ethanporcaro/eric-fulltext-meta huggingface dataset:
The Oregon Applied Academics Project: Final Report
Author: Pearson, Donna
Date: 2013-12-00
Type: Reports - Research
Subjects: Career Education,Technical Education,Mathematics Instruction,Graduation Requirements,Models,Mathematics Teachers,Faculty Development,Program Development,Interviews,Student Attitudes,Focus Groups,Mathematics Tests,Scores,Curriculum Development,Regression (Statistics),State Standards,Mathematics Achievement,Randomized Controlled Trials,Problem Based Learning,High School Students,Secondary School Mathematics,Evidence Based Practice,Factor Analysis,Statistical Analysis

This report contains the findings of the Oregon Applied Academics research and development project which spanned three academic years from 2010 through 2013. The overall purpose of the project was to develop and implement a technical math course that would meet graduation requirements and improve student performance. The State of Oregon has been actively engaged in the promotion of Career and Technical Education (CTE) curriculum integration over the past decade. The genesis of the Oregon Applied Academics Project began in 2006, with an initial implementation of the Math-in-CTE model with teachers from Lane County Educational Service District. The Math-in-CTE model was developed and tested as an intervention for CTE teachers. As partners in the professional development (PD) sessions, the math teachers learned new, authentic applications of mathematics. However, the math teachers were not provided with a process for integrating their own instruction; the Math-in-CTE model was CTE-driven, addressing the math called for in the CTE context. Notably, the Math-in-CTE model was not developed to address rigor or level of mathematics or order of instruction required to meet state academic standards. The authenticity, success, and sustainability of the Math-in-CTE model led to new questions about mathematics instruction, congruent with those of the Oregon leaders who proposed the Oregon Applied Academics Project: (1) Could a similar or complementary model be developed for mathematics teachers? (2) Would it be possible to develop an approach for mathematics teaching, that was both situated in real-world problem and complementary to CTE programs whose teachers were using the Math-in-CTE model? (3) Would it be possible to provide CTE students with integrated instruction in their CTE courses and concurrently in their mathematics courses? (4) What kind of processes would be needed for such an approach? (5) What would PD look like? The following are appended: (1) Unit Template; (2) Lesson Template; (3) Critical Friends Process; (4) Oregon Applied Academics Project Teacher Participants; (5) Oregon Applied Mathematics Project Curriculum Standards Alignment; (6) Analysis of Student Test Scores; (7) Oregon Applied Academics Project Year 3 Focus Group Questions; (8) Oregon Applied Academics Student Interview Questions Spring 2012; (9) Regression Coefficients for Hypothesized Full LGM--Math Achievement; (10) Regression Coefficients for Hypothesized Full LGM--Math Attitudes; and (11) Covariances and Correlations for Hypothesized Full LGM.
Relative Impact of Interventions to Improve Achievement and Retention in Postsecondary Occupational Programs
Author: Bremer, Christine D.
Date: 2013-10-00
Type: Reports - Research
Subjects: Community Colleges,Academic Persistence,Two Year College Students,College Students,Academic Achievement,Career Education,Majors (Students),Student Financial Aid,Student Placement,Scores,Mathematics Instruction,Remedial Mathematics,Tutoring,Racial Differences,Stress Variables,Developmental Studies Programs,Remedial Reading,Writing Instruction,Grade Point Average,Correlation,Gender Differences,Age Differences,Longitudinal Studies,Quasiexperimental Design,Graduation,English Instruction,Statistical Analysis,Student Surveys,Interviews,School Personnel

This study examined the relationship of community college programs and services to retention of students in four community colleges, with an emphasis on determining whether outcomes vary for students in occupational programs and how student characteristics moderate these effects, with the goal of determining what is correlated with success. Overall, the study found evidence for positive impacts resulting from having an occupational major; receiving most types of financial aid; having higher placement scores, particularly in math; taking developmental math; accessing tutoring services in the first term; and choosing an occupational major. White students were more likely than others to be retained and students who experienced multiple stressful life events, or who worried about paying tuition, were less likely to be retained. It was more useful for students to complete all the credits in which they enrolled in the first term than to enroll full-time in the first term. Appended to the report are: (1) Cohort 2 Student Experience Survey; (2) Project Publications and Presentations.
Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2016
Author: Indiana University, National Survey of Student Engagement
Date: 2016-00-00
Type: Reports - Research
Subjects: Undergraduate Students,National Surveys,Educational Quality,Student Characteristics,Questionnaires,Student Attitudes,Student Experience,Learner Engagement,Educational Indicators,Institutional Characteristics,Cognitive Development,Majors (Students),Learning Strategies,College Seniors,Online Courses,Thinking Skills,Reflection,Integrated Curriculum,College Freshmen,Teaching Methods,Foreign Countries,Student Motivation,College Graduates,Educational Finance,Paying for College,Disadvantaged Youth,Study Habits,High School Students,Teacher Attitudes,School Safety,Student Needs,Hispanic American Students,Transfer Students,Undergraduate Study,Age Differences,Distance Education,Occupational Aspiration,Academic Aspiration,Readiness,Correlation,Creativity,Skill Development,Racial Differences,Ethnic Groups,Social Media,Commuting Students,Cooperative Learning,Student Surveys,Dual Enrollment,Academic Persistence,Special Needs Students,Technology Uses in Education,Gender Differences,Scoring Rubrics,Graduation

The National Survey of Student Engagement (NSSE) and its companion projects serve colleges and universities committed to monitoring and improving the quality of the undergraduate experience. While participating institutions receive detailed customized reports, the &quot;Annual Results&quot; series presents noteworthy aggregate findings from the most recent administration. This report presents selected results from students at 512 U.S. institutions or subsets of that group where supplemental survey items were appended to the survey. It also reports selected results from NSSE's two companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE). Colleges and universities increasingly prioritize interventions that promote success for all students. Are these interventions working? Are they reaching the students who need them? What else should colleges and universities be doing to ensure that all students thrive and derive the maximum educational benefit? These important questions motivate this year's report. The report examines NSSE results that bear on support for learners who are challenged by their coursework and how a &quot;growth mindset&quot; corresponds to student engagement. It also presents findings on students' perceptions of safety and belonging at their institution. The BCSSE analysis focuses on dual enrollment--taking college courses while in high school--and how that experience can prepare students for what awaits them in college. The FSSE results were used to investigate variations in selected teaching practices as related to faculty gender and racial/ethnic identity. For &quot;Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2015,&quot; see ED574522.]
Charter School Funding: Inequity in the City
Author: Wolf, Patrick J.
Date: 2017-05-00
Type: Reports - Research
Subjects: Public Schools,Financial Support,Educational Finance,Educational Equity (Finance),Urban Schools,Disadvantaged Youth,Income,Expenditures,Expenditure per Student,Traditional Schools,Comparative Analysis,Geographic Location,At Risk Students,Low Income Groups,English Language Learners,Disabilities,Special Education,Local Government,State Aid,Federal Aid,Private Financial Support

Public charter schools increasingly are part of both the national conversation about education policy and the local urban scene in America. Previous studies of public charter schools have examined their achievement effects focused on both the state and metropolitan levels, and funding disparities focused on the state levels. This is the first study of funding inequities to concentrate on revenue disparities between charters and traditional public schools where charters are most common: metropolitan areas across the country. The 15 urban areas that inform the study include Atlanta, Boston, Camden, Denver, Houston, Indianapolis, Little Rock, Los Angeles, Memphis, New Orleans, New York City, Oakland, San Antonio, Tulsa, and Washington. Because these locations include eight plus the special case of New Orleans for which there is some prior data and six that are new to charter revenue research, the authors can place their findings in a broader context of time and space. Data regarding the charter school funding gap were carefully collected from official state documents and audited school reports regarding the 2014 fiscal year. The authors define a public charter school as any school that: (1) operates based on a formal charter in place of direct school district management; and (2) reports its finances independently from the school district. The authors define all other public schools as traditional public schools (TPS). The following are appended: (1) Methodology; (2) Information Sources; (3) Summary Tables for Each Location; and (4) Indeterminate Revenue Streams.
Work-Based Learning Opportunities for High School Students
Author: Alfeld, Corinne
Date: 2013-02-00
Type: Reports - Research
Subjects: Experiential Learning,Workplace Learning,High School Students,Job Skills,Literature Reviews,Interviews,Observation,Internship Programs,Apprenticeships,Small Businesses,Career Education,Technical Education,Vignettes

This report describes the Year 5 work of the National Research Center for Career and Technical Education's (NRCCTE) Technical Assistance (TA) Academy. In 2011-2012, the TA plan carried out by FHI 360 on behalf of the NRCCTE focused on developing a conceptual base for work-based learning (WBL), a strategy that helps students apply academic and technical skills and develop employability skills. To gather information on best practices in WBL for high-school aged students in the United States, FHI 360 used a multi-pronged approach, including a literature review, web searches, telephone interviews, and site visits to examine three WBL models: internships/co-operative (co-op) education, apprenticeships, and school-based enterprises. Findings are categorized and summarized, and recommendations for WBL are presented. The following are appended: (1) Phone Interview Questions; (2) Phone Interview Vignettes; (3) Case Studies from Site Visits; and (4) Examples of Documents Collected from WBL Sites.
A Typology for Understanding the Career and Technical Education Credit-Taking Experience of High School Students
Author: Aliaga, Oscar A.
Date: 2012-10-00
Type: Reports - Research
Subjects: Career Education,Technical Education,Vocational Education,High School Students,Student Experience,Classification,Credits,Longitudinal Studies,Student Participation,Parent Background,Educational Attainment,Course Selection (Students),Educational Research,Track System (Education),Required Courses,Graduation Requirements,Student Records,Transcripts (Written Records)

This study describes a typology that allows us to explore and analyze the career and technical education (CTE) credit-taking experience of all high school students, not just those traditionally considered CTE (or vocational) students. We argue that this new typology provides a better framework for understanding CTE than the more traditional approach that classifies students as either academic or vocational concentrators. A typology like the one introduced in this paper is necessary because academic requirements have increased for all high school students in the United States, including those considered vocational students, and because most students, not just vocational students, participate in CTE at some level. Acknowledging these facts better reflects the varied nature of students' high school CTE credit-taking experiences. We propose this typology using data from the Education Longitudinal Study of 2002 (ELS:2002), collected by the National Center for Education Statistics (NCES) of the U.S. Department of Education. Our analyses of ELS:2002 data using this typology show that the typology provides a more effective means of understanding the credit-taking experience of high school students than analyses based on dichotomous, vocational versus academic frameworks. Our analyses show that about 17% of all high school students complete high-intensity CTE in addition to their academic requirements. Although CTE has historically targeted low-income and special populations, our study reveals high levels of participation among higher income students and those with parents with higher levels of educational achievement. Positive results were also found for academic outcomes, such as a high rate of high-intensity CTE participation among students who were also enrolled in advanced mathematics and, to a lesser extent, in advanced science classes.
Engagement Insights: Survey Findings on the Quality of Undergraduate Education. Annual Results 2015
Author: Indiana University, National Survey of Student Engagement
Date: 2015-00-00
Type: Reports - Research
Subjects: Undergraduate Students,National Surveys,Educational Quality,Student Characteristics,Questionnaires,Student Attitudes,Student Experience,Learner Engagement,Educational Policy,Educational Indicators,Institutional Characteristics,Cognitive Development,Majors (Students),Learning Strategies,College Seniors,Online Courses,Thinking Skills,Reflection,Integrated Curriculum,College Freshmen,Teaching Methods,Foreign Countries,Student Motivation,College Graduates,Educational Finance,Paying for College,Disadvantaged Youth,Study Habits,High School Students,Teacher Attitudes,School Safety,Student Needs,Hispanic American Students,Transfer Students,Undergraduate Study,Age Differences,Distance Education,Occupational Aspiration,Academic Aspiration,Readiness,Correlation,Creativity,Skill Development,Racial Differences,Ethnic Groups,Social Media,Commuting Students,Cooperative Learning,Student Surveys

In 2015, the National Survey of Student Engagement (NSSE) collected responses from more than 315,000 first-year and senior students attending 585 bachelor's degree-granting colleges and universities in the United States and Canada. This report presents selected NSSE results from students at 541 U.S. institutions or subsets of that group where supplemental survey items were included. It also shares selected results from NSSE's two companion surveys, the Beginning College Survey of Student Engagement (BCSSE) and the Faculty Survey of Student Engagement (FSSE). The report investigates NSSE results that bear on the importance of challenging students to do their best work, seniors' preparation in the major, and the relationship of financial stress to engagement and views of the campus environment. The BCSSE analysis examined high school study habits and their relationship with the first year of college. The FSSE results were used to investigate faculty perceptions safety and crisis preparedness. Key findings include: (1) Only about half of first-year students and three in five seniors reported that their courses highly challenged them to do their best work; (2) Coursework in the major that emphasizes creative skills (e.g., generating new ideas, taking risks, inventing new methods to find solutions) was positively related to student engagement in several areas; (3) Financial stress was common among undergraduates, particularly among first-generation, women, Black, and Hispanic students; (4) Academic habits developed in high school, such as the amount of time devoted to studying, tend to carry over to college with lasting positive effects; and (5) Nearly nine out of ten faculty felt safe at their institutions. Institutions where faculty felt safer provided more training about sexual assault, more resources for victims of sexual assault, and more crisis response training. [For &quot;Bringing the Institution into Focus. Annual Results 2014,&quot; see ED574511.]
Using Return on Investment (ROI) and Other Related Tools: Guidelines for Measuring Career and Technical Education (CTE) Internal Efficiency and External Effectiveness
Author: Kotamraju, Pradeep
Date: 2012-06-00
Type: Reports - Research
Subjects: Career Education,Technical Education,Vocational Education,Cost Effectiveness,Program Effectiveness,Labor Force Development,Educational Legislation,Federal Legislation,Accountability,Program Evaluation,Barriers,Evaluation Methods,Resource Allocation,Secondary Education,Postsecondary Education

Career and technical education (CTE) is increasingly seen as a major potential contributor to the recovery of the U.S. economy. However, the effectiveness and impact of the current Carl D. Perkins Act (otherwise known as Perkins IV) that governs CTE are unclear. Is the federal investment in CTE paying off? To answer this, we need to establish the internal efficiency of CTE by comparing the costs and benefits of implementing CTE using Perkins funds at different enterprise levels. A second question is whether CTE has a measurable impact beyond the enterprise level at which it is being implemented. This question focuses on external effectiveness. Answering these questions may put to rest the frequently held notion that CTE--and by association Perkins IV--has been largely ineffective in affecting U.S. education and workforce development (Duncan, 2011). As shorthand, this report will refer to the measurement of the internal efficiency and external effectiveness of Perkins IV and CTE as the return on investment (ROI) for CTE; the report will also describe other related tools that generally fall under the broader rubric of program evaluation (Priest, 2001). The following are appended: (1) Examples of ROI Studies; (2) Program of Study Design Framework and Components; and (3) Connecting the 10 POS Components.
Altering the Pipeline to Prison and Pathways to Postsecondary Education. Feature on Research and Leadership. Vol. 1, No. 1
Author: Zamani-Gallaher, Eboni M.
Date: 2016-05-00
Type: Reports - Descriptive
Subjects: Correctional Institutions,Institutionalized Persons,Correctional Education,Postsecondary Education,Community Colleges,Educational Opportunities,School Role,Federal Aid,Grants

This brief focuses on prison education and the role of community colleges in fostering access to postsecondary education for individuals who are incarcerated. The history of American prison education is a study in the central tension between punishment and rehabilitation. Various local and state prisons have provided education programs through other avenues of federal support. Much of the education of inmates beyond the high school diploma or General Equivalency Diploma (GED) level is geared to provide skills that can serve as a foundation to reintegrate individuals, post-incarceration, and to help them acquire the requisite skills--life, academic, and vocational--necessary for a successful transition from prison. Many of the postsecondary prison programs are delivered by community colleges. Community colleges are also a viable option for educational prison programming due to their open door policies and locale. Community colleges are often located in rural areas where prisons are also built. The close proximity between state and federal prisons and community colleges translates into ease of access for the educators delivering instruction. In closing, it is hoped this brief serves to provoke thought on the complex landscape of incarceration and the potential of community college research and practice to advance educational policy and social justice for a discounted population of learners.
Need-Based State Financial Aid. Policy Snapshot
Author: Pingel, Sarah
Date: 2017-05-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Need Analysis (Student Financial Aid),Educational Policy,State Aid,State Programs,Grants,Scholarships,Expenditures

This Policy Snapshot explores need-based financial aid programs across the country and highlights state program examples, grant and scholarship expenditure amounts, and recent legislative activity.
Chronic Absenteeism: A Key Indicator of Student Success. Policy Analysis
Author: Rafa, Alyssa
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Attendance Patterns,Academic Achievement,Educational Policy,At Risk Students,Truancy,Correlation,Success,Barriers,State Programs,Public Opinion,Data Analysis,Data Collection,Educational Improvement,Federal Legislation,Accountability

Research shows that chronic absenteeism can affect academic performance in later grades and is a key early warning sign that a student is more likely to drop out of high school. Several states enacted legislation to address this issue, and many states are currently discussing the utility of chronic absenteeism as an indicator of school quality or student success (SQSS) in their accountability systems under the Every Student Succeeds Act (ESSA). This policy brief provides information for policymakers and state education leaders on the research, key issues, and policy options available to address chronic absenteeism and improve attendance.
Voucher Programs. Policy Analysis
Author: Wixom, Micah Ann
Date: 2017-06-00
Type: Reports - Evaluative
Subjects: Educational Vouchers,Eligibility,Accountability,Financial Support,Educational Finance,Private Schools,School Choice,State Regulation,Disabilities,Low Income Groups,Geographic Location,Low Achievement,Academic Achievement,Legal Responsibility

This education Policy Analysis provides a comprehensive look at eligibility requirements, accountability and funding for voucher programs across the states, and includes research findings and legal challenges for this private school choice option.
Three Views on Concurrent Enrollment. Feature on Research and Leadership. Vol. 1, No. 2
Author: Scheffel, Kent
Date: 2016-09-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Credits,Educational Quality,Accreditation (Institutions),Educational Policy,Community Colleges,Educational Objectives,Partnerships in Education

In this brief, Kent Scheffel offers a unique combination of expertise on dual credit and concurrent enrollment as he reviews questions of quality, program accreditation, and education policy for concurrent enrollment offerings from a national (National Alliance of Concurrent Enrollment Partnerships (NACEP), local (Lewis and Clark Community College), and state (Illinois Alliance of Concurrent Enrollment Partnerships (ILACEP) perspective. Scheffel's hope is to provide a view of central concerns about concurrent enrollment from different vantage points.