ethanporcaro/eric-fulltext-meta huggingface dataset:
Developing State Policy That Supports Low-Income, Working Students
Author: Duke-Benfield, Amy Ellen
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: State Policy,College Students,Well Being,Student Needs,Nontraditional Students,First Generation College Students,Adult Students,Immigrants,Minority Group Students,Higher Education,Educational Policy,Graduation,Success,Student Diversity,Student Employment,Child Rearing,Barriers,Low Income Students,Job Skills,Employment Qualifications,Equal Education,Student Financial Aid,Planning,Student Personnel Services,Family Needs,Change Strategies

Students and state policymakers clearly understand how important postsecondary education is to financial wellbeing and state economic productivity. Those with associate or bachelor's degrees earn 31 percent and 77 percent more, respectively, than people with a high school diploma. College graduates are less likely to be unemployed. Typical college students are no longer 18- to 22-year-olds from middle-class families who attend full-time and can depend on their parents. Indeed, such traditional students now make up just a third of the college population. Today's college students are increasingly low-income, working adults balancing work, family, and school. These students are also more likely to be first-generation attenders, immigrants, and students of color pursuing dreams of better jobs, higher incomes, and more stability for their families. State higher education policies, however, have not adapted to this new reality. The existing system often fails adult students since only two in five students who begin at a public two-year college earn a certificate or an associate or bachelor's degree within six years. What these students lack is access to essential supports such as high-quality advising, flexible financial aid, and child care subsidies that can help them complete their education. This paper lays out an action framework that the higher education leaders, nonprofit advocates, state policymakers, and postsecondary students who gathered during an April 2018 roundtable agree are needed to support the educational success of low-income working students, particularly students of color. It also examines how states must expand their policies beyond the traditional postsecondary landscape to acknowledge the complexity of these students' lives.
Florida Gulf Coast University Annual Accountability Report, 2015-16
Author: State University System of Florida, Board of Governors
Date: 2017-03-14
Type: Numerical/Quantitative Data
Subjects: Accountability,State Universities,Undergraduate Students,Graduate Students,Student Characteristics,Enrollment Trends,Academic Degrees,Graduation Rate,Educational Finance,Budgets,Employment Patterns,Outcomes of Education,Achievement,Awards,Institutional Characteristics,Reputation,Productivity,STEM Education,Educational Research,Research Universities,Research and Development,College School Cooperation,School Business Relationship,State Aid,Tuition,Costs,College Faculty,Tenure,Nontenured Faculty,School Holding Power,Expenditures

The State University System of Florida Board of Governor's Annual Accountability Report provides retrospective year-over-year and longer time periods of tracking for how the System is progressing toward its goals. This Annual Accountability Report provides information regarding the Florida Gulf Coast University (FGCU) from 2015-2016. The Executive Summary is divided into the following sections: (1) Dashboard; (2) Performance Funding Metrics; (3) Key Achievements; and (4) Narrative. The following data tables are included: (1) Financial Resources; (2) Personnel; (3) Enrollment; (4) Undergraduate Education; (5) Graduate Education; and (6) Research &amp; Economic Development.
Young Women of Color and Educational Equity
Author: West-Bey, Nia
Date: 2018-12-04
Type: Reports - Descriptive
Subjects: Females,Minority Groups,Asian Americans,Hmong People,Hispanic Americans,American Indians,Equal Education,Teacher Competencies,First Generation College Students,Barriers,Disproportionate Representation,Social Bias

Structural barriers are systemic challenges embedded in culture, economy, and institutions that cause inequality. Produced by systems of power, they require large-scale investment and policy solutions to achieve meaningful change. In 2017, Center for Law and Social Policy (CLASP) conducted focus groups with young women of color to learn what structural barriers they encounter in daily life. This fact sheet includes insights from Hmong-American, Latina and Native young women about their experiences with educational equity. Uprooting educational equity and other structural barriers demands turning over the ground to reveal these root causes, partnering with young women of color to identify solutions, and seeding change in equitable ground. This fact sheet focuses on educational equity. The following topics are presented: (1) Disproportionate Income; (2) Teacher Quality; (3) Re-Engagement Opportunities; and (4) First-Generation College Students.
State and Federal Policy Opportunities to Improve the Lives of Infants and Toddlers and Their Families
Author: Center for Law and Social Policy (CLASP)
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: Young Children,Infants,Toddlers,Child Welfare,Family Needs,Public Policy,Legislation,Minority Groups,Immigrants,State Policy,Health Insurance,Employment,Child Care,Early Childhood Education,Mental Health,Access to Health Care,Fringe Benefits

The Center for Law and Social Policy (CLASP) and ZERO TO THREE call on federal and state policymakers to embrace a bold policy agenda--one that invests in and optimizes proven programs and seizes new opportunities to make policies work better for families with young children. For such policies to be successful, increased state and federal resources are vital. Current investments are insufficient to meet the needs of families with young children, hampering the effectiveness and accessibility of public policies and programs. This brief document suggests what legislators and program administrators need to consider in every policy decision and recommends policy actions that policymakers can take to improve the health and wellbeing of infants and toddlers and their families. [This report was prepared as part of the CLASP and ZERO to THREE &quot;Building Strong Foundations: Advancing Comprehensive Policies for Infants, Toddlers, and Families&quot; project.]
Florida State University Accountability Plan, 2018
Author: State University System of Florida, Board of Governors
Date: 2018-06-08
Type: Numerical/Quantitative Data
Subjects: Accountability,State Universities,Educational Planning,Strategic Planning,Performance Based Assessment,Educational Finance,Research Universities,Educational Indicators,Enrollment,Graduation Rate,Educational Objectives,Entrepreneurship,Educational Innovation,Achievement,Awards,Undergraduate Students,Graduate Students,Academic Degrees,Grade Point Average,College Entrance Examinations,Scores,School Holding Power,Expenditures,Costs,Intellectual Property,Endowment Funds,Institutional Characteristics,Reputation,Minority Group Students,STEM Education,Health Education,Research and Development,Enrollment Trends,Student Financial Aid,Outcomes of Education

This is a new report that combines the previous &quot;Annual Accountability Report&quot; and &quot;University Work Plans&quot; into one new document that is more closely aligned with the Board of Governors' &quot;2025 System Strategic Plan.&quot; This revised document enhances the State University System of Florida's commitment to accountability and strategic planning by enabling comparisons between past goals and actual data to better assess performance. This change will help foster greater coordination between institutional administrators, University Boards of Trustees, and the Board of Governors. Once an Accountability Plan is approved by each institution's respective Boards of Trustees, the Board of Governors will review and consider the plan's narrative strategy, metric goals, and enrollment plans for potential acceptance of 2016-17 components. Longer-term components will inform future agendas of the Board's Strategic Planning Committee. The Board's acceptance of this Accountability Plan does not constitute approval of any particular component, nor does it supersede any necessary approval processes that may be required for each component (e.g., new academic programs). This report provides information regarding Florida State University's Accountability Plan and is divided into the following sections: (1) Strategy; (2) Performance Based Funding Metrics; (3) Preeminent Research University Metrics; (4) Key Performance Indicators; (5) Enrollment Planning; (6) Academic Program Coordination; (7) Appendix. Grad Rate Improvement Plan; and (8) Glossary.
I&apos;m Going Back: The Re-Engagement Experiences of Tucson Youth
Author: Varga, Shannon M.
Date: 2019-01-00
Type: Reports - Research
Subjects: Dropouts,Reentry Students,Learner Engagement,At Risk Students,Barriers,Academic Persistence,School Holding Power,High School Students,Graduation,Dropout Prevention,Nontraditional Education,Intervention,Youth Programs,Stress Variables,Family Environment,Educational Environment,Student School Relationship,Student Attitudes,Educational Attitudes,Teacher Student Relationship,Decision Making,Interpersonal Relationship,Caring

Leaving school without graduating presents a significant challenge for young people and for society as a whole. One way communities and school systems are responding to this challenge is with coordinated efforts to re-engage young people in ways that make it more likely for them to earn a diploma. Re-engagement efforts vary across the country but typically involve identifying young people who have, or are at risk of leaving school before graduating, sharing existing re-enrollment options with them, supporting their re-entry into an appropriate educational setting, and providing supports to propel them toward graduation and, ultimately, success in adult life. To understand the barriers and supports to re-engagement and subsequent academic success in Tucson, Arizona, the Center for Promise spoke directly with Tucson youth who are re-engaging with their education. The Center sought to understand why the youth disengaged from their education, why some youth re-engaged while others did not, what factors contributed to or deterred this re-engagement, and what factors contributed to their persistence through high school graduation. Insights from these youth illustrate the vast challenges they face as well as the supports that can help put young people back onto positive educational pathways.
When Financial Aid Falls Short: New Data Reveal Students Face Thousands in Unmet Need
Author: Walizer, Lauren
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Paying for College,Costs,Student Financial Aid,Enrollment Trends,Disproportionate Representation,Minority Group Students,Low Income Students,Parents,Student Employment,First Generation College Students,Immigrants,Postsecondary Education,Public Policy,Student Needs,Barriers,College Attendance,Two Year Colleges,Public Colleges,Private Colleges,Proprietary Schools

College affordability is a pressing issue that is made more urgent by rising costs, increasing enrollment, and changing student demographics. People entering the labor market today are finding it increasingly difficult to secure a good job without first pursuing some postsecondary education or training. As a result, college enrollments have swelled, and traditionally underrepresented groups--such as people of color and low-income, parenting, working, first-generation, or immigrant students--are increasingly pursuing postsecondary education. Public policies, however, have failed to keep pace with rising college costs and changing student needs. As a result, an increasing number of students are left with unmet financial need. This report analyzes new U.S. Department of Education (ED) data from academic year 2015-16 and finds that nearly three in four students experience unmet need, and that unmet need among college students has risen by 23 percent since academic year 2011-12. Unmet need is a significant barrier to student enrollment and completion, and the lack of public policies to address it poses a significant challenge to improving access and advancing equity within postsecondary education.
Working on the &quot;Frontline&quot; of Education: Full Day Kindergarten Working and Learning Conditions Survey. BCTF Research
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Kindergarten,School Schedules,Foreign Countries,Preschool Teachers,Grade 1,Elementary School Teachers,Public Education,Teacher Characteristics,Gender Differences,Teaching Experience,Educational Resources,Teaching Conditions,Teacher Attitudes,Educational Environment,Teaching Methods,Student Needs,Competence,Teacher Competencies,Indigenous Populations,Culturally Relevant Education,Faculty Development,Inclusion,Financial Support,Parent School Relationship,Mental Health,Teacher Burnout

In Spring 2018--almost a decade into province-wide implementation of Full-day Kindergarten--the British Columbia Teachers' Federation (BCTF) Research Department and British Columbia Primary Teachers' Association (BCPTA) investigated who the K/K-1 teachers are, how they teach and learn, and whether they have the resources and supports needed to effectively carry out their professional work. This report presents highlights from the BCTF/BCPTA 2018 Full day Kindergarten Working and Learning Conditions Survey. With a response rate of almost 50% of current K/K-1 teachers in the province, the survey provides a reliable snapshot of K/K-1 teachers' classroom spaces and teaching approaches, professional learning experiences, and advice for creating better learning and working conditions for themselves and their students.
Can Immigrant Professionals Help Reduce Teacher Shortages in the U.S.?
Author: Gross, Jeff
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Immigrants,Teacher Shortage,Public Schools,Refugees,Alternative Teacher Certification,Professional Personnel,Bilingual Teachers,Career Change,Vocational Education,High Schools,Teacher Competencies,Grants,Professional Development,Federal Legislation,Educational Legislation,Urban Areas,English Language Learners,Teacher Education Programs,Paraprofessional Personnel

At a national level, the supply of teachers has remained stable in recent years--however, at the state and local level, school districts have been wrestling with long-standing teacher shortages in a number of specific fields, including science, technology, engineering, and math (STEM) subjects; career and technical education (CTE); bilingual education; and special education. Schools and students in low-income and minority neighborhoods often face particularly significant challenges in terms of recruiting and retaining teachers in hard-to-staff subjects. The report looks at the challenge of teacher shortages facing public schools across the U.S., and the role that internationally educated and trained immigrant and refugee professionals can play in addressing these shortages. The discussion focuses in particular on &quot;alternative teacher certification&quot; initiatives that seek to attract a diverse group of career changers and subject matter experts into the classroom--immigrant professionals among them. The report also offers policy recommendations at the local, state, and federal levels that would help advance such efforts, and support the development of a skilled and diverse teacher workforce that meets the needs of increasingly diverse schools.
Leveraging Federal Policy to Strengthen Rural CTE. CTE on the Frontier
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Policy,Rural Education,Secondary Education,Postsecondary Education,Federal Legislation,Educational Legislation,Grants,Federal Aid,Consortia,Federal Programs

Career Technical Education (CTE) can provide an on-ramp for rural learners to access meaningful, high-wage careers while simultaneously strengthening the talent pipeline to meet regional labor demand. Yet rural learners all too often face an uphill battle when it comes to accessing high-quality CTE. Scarce resources, limited regional employers and an expansive service area make it challenging for rural institutions to provide robust, high-quality CTE programs of study across a breadth of subjects. This cheat sheet is designed to help rural policymakers identify leverage points across federal education and workforce programs to support and expand access to high-quality rural CTE at both the secondary and postsecondary levels. It explores opportunities under the following federal education and workforce laws: (1) The Carl D. Perkins Career and Technical Education Act of 2006; (2) The Every Student Succeeds Act; and (3) The Workforce Innovation and Opportunity Act.
Connecting Rural Learners with the World of Work. CTE on the Frontier
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2017-09-00
Type: Reports - Research
Subjects: Vocational Education,Rural Education,Access to Education,Experiential Learning,School Business Relationship,Simulation,Mobile Educational Services,Laboratories,Technology Uses in Education,Nursing Education,Allied Health Occupations Education,Alignment (Education),Secondary Education,Postsecondary Education,State Programs

One unique and critical element of Career Technical Education (CTE) pathways is that they offer learners exposure and access to authentic experiences inside and outside the classroom. For these opportunities to be guaranteed, industry must play a key role in the design, development and delivery of CTE pathways, including in rural communities. This brief from Advance CTE, the second in a series on rural CTE access and quality, explores how states -- including West Virginia, Louisiana, Montana and North Dakota -- have identified ways to bring the physical experience of work-based learning and employer engagement directly to learners through simulated workplace experiences, innovative satellite campuses and mobile labs.
Toward a More Equal Footing: Early Head Start in Maine. National Issue Brief Number 122
Author: Carson, Jessica A.
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Early Intervention,Educational Finance,Financial Support,Child Care,Educational Quality,Infants,Toddlers,Prenatal Influences,Teacher Competencies,Home Visits,Poverty,Access to Education,Employed Parents,Educational Policy

Policy makers and advocates nationwide recognize that funding for early childhood education is a crucial investment in the future. Critical foundational development occurs before age 5, and research consistently shows that high-quality early education for children leads to higher future educational attainment and lower likelihood of crime, and yields a return on investment of 7 to 13 percent. Yet accessing affordable, quality early childhood education and care is a challenge for families nationwide. More than a quarter of families with young children are burdened by child care costs, and the availability and quality of child care and education are highly variable across states. One program that connects the most economically vulnerable families with quality early childhood programming is Early Head Start (EHS). Subject to rigorous quality and staffing standards, implemented among the youngest children (prenatally through age 2), and delivered via a two-generation approach, EHS is a significant opportunity for providing quality care and education to a population that might otherwise struggle to access it. This brief explores the characteristics of EHS in Maine, compares them to the national landscape, and connects these findings to a discussion of the federal and state policy climates. [This brief was funded by the John T. Gorman Foundation.]
Reforming Doctoral Education: There Is a Better Way. Research &amp; Occasional Paper Series: CSHE.9.18
Author: Spronken-Smith, Rachel
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Educational Change,Doctoral Programs,Graduate Study,Graduate Students,Outcomes of Education,Models,Alignment (Education),Employment Potential,Career Planning,Professional Development,Recognition (Achievement),College Graduates,Student Characteristics,Foreign Countries

The traditional apprenticeship model for PhD education involves supervisors mentoring students through a substantive research project and ultimately into academia. Although about half of PhD graduates enter careers beyond academia, this apprenticeship model, with a narrow focus on thesis research has continued to dominate in many countries. While there are variations in terms of coursework requirements, the main assessment continues to be on the PhD thesis, and, in most countries, an oral defense of this thesis. The aims of this working paper are firstly to critique the dominant models of PhD education by using the lens of 'success', and secondly to consider an alternative model of PhD education. A PhD program may be deemed successful if it leads to high employment rates, high satisfaction with types of employment, and graduates who are well equipped for being in the world -- in work and in society. Through examining these indicators of success, I argue that the North American and British PhD models may be failing, and suggest an alternative model based on 'constructive alignment', in which the graduate outcomes are well aligned with teaching and learning methods, and the assessment regime. This alternative model is still based on an apprenticeship approach but requires PhD programs to be tailored to the individual and their desired career pathway, so that alongside and through their research, they can develop a holistic set of graduate attributes -- for 'doctorateness', for possible careers, and for global citizenship. This model has implications not only for the learning opportunities available to PhD students, but also for how we assess PhDs. Universities may need to develop programs to better support the career planning and professional development of PhD students. A portfolio or digital badge assessment approach, whether summative or formative, would allow PhD graduates to demonstrate the depth and breadth of knowledge and skills they have acquired through doctoral study, and better equip them for their chosen career pathway.