used. Descriptive statistics, correlation and regression analyses were used as statistical analysis. The results of the analysis showed that transformational leadership had a significant and positive effect on job satisfaction ([beta]=0.375; p&lt;0.001).
Exploring Treatment as Usual for Pediatric Anxiety Disorders among School-Based Clinicians
Author: Ginsburg, Golda S.
Date: 2019-00-00
Type: Journal Articles
Subjects: Cognitive Restructuring,Behavior Modification,Anxiety,Children,School Personnel,School Health Services,Intervention,Therapy,Program Effectiveness,Competence,Individual Characteristics,Allied Health Personnel,Adolescents,Counseling Effectiveness,Self Esteem

Cognitive-behavioral therapy (CBT) remains the only evidenced-based psychosocial treatment for pediatric anxiety. Adoption of CBT in community settings has been slow, and data on CBT use in schools specifically are limited. This study examined: (1) school-based clinicians' perceptions of their treatment approach for pediatric anxiety disorders, use of therapeutic strategies reported after each session, and overall perceived confidence in treating anxiety disorders, and (2) independent evaluator (IE) ratings of clinicians' use of CBT, the frequency and quality of specific CBT elements in sessions, and overall competence in treating anxiety. An exploratory aim examined whether clinician characteristics were associated with IE-rated CBT use. Participants included 25 school-based clinicians who delivered treatment as usual in a randomized controlled trial of treatments for anxious children and adolescents. At baseline, clinicians reported their approach to treating anxious youth. After each session (N=475), they reported the therapeutic strategies they used. IEs rated audiotaped therapy sessions (N=90). Results indicated a majority of school clinicians reported using a behavioral or cognitive-behavioral approach for anxiety (68% at baseline and in 76% of sessions). In contrast, 14% of the IE-rated sessions had the primary therapeutic strategy coded as cognitive-behavioral. Clinician confidence and IE competence ratings were also discrepant, with clinicians rating themselves as somewhat confident in treating anxious youth but IEs assigning a low competence rating. Use and quality of CBT elements based on IE-rating were low. Several clinician characteristics were associated with CBT use. Findings suggest a need to improve the training of school-based clinicians in EBTs for students with anxiety. [This article was published in &quot;School Mental Health&quot; (EJ1234617).]
Children&apos;s Perceptions of Barriers to Session Attendance in School-Based Treatment for Anxiety
Author: Pella, Jeffrey E.
Date: 2018-00-00
Type: Journal Articles
Subjects: Barriers,Attendance,School Health Services,Anxiety,Preadolescents,Children,Cognitive Restructuring,Behavior Modification,Individual Characteristics,Family Characteristics,Social Bias,Racial Differences,Ethnicity,Parent Background,Educational Attainment,Behavior Problems

This study examined children's perceived barriers to attending school-based anxiety treatment. One hundred and twenty-two anxious youth (&quot;mean&quot; age = 11.03 years; 51.6% female; 46.7% non-white) were randomized to receive either a modular cognitive behavioral anxiety treatment or usual care. The frequencies of 13 child-reported perceived barriers were examined following randomization and during one of the first three treatment sessions. Correlates of perceived barriers were also examined using a multi-informant assessment including: (1) child/family demographics, (2) child clinical characteristics, and (3) parental/family factors. Results indicated that 87.7% of children reported at least one perceived barrier to attending treatment. The most common barriers were worries about missing classroom work (45.3%) and the stigma associated with receiving mental health services (37.7%). Several factors were correlated with greater perceived barriers including minority racial/ethnic background, low parental education, higher child anxiety, and higher teacher-reported child externalizing behavior in the classroom. A multiple regression model showed that the strongest association was between teacher-rated externalizing behavior and children's perceived barriers. Although school-based treatment removes logistical problems, children's perceived barriers are still common. Assessing and reducing these perceived barriers, particularly among racial minority families and families with parents who did not attend college, may be beneficial. [This article was published in &quot;School Mental Health&quot; (EJ1229487).]
Identifying Profiles of Struggling Adult Readers: Relative Strengths and Weaknesses in Lower-Level and Higher-Level Competencies
Author: Talwar, Amani
Date: 2020-03-19
Type: Reports - Research
Subjects: Reading Difficulties,Adults,Reading Skills,Individual Characteristics,Adult Literacy,Reading Comprehension,Age Differences,Language Usage,High School Graduates,Educational Attainment,Adult Education,Phonological Awareness,Achievement Tests,Decoding (Reading),Native Speakers

A major challenge in research with struggling adult readers is their heterogeneity in reading-related competencies and demographic characteristics. The purpose of this investigation was to identify unique profiles of skill sets among struggling adult readers and explore informative demographic differences between profiles. Using latent class analysis with a sample of 542 struggling adult readers, we uncovered four empirically distinct classes of readers based on their performance on ten assessments of lower-level and higher-level competencies. On all measured competencies, Globally Impaired Readers (n = 123) demonstrated the largest deficits and Globally Better Readers (n = 86) outperformed all other classes. Two intermediate profiles, Weak Decoders (n = 144) and Weak Language Comprehenders (n = 189), exhibited complementary patterns of strengths and weaknesses on lower-level and higher-level competencies. One-way ANOVA and chi-square tests of difference indicated that the classes differed significantly in terms of reading comprehension performance, age, and language background but not high school completion. Implications for instruction and future research are discussed. [This is the online version of an article published in &quot;Reading and Writing: An Interdisciplinary Journal.&quot;]
Maryland Higher Education Commission Data Book 2020
Author: Maryland Higher Education Commission
Date: 2020-02-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Undergraduate Students,Graduate Students,College Freshmen,Enrollment,Remedial Instruction,Private Colleges,High School Graduates,School Holding Power,Transfer Rates (College),College Transfer Students,Community Colleges,Graduation Rate,Academic Degrees,Intellectual Disciplines,College Faculty,Teacher Salaries,Part Time Faculty,School Personnel,Income,Expenditures,Educational Finance,Tuition,Fees,Student Financial Aid,State Aid,Distance Education,Vocational Education,Private Schools,Two Year College Students,Nontraditional Students,Racial Differences,Ethnic Groups,Age Differences,Gender Differences,Budgets,College Entrance Examinations,Federal Aid,Grants,Scores,Student Characteristics,Teacher Characteristics

This document presents statistics about higher education in Maryland for 2020. The tables in this document are presented according to the following categories: (1) Students; (2) Retention &amp; Graduation; (3) Degrees; (4) Faculty &amp; Staff; (5) Revenues &amp; Expenditures; (6) Tuition &amp; Fees; (7) Financial Aid; (8) Private Career Schools; and (9) Distance Education. [For &quot;Maryland Higher Education Commission Data Book 2019. Creating a State of Achievement,&quot; see ED594205.]
Addressing Challenging Mathematics Standards with At-Risk Learners: A Randomized Controlled Trial on the Effects of Fractions Intervention at Third Grade
Author: Fuchs, Lynn S.
Date: 2020-06-22
Type: Reports - Research
Subjects: Mathematics Instruction,Fractions,Intervention,Elementary School Mathematics,At Risk Students,Instructional Effectiveness,Grade 3,Elementary School Students,Independent Study,Mathematics Achievement,Achievement Tests,Cognitive Structures,Learning Disabilities,Intelligence Tests

The purposes of this study were to assess the effects of fractions intervention for students who are at-risk for poor outcomes and to examine whether a component that combines self-regulated learning with growth mindset instruction (SR-GM) provides added value for improving outcomes. At-risk students (N = 84) were randomly assigned to 3 conditions: fractions intervention, fractions intervention with embedded SR-GM, and a control group. Intervention was conducted 3 times per week for 35 min per session for 13 weeks. Multilevel models indicated both fractions intervention conditions produced strong effects, with no added value for SR-GM. Posttest fractions achievement gaps for both intervention conditions held steady, narrowed, or closed, while the control group's gaps remained sizeable or grew. Results suggest that intervention can address challenging mathematics standards for at-risk learners and that SR-GM instruction may not be necessary in the context of strong intervention. [This is the in press version of an article published in &quot;Exceptional Children.&quot;]