ethanporcaro/eric-fulltext-meta huggingface dataset:
Education Pays, 2013: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Employment Level,Adults,Educational Attainment,Income,Taxes,Paying for College,Racial Differences,Ethnic Groups,Gender Differences,Unemployment,Job Satisfaction,Social Mobility,Retirement Benefits,Health Insurance,Poverty,Welfare Services,Smoking,Exercise,Obesity,Health,Parents,Child Rearing,Citizen Participation,Voting,College Attendance,Satisfaction,Trend Analysis,Socioeconomic Status,Academic Degrees,College Graduates,STEM Education,Geographic Location,Educational Finance

This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. Financial benefits are easier to document than nonpecuniary benefits, but the latter may be as important to students themselves, as well as to the society in which they participate. The goal is to call attention to ways in which both individuals and society as a whole benefit from increased levels of education. The focus is on outcomes correlated with levels of educational attainment, and it is important to be cautious about attributing all of the differences observed to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported. Many of the averages reported conceal considerable variation among people with similar levels of education. More information on this variation can be found in this report's companion publication, &quot;How College Shapes Lives: Understanding the Issues.&quot; This report also examines the increases and the persistent disparities across demographic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative.
Trends in Student Aid, 2016. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Tax Credits,Undergraduate Students,Graduate Students,Work Study Programs,Federal Programs,Debt (Financial),Federal Legislation,Full Time Equivalency,State Aid,Private Financial Support,Public Colleges,Private Colleges,College Graduates,Dropouts,Loan Repayment,Tuition,Fees,Enrollment,Educational Trends,Two Year Colleges

Data on student aid for 2015-16 confirm that the dramatic increases in aid awarded in 2009-10 and 2010-11 were products of extreme economic circumstances, not harbingers of long-run changes in financing for postsecondary education. Both total federal education loans and federal loans per full-time equivalent (FTE) student declined for the fifth consecutive year in 2015-16. Total expenditures on federal Pell Grants peaked in 2010-11 and have declined in each year since, but state grant aid has increased each year since 2011-12. This year's data confirm the importance of focusing not only on the financing of undergraduate education, but also on graduate education. Unlike loans to undergraduate students, both federal loans per graduate student and total graduate student federal borrowing rose in 2015-16, after a four-year decline. Graduate students have much higher average debt levels than undergraduate students and, while they have relatively low default rates, the generous availability of federal loans makes it critical to watch these patterns closely in future years. [For the companion report, &quot;Trends in College Pricing, 2016. Trends in Higher Education Series,&quot; see ED572539. For the report from the previous year, &quot;Trends in Student Aid, 2015. Trends in Higher Education Series,&quot; see ED572541.]
Trends in College Pricing, 2016. Trends in Higher Education Series
Author: Ma, Jennifer
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Tuition,Fees,College Students,Paying for College,Costs,Classification,Budgets,Public Colleges,Out of State Students,In State Students,Two Year Colleges,Private Colleges,Income,Place of Residence,Dependents,State Aid,Financial Support,Educational Finance,Enrollment,Expenditures,Endowment Funds,Family Income,Enrollment Trends,Academic Degrees,Geographic Location,Selective Admission,College Faculty,School Personnel

In 2016-17, published tuition and fee prices rose slightly less than the year before. The rapid price growth observed during the Great Recession has abated, as typically happens when the economy recovers, but the rate of increase in tuition and fees continues to exceed inflation. More notable, however, is the pattern of the net prices students actually pay. Large increases in grant aid and education tax credits cushioned the growth in published prices for a few years, and average net tuition and fee prices declined in the public and private nonprofit sectors in 2008-09 and 2009-10. But net prices have risen since then, as financial aid fails to keep pace with rising published prices. This increase is outpacing growth in incomes, fueling concerns about college affordability. This document reports on the prices charged by colleges and universities in 2016-17, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. It also includes estimates of the net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, &quot;Trends in Student Aid, 2016. Trends in Higher Education Series,&quot; see ED572538. For the report from the previous year, &quot;Trends in College Pricing, 2015. Trends in Higher Education Series,&quot; see ED572540.]
Trends in College Pricing, 2015. Trends in Higher Education Series
Author: Ma, Jennifer
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Tuition,Fees,College Students,Paying for College,Costs,Classification,Budgets,Public Colleges,Out of State Students,In State Students,Two Year Colleges,Private Colleges,Income,Place of Residence,Dependents,State Aid,Financial Support,Educational Finance,Enrollment,Expenditures,Endowment Funds,Family Income,Enrollment Trends,Academic Degrees,Geographic Location,Selective Admission,College Faculty,School Personnel

The increases in tuition and fee prices in 2015-16 were, like the increases in the two preceding years, relatively small by historical standards. However, the very low rate of general inflation makes this year's increases in college prices larger in real terms than those of 2014-15 and 2013-14. Significantly, and perhaps counter to public impressions, price increases are not accelerating over time. However, the average published tuition and fee price of a full-time year at a public four-year institution is 40% higher, after adjusting for inflation, in 2015-16 than it was in 2005-06. The average published price is 29% higher in the public two-year sector and 26% higher in the private nonprofit four-year sector than a decade ago. This document reports on the prices charged by colleges and universities in 2015-16, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. Information is also included on the estimated net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, &quot;Trends in Student Aid, 2015. Trends in Higher Education Series,&quot; ED572541. For the report from the previous year, &quot;Trends in College Pricing, 2014. Trends in Higher Education Series,&quot; see ED572551.]
Trends in Student Aid, 2015. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Tax Credits,Undergraduate Students,Graduate Students,Work Study Programs,Federal Programs,Debt (Financial),Federal Legislation,Full Time Equivalency,State Aid,Private Financial Support,Public Colleges,Private Colleges,College Graduates,Dropouts,Loan Repayment,Tuition,Fees,Enrollment,Educational Trends,Two Year Colleges

As the nation slowly emerges from the Great Recession, the patterns of student aid are returning to the paths they were on before the economy crashed. The federal government, which dramatically stepped up its subsidies to students in 2009-10 and 2010-11, continues to play an expanded role, but not a growing role. Students continue to borrow at levels that are high by historical standards, but that represent a retreat from the soaring debt levels of a few years ago. New data allow a clear focus on the characteristics of students who are most at risk from debt. As this report documents, those who do not graduate are particularly vulnerable. Older, independent students, those who take longer to earn their degrees, African-American students, and those who attend for-profit institutions accumulate more debt than others. [For the companion report, &quot;Trends in College Pricing, 2015. Trends in Higher Education Series,&quot; see ED572540. For the report from the previous year, &quot;Trends in Student Aid, 2014. Trends in Higher Education Series,&quot; see ED572552.]
How a Networked Improvement Community Improved Success Rates for Struggling College Math Students. Improvement Vignette
Author: Carnegie Foundation for the Advancement of Teaching
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,College Mathematics,Educational Improvement,Communities of Practice,Acceleration (Education),Problem Solving,Student Centered Learning,Program Effectiveness,Improvement Programs

The Carnegie Foundation launched its Math Pathways initiative nearly six years ago at 29 colleges across the country with the aim of improving success rates in developmental math. Tens of thousands of students a year, who need additional preparation for college-level math, are shut out of earning degrees and fulfilling careers due to the huge failure rate in these classes. This narrative describes how Carnegie created the highly successful Pathway program by gathering math and design experts into a networked improvement community (NIC) that applied the principles of improvement science in its work. Improvement science is an evidence-based process of problem solving guided by a set of principles that includes identifying a specific problem, designing a solution that focuses on the needs of the users (such as students), and continually measuring and refining results to make sure they're working. For its user-centered approach, NIC members listened to students and identified both external and self-imposed barriers to success in traditional developmental math. They then addressed these specific challenges with their program design. Improvement science also required the Pathways NIC to understand the local contexts within each school and at schools across the country in order to design an intervention that colleges could adapt so that they would work for different subgroups of students, under varied constraints and circumstances. The result of this work are two accelerated developmental math programs--Statway® and Quantway®. Combined, Statway and Quantway have served more than 20,000 students since the 2011-2012 academic year with triple and double the success rates, respectively, in half the time as traditional developmental math, including when it comes to earning college-level math. As the initiatives were being implemented and expanded, Carnegie, as the organizing hub for the NIC, took on the task of identifying emerging problems and forming improvement teams to work on them. Results and new adaptations continue to be measured today in an effort to improve future results even more.
Education Pays 2016: The Benefits of Higher Education for Individuals and Society. Trends in Higher Education Series
Author: Ma, Jennifer
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Employment Level,Adults,Educational Attainment,Income,Taxes,Paying for College,Racial Differences,Ethnic Groups,Gender Differences,Unemployment,Job Satisfaction,Social Mobility,Retirement Benefits,Health Insurance,Poverty,Welfare Services,Smoking,Exercise,Obesity,Health,Parents,Child Rearing,Citizen Participation,Voting,College Attendance,Satisfaction,Trend Analysis,Socioeconomic Status,Academic Degrees,College Graduates,STEM Education,Geographic Location,Educational Finance,Occupations,Majors (Students)

This report documents differences in the earnings and employment patterns of U.S. adults with different levels of education. It also compares health-related behaviors, reliance on public assistance programs, civic participation, and indicators of the well-being of the next generation. In addition to reporting median earnings by education level, this year's report also presents data on variation in earnings by different characteristics such as gender, race/ethnicity, occupation, college major, and sector. &quot;Education Pays 2016&quot; also examines the persistent disparities across different socioeconomic groups in college participation and completion. The magnitude of the benefits of postsecondary education makes ensuring improved access for all who can benefit imperative. The focus is on outcomes that are correlated with levels of educational attainment, and it is important to be cautious about attributing all of the observed differences to causation. However, reliable statistical analyses support the significant role of postsecondary education in generating the benefits reported.
How College Shapes Lives: Understanding the Issues. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Higher Education,Role of Education,Outcomes of Education,Income,Educational Attainment,Academic Degrees,Geographic Location,College Graduates,Occupations,Labor Force,Human Capital,Debt (Financial),Equal Education,Liberal Arts,Access to Education,Educational Policy,Tables (Data)

This report explains some of the ways the payoff of postsecondary education can be measured and provides insights into why there is confusion about that payoff, despite strong evidence. Focusing on the variation in outcomes across individuals helps to clarify that the existence of the high average payoff, and the reality of significant benefits for most students, is not inconsistent with disappointing outcomes for some. The authors hope to put the disturbing stories of this relatively small segment of students into context and to direct attention to improving opportunities for all students. This report explains some of the concepts and complexities that underlie analyses of the benefits of postsecondary education and clarifies the different assumptions and definitions that affect measured outcomes. The aim is to provide background and context for readers to help them become more active and constructive participants in discussions of the role of higher education in the United States. This report provides data to elucidate some of the conflicting statements and views often found in public discussions of the value of postsecondary education. The following guest essays are included: (1) Learning Begets Learning: Implications for Higher Education (Michael McPherson); (2) What Is Equity in Higher Education? (Harry Brighouse); (3) Messages on My Wall: The Core Features of a Liberal Arts Education (Howard Gardner); (4) Higher Education and the Opportunity Gap (Isabel Sawhill); and (5) Education Policy in an Era of Changing Opportunities (David Autor and David Dorn). (Individual essays contain references.)
Trends in College Pricing, 2014. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Trend Analysis,Tuition,Fees,College Students,Paying for College,Costs,Classification,Budgets,Public Colleges,Out of State Students,In State Students,Two Year Colleges,Private Colleges,Income,Place of Residence,Dependents,State Aid,Financial Support,Educational Finance,Enrollment,Expenditures,Endowment Funds,Family Income,Enrollment Trends,Academic Degrees,Geographic Location,Selective Admission,College Faculty,School Personnel

Between 2013-14 and 2014-15, average published tuition and fee prices increased by 2.9% for in-state students in the public four-year sector, by 3.3% for out-of-state students in the public four-year sector and for in-district students at public two-year colleges, and by 3.7% at private nonprofit four-year institutions. These increases are higher than the 2.0% increase in the Consumer Price Index between July 2013 and July 2014, but in all sectors these price increases are lower than the average annual increases in the past five years, the past 10 years, and the past 30 years. This document reports on the prices charged by colleges and universities in 2014-15, how prices have changed over time, and how they vary within and across types of institutions, states, and regions. Also included is information on the estimated net prices students and families pay after taking financial aid into consideration. Data on institutional revenues and expenditures and on changing enrollment patterns over time supplement the data on prices to provide a clearer picture of the circumstances of students and the institutions in which they study. [For the companion report, &quot;Trends in Student Aid, 2014. Trends in Higher Education Series,&quot; see ED572552. For the report from the previous year, &quot;Trends in College Pricing, 2013. Trends in Higher Education Series,&quot; see ED549554.]
Trends in Student Aid, 2014. Trends in Higher Education Series
Author: Baum, Sandy
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Federal Aid,Grants,Student Loan Programs,Tax Credits,Undergraduate Students,Graduate Students,Work Study Programs,Federal Programs,Debt (Financial),Federal Legislation,Full Time Equivalency,State Aid,Private Financial Support,Public Colleges,Private Colleges,College Graduates,Dropouts,Loan Repayment,Tuition,Fees,Enrollment,Educational Trends,Two Year Colleges

After increasing by 18% (in inflation-adjusted dollars) between 2007-08 and 2010-11, the total amount students borrowed in federal and non-federal education loans declined by 13% between 2010-11 and 2013-14. Growth in full-time equivalent (FTE) postsecondary enrollment of 16% over the first three years, followed by a decline of 4% over the next three years, contributed to this pattern. However, borrowing per student, which rose by 2% between 2007-08 and 2010-11, declined by 9% over the most recent three years. The data in this report provides details on these changes, as well as changes in grants and other forms of financial aid undergraduate and graduate students use to finance postsecondary education. [For the companion report, &quot;Trends in College Pricing, 2014. Trends in Higher Education Series,&quot; see ED572551. For the report from the previous year, &quot;Trends in Student Aid, 2013. Trends in Higher Education Series,&quot; ED566377.]
Developing Noticing of Reasoning through Demonstration Lessons
Author: Bragg, Leicha A.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Demonstrations (Educational),Recognition (Achievement),Observation,Faculty Development,Interviews,Thinking Skills,Mathematical Logic,Protocol Analysis,Protocol Materials,Student Behavior,Elementary School Teachers,Experimental Teaching,Demonstration Programs,Foreign Countries

Observation of fellow educators conducting demonstration lessons is one avenue for teachers to develop sensitivity to noticing students' reasoning. We examined teachers' noticing of children's learning behaviours in one demonstration lesson of the &quot;Mathematical Reasoning Professional Learning Research Program&quot; (MRPLRP). The observations of teachers evident in the audio-taped post-lesson group interviews conducted at one school are reported in this paper. The teachers noticed that the children struggled to employ mathematical language to communicate their reasoning and expressed concern about gaps in children's understanding of key mathematical concepts. The teachers viewed limitations in language and mathematical conceptual understandings as a barrier to effective reasoning.
Technology-Enhancement for Papua New Guinean Professional Learning
Author: Bino, Vagi
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Foreign Countries,Faculty Development,Mathematics Instruction,Culturally Relevant Education,Educational Principles,Teacher Workshops,Teacher Background,Curriculum Design,Web Sites,Educational Equipment,Educational Resources,Elementary School Mathematics,Elementary School Teachers

Technology facilitated the implementation of teacher professional learning based on a design of principles to improve the teaching of &quot;Cultural Mathematics&quot; in elementary schools in Papua New Guinea. An offline &quot;website&quot;, a set of interlinked resource materials was used in workshops to enhance the professional learning. Appropriate and relevant content was needed together with consideration of the teachers' backgrounds.
Primary Students' Perceptions of Their Mathematics Learning
Author: Cheeseman, Jill
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Elementary School Students,Grade 3,Grade 4,Student Attitudes,Persistence,Mathematics Instruction,Learning Motivation,Self Concept,Foreign Countries,Student Surveys,Statistical Analysis

A survey was given to 87 primary students in Years 3 and 4 at a school participating in the &quot;Encouraging Persistence Maintaining Challenge&quot; project. Its purpose was to give an overview of students' attitudes and beliefs about learning mathematics, their motivation, and their self-awareness. Findings indicate that most students believe mathematics is important, they feel confident and capable of learning mathematics. Students were also self-aware and identified their motivations to try hard at mathematics as: an interest in mathematics, wanting to please their parents, and feeling capable of being successful. Their learning appeared to be less influenced by peer pressure and classroom culture.
Affordances: Ten Years On
Author: Brown, Jill P.
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Mathematics Education,Educational Research,Educational History,Intellectual History,Definitions,Educational Theories,Educational Technology,Semantics,Ambiguity (Semantics),Educational Practices

Ten years ago the construct, affordance, was rising in prominence in scholarly literature. A proliferation of different uses and meanings was evident. Beginning with its origin in the work of Gibson, we traced its development and use in various scholarly fields. This paper revisits our original question with respect to its utility in mathematics education research. We explore accepted meaning(s), the clarity of operationalising these meanings within research, and how the construct is being used to move the field forward.