ethanporcaro/eric-fulltext-meta huggingface dataset:
Manufacturing a Way to Career Readiness
Author: CNA Education
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Career Readiness,Manufacturing Industry,Measures (Individuals),Job Applicants,Entry Workers,Demand Occupations,Alignment (Education),Employers,Elementary Secondary Education,Postsecondary Education,Occupational Tests,Credentials,Certification,Experiential Learning,Work Sample Tests,Mathematics Tests,Temporary Employment,Employment Services,Vocational Education,Job Skills

This summary document highlights findings from CNA's study, &quot;Manufacturing a Way to Career Readiness: How Industry Measures Student Readiness&quot; (ED612988). In the study, CNA Education examined how central Kentucky employers in a high-wage, high-growth industry--advanced manufacturing--determine the readiness and additional training needs of job applicants and new hires. Common themes in readiness measurement across professional manufacturing and academic research were identified through a systematic literature review. Additionally, interviews were conducted with business leaders, recruiting managers, and CTE leaders in central Kentucky to gain industry's perspective. The companies represented automotive, aerospace, pharmaceutical, and transportation industries supporting a variety of career pathways related to manufacturing. Based on the findings, recommendations are provided for educators, manufacturers, and researchers.
Higher Education and Accessible Materials and Technologies: Synthesis of Knowledge Development Findings
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2020-12-00
Type: Reports - Research
Subjects: Higher Education,Instructional Materials,Educational Quality,Accessibility (for Disabled),Students with Disabilities,Technical Assistance,Elementary Secondary Education,Assistive Technology,Time,Guidelines,Educational Opportunities,Data Collection,Data Use,Resource Allocation,College Students,Educational Technology,Technology Uses in Education,COVID-19,Pandemics,School Closing,Information Dissemination,Equal Education

When the &quot;AEM Quality Indicators with Critical Components for Higher Education: Institutes of Higher Education&quot; (ED613012) was updated, a series of interviews were conducted with experts in colleges, universities, and related associations with knowledge and experience in system- or campus-wide accessibility. Additionally, a literature and federal policy review was conducted to highlight areas of specific relevance to the provision of accessible materials and technologies in higher education settings. Knowledge gained from these activities is reflected in the report. The goals of this document are to: (1) better understand the higher education landscape as it relates to the provision and use of materials and technologies for college and university students; and (2) revise version 1.0 of the Center's Quality Indicators with Critical Components for the Provision of AEM and Accessible Technologies in Higher Education (QIs). [The report was written by the National AEM Center at CAST.]
Manufacturing a Way to Career Readiness: How Industry Measures Student Readiness
Author: Flory, Michael
Date: 2017-06-00
Type: Reports - Research
Subjects: Career Readiness,Manufacturing Industry,Measures (Individuals),Job Applicants,Entry Workers,Demand Occupations,Alignment (Education),Employers,Elementary Secondary Education,Postsecondary Education,Occupational Tests,Credentials,Certification,Experiential Learning,Work Sample Tests,Mathematics Tests,Temporary Employment,Employment Services,Vocational Education,Job Skills

More clarity on career readiness and how to measure it would help educators prepare students for adult life and inform industry professionals who hire young adults. This report is a step in providing that information by exploring how a high-wage, high-growth industry--advanced manufacturing--determines the readiness and additional training needs of job applicants and new hires. Advanced manufacturing is a growing, high-wage industry that employs about 9 percent of the American workforce, with more jobs projected over the next 10 years (National Association of Manufacturers [NAM], 2016). Further, education leaders in Kentucky have indicated a need for additional information for this field, which is supported by career and technical education (CTE) programs statewide. To examine career readiness in the world of advanced manufacturing, CNA Education reviewed the professional and research literature and interviewed employers at five companies across central Kentucky as well as staff at the Kentucky Chamber of Commerce. The report first summarizes the methods used to identify readiness measures. It then describes professional literature guidelines for measuring readiness, how Kentucky manufacturing employers currently measure readiness, and how these systems align with the readiness measures used by the education system. It concludes with recommendations for educators, manufacturers, and researchers. [For highlights from this report, see ED612985.]
Lessons Learned from the 2015 Summer College Readiness Professional Development Forum Series. Florida College and Career Readiness Initiative
Author: Nana, Rikesh
Date: 2015-12-00
Type: Reports - Research
Subjects: Summer Programs,College Readiness,Faculty Development,Elementary School Teachers,Secondary School Teachers,Postsecondary Education,Teacher Surveys,Barriers,Academic Achievement,Achievement Tests,Standardized Tests,State Standards,Teacher Attitudes,Conferences (Gatherings)

The Florida College and Career Readiness Initiative (FCCRI) is a statewide policy that has required college readiness testing in 11th grade, and then participation in college readiness and success (CRS) courses in 12th grade for students who did not test as &quot;college-ready.&quot; CNA Education is evaluating the FCCRI through a five-year grant from the U.S. Department of Education. The evaluation includes formative and summative components to understand both implementation and student outcomes associated with the initiative. As part of the formative evaluation, CNA Education conducted surveys, site visits, and interviews with district and school personnel during the 2012/13 and 2013/14 school years to identify impediments to implementing the FCCRI. This work led to collaboration between researchers and practitioners to produce a series of professional development (PD) forums on college readiness for K-12 and postsecondary educators across Florida in summer 2015. This memo describes that professional development forum series and new findings from participant surveys about students' college readiness conducted as part of the series.
Freedom to Learn: Amending the Higher Education Act. Policy Proposal
Author: National Association of Scholars (NAS)
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Higher Education,Educational Finance,College Administration,Student Financial Aid,Resource Allocation,Academic Standards,College Students,Student Loan Programs,Civil Rights,Intellectual Freedom,Politics,Foreign Countries,Foreign Policy,Multicampus Colleges,Grants,Private Financial Support,Citizenship Education,Proprietary Schools,Accreditation (Institutions),Home Schooling,Dual Enrollment,Minority Serving Institutions,School Policy,Equal Education,Religious Colleges,Freedom,Adjunct Faculty,Sex,Testing,Affirmative Action,Inclusion,Diversity,Tuition,Student Costs

The National Association of Scholars believes that higher education should gather scholars and students to cultivate excellence and pursue the truth, transmit the heritage of Western civilization to a new generation, prepare cultured and virtuous citizens, and train students for vocational success. American colleges and universities should embody academic excellence and foster it in their students. Institutions of higher education should strive to make their classes affordable, so as to make higher education accessible for any qualified student. This policy guide provides a guideline of 40 detailed suggestions for legislative reforms. These initiatives, if enacted by Congress, would encourage reform of America's costly, politicized, and dysfunctional system of higher education. The report is comprised of the following sections: (1) Finances; (2) Rights; (3) America; (4) Equality; (5) Regulatory Reform; and (6) Additional Proposals.
Climbing Down: How the Next Generation Science Standards Diminish Scientific Literacy
Author: Helms, Jennifer
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Standards,Science Curriculum,Scientific Literacy,Scientific Research,Teaching Methods,Science Education,Models,Educational History,Problems,Diversity,Equal Education,Kindergarten,Elementary Secondary Education,Pilot Projects,Skill Development,Knowledge Level,Science Process Skills

America's most popular science curriculum, the Next Generation Science Standards (NGSS), fails students. This report details how the popular curriculum omits basic tenets of science, including the scientific method, and provides recommendations to correct deficiencies in the NGSS.
The Lost History of Western Civilization
Author: Kurtz, Stanley
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Western Civilization,United States History,Political Attitudes,Cultural Differences,Teaching Methods,History Instruction,Private Colleges,Postmodernism,Case Studies,Cultural Pluralism,Educational Philosophy,Conflict,Educational Change,College Students,Student Attitudes,College Faculty,Teacher Attitudes,Required Courses,Racial Bias,Social Bias,Governing Boards,Decision Making

&quot;The Lost History of Western Civilization&quot; is a wide-ranging consideration of the academy's role in producing America's contemporary political and cultural divisions. The report traces the ways in which the 1988 controversy over the teaching of Western Civilization at Stanford set the pattern for today's &quot;Cold Civil War.&quot; The report is also an extended case-study in the follies and limitations of deconstructionist, multiculturalist, postmodern, and intersectional thinking. The report refutes a landmark scholarly &quot;deconstruction&quot; of Western Civilization, throwing new light on American history and exposing the incoherence of academic postmodernism in the process.
Rebalancing the Narrative: Higher Education, Border Security, and Immigration
Author: La Noue, George R.
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Immigration,Higher Education,Undocumented Immigrants,Decision Making,Public Policy,Administrator Attitudes,Student Attitudes,College Faculty,College Students,Teacher Attitudes,National Security,Political Attitudes,Educational Policy,Immigrants,Enrollment,Access to Education,Diversity,College Presidents

Policies regarding immigration are complex. One of the unfortunate consequences of the near uniformity of opinion in higher education about legal and illegal immigration issues are that they are almost never debated on campuses. This report describes some of the various dimensions of immigration policy and suggests topics for debate, so that students will be better informed to make their citizen decisions. A nation that does not openly and thoroughly debate the contentious policy problems it faces will be subject to demagoguery from both the right and the left. This report outlines the many actions taken by higher education administrators, faculty, and students to oppose any restriction on immigration, legal or illegal. It is not that there is unanimity on the campuses, but those who understand the complexity of immigration policy and the potential consequences of unlimited immigration have remained largely silent. This report concludes with a discussion of immigration issues that should be debated on campuses.
AEM Navigator
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2021-04-00
Type: Guides - Non-Classroom
Subjects: Decision Making,Instructional Materials,Student Needs,Worksheets,Students with Disabilities,Educational Legislation,Elementary Secondary Education,Federal Legislation,Individualized Education Programs,Access to Education,Media Adaptation,Educational Environment,Layout (Publications),Educational Technology,Material Development,Databases,Teaching Methods,Academic Accommodations (Disabilities),Academic Support Services,Audio Equipment,Braille,Tactile Adaptation

The AEM Navigator facilitates the process of decision-making around accessible formats of educational materials for individual students. It assists teams in making informed, accurate, and multi-step decisions related to determining a student's need for accessible formats, selecting the format(s) needed, acquiring materials, and determining the supports needed by the student, family, and school staff.
Protocol for Curating Accessible OER
Author: National Center on Accessible Educational Materials at CAST, Inc.
Date: 2021-05-00
Type: Guides - General
Subjects: Open Educational Resources,Accessibility (for Disabled),Equal Education,Students with Disabilities,Evaluation Methods

The availability of high-quality Open Educational Resources (OER) plays an important role in addressing equity issues in education. For its full potential to be realized for every learner, however, OER must be more than openly licensed at a reasonable cost. They must also be usable across the variability that learners bring to any learning environment. The purpose of the Protocol for Curating Accessible OER is to provide detailed yet easily implemented techniques for evaluating the accessibility of OER in a variety of formats, including Microsoft Word, Google Workspace and PDF documents, websites and instructional videos.
Statewide Assessment: Indicator 3 Measurement Changes from FFY 2019 to FFY 2020-2025
Author: Lomax, Erin
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Students with Disabilities,Statewide Planning,Student Evaluation,Alternative Assessment,Educational Assessment,Special Education,Educational Indicators,State Standards,Individualized Education Programs

This resource describes new reporting requirements and measurement changes to Part B State Performance Plan and Annual Performance Report (SPP/APR) Indicator 3. The majority of students with disabilities participate in regular statewide assessments, and a small percentage of students with the most significant disabilities participate in alternate assessments. In FFY 2020, OSEP requires states to disaggregate statewide assessment results for these two groups of students with disabilities (i.e., those who participate in the regular assessment and those who participate in the alternate assessment). OSEP also requires states to calculate a &quot;proficiency rate gap&quot; between students with and without disabilities who participate in the regular statewide assessment. The resource offers a side-by-side comparison of the SPP/APR Part B indicator measurement tables for FFY 2019 and FFY 2020 to highlight relevant differences in SPP/APR reporting of Indicator 3.
Getting Prepared 2019: Developmental Education Course-Taking of High School Graduates, Classes 2011-2018
Author: Rogness, Steve
Date: 2020-12-00
Type: Reports - Research
Subjects: High School Graduates,Developmental Studies Programs,College Readiness,Enrollment,College Students,State Colleges,Public Schools,Two Year College Students,College Credits,Graduation Rate,Gender Differences,Minority Group Students,English (Second Language),Limited English Speaking,Low Income Students,Special Education,Differences,Regional Characteristics,College Entrance Examinations,Nontraditional Education,High Schools,Private Colleges,Proprietary Schools,Two Year Colleges

&quot;Getting Prepared 2019&quot; examines Minnesota public high school graduates from the classes of 2011-2018 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. &quot;Getting Prepared 2019&quot; fulfills the legislative mandate (Minnesota Statute 13.32, subdivisions 3 and 6) to provide summary information about Minnesota public high school graduates who enrolled in developmental courses at Minnesota postsecondary institutions within two years of high school graduation. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. The term &quot;college&quot; is used to reference any type of postsecondary institution offering academic programs or vocational training.
The History and Origins of Survey Items for the Integrated Postsecondary Education Data System (2016-17 Update). NPEC 2018-023
Author: Aliyeva, Aida
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,School Surveys,Test Items,Data Collection,Enrollment,Academic Libraries,College Admission,Graduation,Educational Finance,Graduation Rate,Human Resources,Institutional Characteristics,Outcome Measures,Student Financial Aid,Educational Legislation,Federal Legislation,Higher Education

This report updates the 2011-12 Integrated Postsecondary Education Data System (IPEDS) survey components report--&quot;The History and Origins of Survey Items for the Integrated Postsecondary Education Data System&quot;--in order to reflect the 2016-17 data collection. As the first report did, this report provides an inventory of the IPEDS data items and survey components and aligns them with their legislative origins and requirements. It is the purpose of this report to provide background information on IPEDS that can be used by the National Center for Education Statistics (NCES), IPEDS Technical Review Panels (TRPs), and IPEDS data users when evaluating potential changes to the IPEDS data collection. As an update, this report builds on the inventory and documentation of survey items in the earlier report, which was performed under the guidance of the National Postsecondary Education Cooperative (NPEC). This report was prepared under the auspices of NCES. Following an introduction, the report is organized into four sections. The background section provides general information about the history of postsecondary institutional data collections conducted by the U.S. Department of Education and the origins of the IPEDS survey components. Statutory and other requirements that apply to all or multiple IPEDS components are described. A section for each survey component includes: (1) component history; (2) summary of component statutory provisions; (3) requirements for how the data are reported; (4) summary of data from the component that appear in the &quot;Digest of Education Statistics 2015&quot;; and (5) a table with the specific survey form(s) on which each item appears. Appendix A includes a list of the &quot;Digest of Education Statistics 2015&quot; figures and tables that contain data from the IPEDS components (except Human Resources and Outcome Measures). Appendix B contains a detailed list of the relevant Higher Education General Information Survey (HEGIS) and IPEDS survey forms available from NCES (paper copies and forms archived on the NCES website).
Graduation Rate and Dropout Rate: Indicators 1 and 2 Measurement Changes from FFY 2019 to FFY 2020-2025
Author: Lomax, Erin
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Dropout Rate,Educational Indicators,Educational Change,Individualized Education Programs,Students with Disabilities,Computation,Educational Legislation,Elementary Secondary Education,Federal Legislation,Equal Education

This resource focuses on recent changes in the data sources and measurements of Part B Indicators 1 and 2. It offers a side-by-side comparison of the State Performance Plan/Annual Performance Report (SPP/APR) Part B Indicator measurement tables for FFY 2019 and FFY 2020-2025 to highlight relevant differences in SPP/APR reporting of graduation rate and dropout rate. The resource specifically addresses the treatment of &quot;alternate diploma&quot; in the new calculation. For FFY 2019, the calculation of graduation rate included students receiving an alternate diploma in the numerator. For FFY 2020-2025, the calculation of graduation rate includes students receiving an alternate diploma in the denominator. The calculation for Indicator 2 remains similar from FFY 2019 to FFY 2020-2025; however, it explicitly adds students receiving an alternate diploma in the denominator.
A Model Law for Supporting the Growth of High-Quality Charter Schools, Second Edition
Author: Ziebarth, Todd
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: School Law,Charter Schools,State Policy,Educational Policy,State Legislation,Best Practices,Low Achievement,Institutional Characteristics,Accountability,Educational Change,Equal Education,Educational Finance,Discipline,Virtual Classrooms,Governance,Public Schools,Enrollment,Achievement,Elementary Secondary Education,Distance Education

In this revised version of the National Alliance's model charter school law, the policies outlined would increase the focus of state-level charter school laws on creating high-quality charter schools while holding underperforming schools and authorizers accountable. This report draws on best practices in state policy that have led to the growth of high-quality charter schools, while also addressing weaknesses that, in some cases, have allowed underperforming charter schools and ineffective authorizers to avoid accountability. The revised model law encourages states to provide more equitable support to charter school students, allow for more flexibility to charter schools, and strengthen accountability for charter schools and their authorizers. Specific revisions to the model law include policy updates on full-time virtual schools, funding, authorizers, facilities, flexibility, and discipline. This report first presents the essential components of the the model charter school law. Second, it provides a rationale for the key sections of the model law. Finally, it presents proposed statutory language.