ethanporcaro/eric-fulltext-meta huggingface dataset:
North Dakota University System 2023 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2023-10-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Dual Enrollment,High School Students,Counties,Teaching Methods,College Credits,Census Figures,Trend Analysis,Noncredit Courses,Tables (Data),Full Time Students,Part Time Students,Undergraduate Students,Distance Education,Tuition,Student Characteristics,Graduate Students

This report aims to provide an overview of the annual fall census data for students enrolled in degree credit courses within the North Dakota University System (NDUS). Compared to previous editions, this report adds two new tables, as well as revisions to existing ones. Tables and figures include: (1) NDUS Census Headcounts, Full Time Equivalencies &amp; Scheduled Credit Hours; (2) Headcount &amp; FTE by Degree/Non-Degree Seeking; (3) Institutional Headcount by Academic Level; (4) Part Time &amp; Full Time Headcounts; (5) Full Time Equivalencies of Part Time &amp; Full Time Students; (6) Scheduled Credit Hours by Academic Level; (7) High School Students taking College Courses; (8) High School Students by County; (9) New Undergraduates; (10) Developmental &amp; Collaborative Enrollments; (11) Trending Headcount, Full Time Enrolled &amp; FTE; (12) Headcount by Course Delivery Mode, Course Delivery Mode Trending, Distance Education Course Delivery Modes, North Dakota County, Tuition Residency, Age, and Race; (13) Undergraduate Headcount by State; (14) Graduate Headcount by State; and (15) Current &amp; Historical Headcount by North Dakota County. [For the 2022 Fall Enrollment Report, see ED624642.]
2023 Affordability Report
Author: Wilke, Jamie
Date: 2023-00-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,College Students,Tuition,Fees,Food,Student Costs,Student Financial Aid,Federal Aid,Debt (Financial),Student Loan Programs,Grants,Scholarships,State Aid,Universities,College Housing,Expenditures

College affordability is a significant factor in student access, retention, and completion. Tuition and fee rates are a component of affordability, as is the availability of financial aid programs from federal, state, institutional and private sources, among other factors. Strategically designed approaches to college affordability can better assist students in preparing for post-secondary education, accessing programs, and degree persistence. This report outlines key affordability factors within the North Dakota University System (NDUS) by focusing on student costs and availability of financial aid. This report includes regional comparisons, which include peer institutions from Arizona, Colorado, Idaho, Minnesota, Montana, Nevada, New Mexico, Oregon, South Dakota, Utah, Washington, and Wyoming. This 2023 affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Housing and Food; (2) Cost of Attendance; (3) Financial Aid Overview; (4) Federal Financial Aid Sources; (5) Annual Student Loan Disbursements; (6) Indebtedness at Graduation; (7) 2021-22 Grants, Scholarships and Waivers; (8) 2021-22 Total Financial Aid Disbursements and % of Cost Covered; (9) State Financial Aid Programs and Appropriation; (10) Other Sources of Financial Aid; and (11) Net Price. [For the 2022 report, see ED624643.]
Frisian: The Frisian Language in Education in the Netherlands, 5th Edition. Regional Dossier Series
Author: Riemersma, Alex
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Statistical Data,Language Minorities,Native Language Instruction,Second Language Instruction,Foreign Countries,Educational Policy,Educational Finance,Teachers,Students,Geographic Regions,Educational Improvement,Spelling,Official Languages,Native Speakers,Legislation,Educational Research,Vocational Education,Elementary Secondary Education,Adult Education,Preschool Education,Higher Education

The aim of the Regional Dossier series is to provide concise descriptions of minority languages in education, mainly in Europe but also in other parts of the world. West Frisian, commonly referred to as Frisian (Frisian: Frysk), is a western Germanic, autochthonous minority and official language spoken in Friesland (Frisian: Fryslân), one of the 12 provinces of the Netherlands. In 2018, 61% of the population of Fryslân reported that Frisian was their first language. The Frisian language is widely used in informal domains and mainly in oral use within families and associations, in social and public life, and the media. Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research into education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [For the fourth edition, see ED535412.]
Summer and Afterschool Needs Assessment Success Criteria
Author: National Comprehensive Center (NCC)
Date: 2023-00-00
Type: Guides - Non-Classroom
Subjects: Summer Programs,After School Programs,Needs Assessment,Best Practices,Evidence Based Practice,Educational Quality,Program Evaluation,Evaluation Criteria,Check Lists,Wellness,Safety,Money Management,Partnerships in Education,Enrichment,Tutoring,Homework

The Summer and Afterschool Needs Assessment helps youth serving programs and organizations learn best practices and identify areas where they might benefit from guidance or support. The Needs Assessment draws from the best available evidence on what constitutes high-quality afterschool and summer learning programs and organizes these Success Criteria into three domains and 17 areas of need. This document presents the Success Criteria as a stand-alone resource that can be used to review the criteria and complete a checklist to benchmark practices against a set of evidence-based standards.
NIET Aspiring Teacher Rubric: A Valid and Reliable Tool to Measure Aspiring Teacher Instruction. Research Brief
Author: National Institute for Excellence in Teaching (NIET)
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Scoring Rubrics,Preservice Teachers,Test Construction,Test Validity,Test Reliability,Teacher Education

Aspiring teachers must develop an in-depth understanding of high-quality instructional practices. In order to prepare, instruct, and coach aspiring teachers, the National Institute for Excellence in Teaching (NIET) has developed a the NIET Aspiring Teacher Rubric (ATR) based on principles of excellence in instruction. This research brief summarizes measurement properties of the NIET ATR to assess aspiring teacher instruction during a classroom observation conducted by a trained and certified observer. Results of the analyses provide strong evidence that the NIET ATR is a valid and reliable tool to measure aspiring teacher instruction. Moreover, the NIET ATR is capable of distinguishing variation in aspiring teachers' performance, allowing for more specific and meaningful feedback for aspiring teachers.
Degrees of Progress: The State of Higher Education in Oklahoma. 2022 Annual Report
Author: Oklahoma State Regents for Higher Education
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: State Colleges,State Universities,Undergraduate Students,Learning Management Systems,High School Students,Dual Enrollment,College Readiness,Adult Students,Tuition,Student Costs,Community Colleges,School Demography,Majors (Students),School Holding Power,Graduation Rate,Labor Force Development,Institutional Characteristics

The Chancellor of the Oklahoma state system of higher education has focused on two overarching objectives: expanding workforce development efforts and creating paths to a better life for Oklahomans. Oklahoma public institutions and elected officials are partners in developing an educated, engaged workforce prepared to meet the state's current and future employment needs, particularly in the areas of healthcare, teacher education, engineering, computer science, and other STEM fields. Included in this annual report are: (1) Role of the State Regents; (2) Higher Education Update; (3) Campus Rankings; (4) State System Fast Facts; (5) Key Initiatives; (6) Affordability; (7) Enrollment; (8) Outcomes; (9) Workforce Development; and (10) Institutional Highlights. [For the 2021 report, see ED624700.]
2023 Performance Measures for Student Success
Author: North Carolina Community College System
Date: 2023-07-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Accountability,Performance,Community College Students,Skill Development,Basic Skills,Success,English Instruction,College English,Mathematics Instruction,College Instruction,Certification,Graduation Rate,College Transfer Students,Academic Achievement,Mathematics Achievement

The Performance Measures for Student Success Report is the North Carolina Community College System's major accountability document. This annual performance report is based on data compiled during the previous year and serves to inform colleges and the public on the performance of our 58 community colleges. In 2010, a review process was established to ensure the measures and methods for evaluating colleges were current and remained focused on improving student success. Every three years, a committee that is inclusive of college leaders; subject matter experts; and research and assessment professionals are appointed to review the measures and recommend modifications. Recommendations from the most recent review were approved in 2021. The current list of measures includes: (1) Basic Skills Student Progress; (2) Student Success Rate in College-Level English Courses; (3) Student Success Rate in College-Level Math Courses; (4) First Year Progression; (5) Curriculum Student Completion; (6) Licensure and Certification Passing Rate; and (7) College Transfer Performance. [For the 2022 Performance Measures, see ED624557.]
A Community School in Service of Newcomer Students: Lessons from Oakland International High School
Author: Markham, Lauren
Date: 2023-08-00
Type: Reports - Descriptive
Subjects: High Schools,Immigrants,Holistic Approach,Community Schools,Wellness,School Community Programs,Well Being,Program Effectiveness,Graduation Rate,Dropout Rate,Pupil Personnel Services,School Health Services

Oakland International High School, winner of the 2017 National Community School Award, supports its recently arrived immigrant students by integrating academic, social, mental health, and material supports into the school day and beyond. Its community school model incorporates a Wellness Center, a tiered system of support and engagement, external partnerships, specialized staffing, and a collaborative culture of continuous improvement that promotes agency and belonging for both students and staff. As a result of this work to promote comprehensive student well-being, newcomer students at Oakland International drop out at half the rate they do at other district schools, and roughly 63 percent graduate, compared to just 40 percent of newcomer students districtwide. This brief describing Oakland International's model may serve as a resource for school and district leaders working to develop their own community school models.
Addressing Inequities in College Preparatory Course-Taking
Author: Hurtt, Alexandria
Date: 2023-07-00
Type: Reports - Descriptive
Subjects: Equal Education,Course Selection (Students),College Preparation,Disproportionate Representation,Graduation Rate,Student Characteristics,College Attendance,Access to Education,Educational Strategies,Public Schools,School Districts,High School Students,Best Practices,Barriers,Educational Opportunities,Educational Policy,Race,Ethnicity,Required Courses,College Admission,Alignment (Education)

Completing the A-G course sequence is the standard pathway to college for California high school graduates; however, findings indicate that there is substantial variation in A-G enrollment and completion rates across student subgroups and schools. This brief describes the distribution in access to and success in A-G courses as well as strategies that local leaders could consider to increase these rates among the students they serve. Drawing on the case studies of nine public school districts with exemplary A-G completion rates, we highlight best practices to broaden A-G access for students and ease barriers to completion. These practices include identifying gaps in availability and enrollment, implementing policies to expand equitable participation and completion, and monitoring A-G progress over time.
Declining Enrollment, School Closures, and Equity Considerations
Author: Hahnel, Carrie
Date: 2023-09-00
Type: Reports - Research
Subjects: Declining Enrollment,School Closing,Institutional Characteristics,Neighborhoods,Racial Differences,African American Students,Racial Segregation,Educational History,School Districts,Elementary Secondary Education,Barriers,Equal Education

Declining student enrollment is leading to a loss of revenue in many California school districts. To address ongoing budget shortfalls, many districts have consolidated or shuttered schools, and others are contemplating doing so. A new report and working paper, summarized in this brief, explore the racial dimensions of school closures and how to address them. The authors find that closures are far more common for schools that serve higher proportions of Black students. Even after controlling for a range of factors, the odds of school closure increase by nearly 25 percent for every 10-percentage-point increase in the share of Black students. This research situates this and other disparities within the U.S. history of segregation, neighborhood disinvestment, and gentrification, and provides evidence and suggestions to help education leaders center equity as they confront declining enrollment-related school closures.
Leveraging Read-Aloud Instructional Strategy (RAIS) for Enhancing English Reading Fluency, Anxiety, and Confidence of EFL Chinese Undergraduates: A Quasi-Experimental Multi-Group Design
Author: Wei, Li-Wei
Date: 2023-00-00
Type: Journal Articles
Subjects: Teaching Methods,Oral Reading,Reading Fluency,Comparative Analysis,Scores,Asians,English (Second Language),Second Language Learning,Second Language Instruction,Foreign Countries,Instructional Effectiveness,Undergraduate Students,Private Colleges,Transformative Learning,Anxiety,Self Esteem,Intervention,Foreign Students,Language of Instruction

The perennial challenge of reading fluency, notably profound among Asian EFL learners, stems largely from linguistic disparities, conventional teaching paradigms, and ingrained cognitive practices. This study critically investigates the challenges Chinese undergraduates face with English reading fluency, notably due to linguistic disparities and historically rooted teaching methodologies. Leveraging the Read-Aloud Instructional Strategy (RAIS), this quasi-experimental study sampled 73 students from a private university in Thailand. Baseline assessments depicted similar fluency levels across groups. Post-intervention, the instructor-centered approach demonstrated profound efficacy, with the mean fluency score soaring to 4.35, compared to the student-centered mean of 2.69 and the near-static comparison group at 2.04. Additionally, confidence metrics evinced a remarkable ascent to 3.46 for the instructor-led group, a notable rise to 2.19 for the student-centered cohort, juxtaposed against the comparison group's minimal shift to 1.71. Furthermore, the instructor-centered method substantially ameliorated reading anxiety (d=1.378) and showcased stronger, albeit weak to moderate, post-intervention correlations between fluency, confidence, and anxiety. This comprehensive study underscores the transformative potential of RAIS, particularly the instructor-centered paradigm, in concurrently augmenting reading fluency, confidence, and reducing anxiety among Chinese EFL undergraduates. The implications herein suggest the exigency of reassessing prevalent pedagogical methodologies in Asian EFL environments.
Teacher Candidate Recruiting Strategy Implementation Tool
Author: Fermanich, Mark
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Preservice Teacher Education,Teacher Interns,Graduate Students,Teacher Education Programs,Student Recruitment,Partnerships in Education,College School Cooperation,Educational Strategies

The purpose of the Teacher Candidate Recruiting Strategy Implementation Tool is to assist teacher residency and other teacher preparation programs with developing practices for effectively recruiting candidates to meet their recruiting goals. The tool can also help programs better target candidates to meet the needs of their partner school districts, particularly with increasing the diversity of programs' candidates. Using the tool, users can assess how well their recruiting strategies and practices are aligned with research-based practices, how effectively their recruiting practices have been implemented, and explore ways to improve the effectiveness of their recruiting practices. This tool should be used as a companion to the Region 5 Comprehensive Center's resource &quot;Improving the Pipeline: Strategies for Recruiting Teacher Residency Candidates.&quot; This report is intended to provide a review of the research and best practices related to recruiting candidates into the teaching profession. While the focus of the report is on recruitment into the state's teacher residency program, the strategies and practices presented apply to recruitment into any type of teacher preparation program. Many of these approaches have also been shown to be effective for attracting more diverse candidates into teaching. [For &quot;Improving the Pipeline: Strategies for Recruiting Teacher Residency Candidates,&quot; see ED626575.]
California&apos;s Major Investment in Universal Transitional Kindergarten: What Districts Need to Fulfill Its Promise
Author: Gallagher, H. Alix
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Kindergarten,Transitional Programs,Play,Teaching Methods,Educational Quality,School Districts,State Policy,Teacher Selection,Educational Facilities,Incentives,Enrollment,Educational Objectives,Outcomes of Education,Preschool Education,Primary Education,Educational Resources,Program Implementation,Access to Education,Equal Education,Funding Formulas

High-quality early learning experiences (i.e., developmentally appropriate, play-based instruction with clear learning goals) have positive long-term effects on student outcomes. As California rolls out Universal Transitional Kindergarten (UTK), district leaders focused on meeting state requirements for hiring qualified staff and finding appropriate facilities, and thus have been unable to focus on quality. The state can take the following actions to incentivize and support districts to broaden their focus for UTK: set a vision, establish goals, and measure progress in terms of enrollment, key implementation features, and student outcomes for preschool through third grade; align resources and support to advance high-quality implementation of UTK at scale; and publicly communicate key aspects of implementation and outcomes, enabling communities to monitor whether their districts are serving them well.
A Virtual Manipulative to Support Rural Students in Developing Spatial Skills in Online Distance Education: Isometric Drawing Tool
Author: Eroglu, Deniz
Date: 2023-00-00
Type: Journal Articles
Subjects: Mathematics Instruction,Online Courses,Distance Education,Rural Schools,Spatial Ability,Educational Technology,Grade 7,Secondary School Students,Skill Development,Program Effectiveness,Manipulative Materials,Computer Simulation,Instructional Effectiveness,Foreign Countries

Limited knowledge is currently available regarding the efficacy of mathematics education in online distance learning and the strategies that can be implemented to enhance its effectiveness. The purpose of this study is to investigate the changes in rural students' spatial skills when engaging in activities that necessitate the use of isometric drawing tool within the context of online distance education. A one-group pretest-posttest experimental design assessed the impact of an isometric drawing tool (IDT) on rural students' spatial skills in online education. This study involved five seventh-grade students from a rural secondary school. Data for this research included spatial skills test administered at the pre- and post-structured interviews, students' worksheets, and opinion forms. This study employed a three-stage analysis of data collection tools: first, assessing changes in students' spatial skills using a rubric; second, utilizing a qualitative descriptive analysis method on tests and worksheets to identify specific spatial skill improvements; and finally, conducting content analysis on opinion forms to capture student perspectives post-implementation. The results indicated that utilizing an isometric drawing tool during online distance education effectively improved rural students' spatial skills. While the students could not even draw cubes on isometric drawing paper at the beginning, it was observed that at the end of the study, they were able to accurately make 3D isometric drawings by positioning the cubes side by side and on top of each other. Overall, students expressed positive opinions about the use of virtual manipulatives. Based on the findings of this study, we recommend that educators consider incorporating isometric drawing tools and virtual manipulatives into their online mathematics teaching to enhance students' spatial skills.
Closing the Digital Skills Gap: Unveiling Insights from Four Countries
Author: Maag, Taylor
Date: 2023-06-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Internet,Information Technology,Technological Literacy,Job Skills,Barriers,Skill Development,Scholarships,Apprenticeships,Information Dissemination,Networks,Open Educational Resources,STEM Education,Training,Access to Education,Females,Womens Education

Just decades ago, the internet was an entirely new concept, but it's become second nature for billions of people and is now embedded into daily life across the world. While the internet is old news, there are recent technologies like blockchain, artificial intelligence (AI), and the cloud that have gone from niche, specialized roles in the global economy to the mainstream. This rapid and widespread digitalization has changed the nature of work, and as a result, digital skills are now regarded as essential for the modern workforce. While demand for digital skills is growing, unfortunately supply is lower than it needs to be. Workforce shortages persist across the tech industry with employers struggling to find skilled talent that is prepared for digital roles. A 2021 Rand Corporation report found that the global digital skills gap was widening due to the following factors: tech talent outpacing an already short supply; high costs and disorganized approaches to traditional education that increase barriers to learning; access to digital infrastructure and skills limited by socio-economic status. These findings highlight the barriers confronting workers who want to acquire digital skills. Policymakers around the world need to tackle this problem, both to ensure their industries and businesses can keep pace with the rate and scale of technological innovation, but also to ensure current and future workers will have more opportunities to develop the skills needed to succeed in changing labor markets.