ethanporcaro/eric-fulltext-meta huggingface dataset:
Redesigning Advising with the Help of Technology: Early Experiences of Three Institutions
Author: Kalamkarian, Hoori Santikian
Date: 2018-07-00
Type: Reports - Research
Subjects: Academic Advising,Technology Uses in Education,Outreach Programs,Higher Education,Community Colleges,State Universities,Holistic Approach,Program Design

A rapidly growing number of higher education institutions nationwide are implementing advising technologies--including education planning, counseling and coaching, and risk targeting technologies--to help students plan their academic paths and stay on track to graduation. Research suggests that these technologies may improve support for students if institutions also adopt advising structures and processes that leverage technology to provide a more intensive and personalized advising experience. This report from the Community College Research Center (CCRC) and MDRC describes how the University of North Carolina, Charlotte; California State University, Fresno; and Montgomery County Community College in Pennsylvania are approaching comprehensive, technology-based advising reforms, presenting detailed examples of their new advising practices, outreach methods, and messages to students. Based on observations of the advising redesigns at these three institutions, the report provides insights and ideas for other institutions seeking to redesign their advising practices around new technologies.
2010-2011 Census Report of School-Based Health Centers
Author: Lofink, Hayley
Date: 2013-00-00
Type: Reports - Research
Subjects: School Health Services,Access to Health Care,Child Health,Health Promotion,At Risk Students,Geographic Location,Elementary Schools,Secondary Schools,Charter Schools,Nontraditional Education,Student Characteristics,Racial Differences,Ethnicity,School Personnel,School Community Programs,Wellness,Quality Assurance,Immunization Programs,Children,Adolescents,Administration,Income,Prevention,Early Intervention,Substance Abuse,Violence,Injuries,Eating Habits,Life Style,Mental Health,Dental Health,Sexuality,Health Behavior,School Counseling,Parent Participation,Student Participation,Census Figures

The School-Based Health Alliance Census for the 2010-2011 school year is the 12th request for data from school-based health centers (SBHCs) since 1986. SBHCs are health centers that provide comprehensive care to children and adolescents in a setting that is trusted, familiar, and immediately accessible: their school. SBHCs serve at the intersection of primary care, public health, and education to ensure optimal health outcomes for students. Improved health can lead to increased academic success. This model of care eliminates barriers to accessing primary care, mental health care, oral care, and nutrition counseling. The 2010-2011 Census illustrates the strengths of the school-based health care model -- promoting quality practices, providing prevention and early intervention programs, and serving as centers for wellness and safety as they relate to national health care reform goals.
The University of North Carolina Remedial/Developmental Activities Report, 2011-12
Author: University of North Carolina General Administration (UNC-GA)
Date: 2013-02-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,Remedial Programs,Developmental Studies Programs,College Freshmen,Outcomes of Education,Enrollment,Expenditures,Educational Trends,School Holding Power,Graduation Rate,Credits

Remedial and developmental courses and services at the University of North Carolina (UNC) are designed to address differences in pre-college preparation among our diverse student body. Often the instruction aims to address gaps in knowledge (&quot;remediation&quot;) and provide students with the skills needed for continued learning and college success (&quot;developmental&quot;). These efforts occur in traditional classroom settings and through additional delivery methods that vary both within and among the campuses. Other delivery methods include scheduled classes, additional break-out sessions, skill labs, and special tutorial sessions. Remedial instruction occurs at a greater frequency in the fall and is provided to incoming students. In this report, four measures around remediation are provided: course sections, enrollments (duplicated and unduplicated), expenditures for all remedial activities (classroom and alternate delivery methods), and continued student success (retention and graduation rates of freshmen who took remedial courses). Total expenditures include both the costs of the actual course delivery and related academic support services. UNC found that there was a continued decline in remedial/developmental activity throughout the university system.
SEA Strategic Communications: Making Communications More Proactive, Efficient, and Effective. Solutions. Issue No. 9
Author: Zavadsky, Heather
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Organizational Communication,Strategic Planning,Information Dissemination,Web Sites,Departments,Improvement

The role of state education agencies (SEAs) has been shifting from a focus on low-profile compliance activities to more complex and politically charged tasks, requiring more thoughtful communications with all stakeholders. In response to this shift, SEAs have increased their communications capacity by creating communication divisions and executive leadership positions focused on managing agency information such as a Chief Information Officer. While these help SEAs gain communication expertise to support their work, many SEAs report their communications still feel reactive, ad hoc, and unaligned with SEA plans. This report explains basic strategic communication concepts and illustrates how the Arkansas Department of Education (ADE) has been applying these strategies over time.
Staying the Course: Six-Year College Enrollment and Completion Experiences of BPS Class of 2011 Graduates
Author: McLaughlin, Joseph
Date: 2018-04-00
Type: Reports - Research
Subjects: College Graduates,High School Students,College Students,Public Schools,Intervention,Transitional Programs,College Readiness,Enrollment Trends,High School Graduates,Graduation Rate,Gender Differences,Racial Differences,Ethnicity,Institutional Characteristics,College Attendance,Academic Degrees,Academic Persistence

The purpose of this report is to provide comprehensive longitudinal outcome data, disaggregated for student and school subgroups, on the six-year college enrollment and completion experiences of the Boston Public Schools (BPS) Class of 2011. As high school and college students, the BPS Class of 2011 experienced the Getting Ready, Getting In, and Getting Through strategies and activities launched and coordinated under the Success Boston initiative, including the 313 Class of 2011 graduates that received transition support and coaching as part of the Success Boston postsecondary coaching program. However, this report is not designed to assess the effectiveness of these strategies or any particular intervention. The findings in this report are descriptive. The report begins with a description of the data sources and definitions used and the size and characteristics of the BPS Class of 2011. The trends in college enrollment and completion rates for the BPS Classes of 2000 to 2011 will be described. The college enrollment and completion findings for the Class of 2011 are disaggregated by student subgroups, including by demographic groups, and by type of high school and college attended. The enrollment patterns and full-time/part-time statuses of students are analyzed to understand how completion rates differ by enrollment behavior. This report also examines the types of degrees and fields of study of college graduates from the BPS Class of 2011. The measurement of these key outcomes, including trends analysis, is designed to inform current strategies and programs as well as new strategies to boost college completion. The key findings of the report include: (1) college enrollment is rising, but gender and race-ethnic gaps remain; (2) college completion edges higher; (3) gender and race-ethnic gaps in college completion persist; and (4) college completion rates of BPS Class of 2011 enrollees vary by type of high school and college attended. [This report is edited by Barbara Hindley and prepared by The Boston Private Industry Council.]
Statistical Abstract of Higher Education in North Carolina, 2011-12. Research Report 1-12
Author: Dow, Daphne, Comp.
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Undergraduate Students,College Transfer Students,Academic Degrees,College Faculty,Library Services,Costs,College Admission,Student Financial Aid,College Housing,Gender Differences,Age Differences,Institutional Characteristics,Student Characteristics,Place of Residence,Summer Schools,Racial Differences,Ethnicity,Operating Expenses,College Freshmen,College Entrance Examinations,Scholarships,Dormitories,Foreign Countries

This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public and to planners and educators in educational institutions and government agencies. It is hoped that the information will aid in the more effective use of resources allocated to higher education. The data in this abstract represent both past and current (2011-12 academic year) information. [For the 2010-2011 abstract, see ED586088.]
Statistical Abstract of Higher Education in North Carolina, 2010-11. Research Report 1-11
Author: Dow, Daphne, Comp.
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Undergraduate Students,College Transfer Students,Academic Degrees,College Faculty,Library Services,Costs,College Admission,Student Financial Aid,College Housing,Gender Differences,Age Differences,Institutional Characteristics,Student Characteristics,Place of Residence,Summer Schools,Racial Differences,Ethnicity,Operating Expenses,College Freshmen,College Entrance Examinations,Scholarships,Dormitories,Foreign Countries

This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public and to planners and educators in educational institutions and government agencies. It is hoped that the information will aid in the more effective use of resources allocated to higher education. The data in this abstract represent both past and current (2010-11 academic year) information. [For the 2009-2010 abstract, see ED586089.]
Statistical Abstract of Higher Education in North Carolina, 2009-10. Research Report 1-10
Author: Dow, Daphne, Comp.
Date: 2010-08-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Enrollment Trends,Undergraduate Students,College Transfer Students,Academic Degrees,College Faculty,Library Services,Costs,College Admission,Student Financial Aid,College Housing,Gender Differences,Age Differences,Institutional Characteristics,Student Characteristics,Place of Residence,Summer Schools,Racial Differences,Ethnicity,Operating Expenses,College Freshmen,College Entrance Examinations,Scholarships,Dormitories,Foreign Countries

This abstract covers the breadth of higher education activities in North Carolina in their quantitative aspect, from simple counts of enrollment and degrees conferred to complex analyses of the flow of student transfers among institutions. Collected and published annually, this wide range of information should be useful to members of the public and to planners and educators in educational institutions and government agencies. It is hoped that the information will aid in the more effective use of resources allocated to higher education. The data in this abstract represent both past and current (2009-10 academic year) information. [For the 2008-2009 abstract, see ED506181.]
British Columbia K-12 International Student Homestay Guidelines
Author: Ministry of Education (British Columbia)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Foreign Countries,Elementary School Students,Secondary School Students,Foreign Students,Study Abroad,Family Environment,Place of Residence,Residence Requirements,Best Practices,Student Responsibility,Parent Responsibility,Placement

The purpose of the &quot;BC K-12 International Student Homestay Guidelines&quot; is to provide consistent, province-wide best practice standards for B.C.'s K-12 homestay sector. These &quot;Guidelines&quot; consider short-term and long-term homestay placements of K-12 students as determined by B.C. international student programs or by professional homestay companies working with schools and districts. The document provides best-practice standards, arranged in six sections, for groups involved in arranging, working with or participating in homestays. The sections include: (1) Homestay program providers (companies or organizations that arrange K-12 homestay placements in B.C.); (2) International student programs (B.C. schools or districts that enroll international students); (3) Host families (B.C. families that host international students; also known as homestay families); (4) K-12 international students (K-12 students who ordinarily reside outside of B.C. and Canada who come to B.C. to enroll in a K-12 program of study); (5) Parents/guardians of international students (An international student's parent or legally appointed guardian); and (6) International student agents (individuals or companies that assist international students in selecting a suitable country, city, and school in which to study).
Incarceration to Reentry: Education &amp; Training Pathways in Ohio. Reconnecting Justice in the States
Author: Taliaferro, Wayne
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Institutionalized Persons,Correctional Institutions,Educational Opportunities,Educational Change,Correctional Education,Federal Aid,Postsecondary Education,Outcomes of Education,Sustainability,Change Strategies,State Programs,Adult Education,Reentry Students,Grants,Labor Force Development,Federal Legislation,Labor Legislation,Adult Literacy,Recidivism,Racial Differences,Educational Attainment,Educational Technology,Technology Uses in Education,Employment Qualifications,State Legislation

The social, economic, political, historical, and racial context shaping the criminal justice system is complex and extensive. As a result, individuals who have been incarcerated face limited opportunities--particularly for education and training--both during and after incarceration. Historical investments in corrections and policies that prioritize punishment over prevention and rehabilitation have failed in improving public safety and have greatly marginalized low-income communities and communities of color. However, research has shown that correctional education and training can significantly improve outcomes by increasing employment prospects and reducing recidivism for those returning to society. These positive outcomes are leading to increased federal and state momentum to improve postsecondary access for prisoners and are lifting this issue higher on reform agendas. Nonetheless, the education and training needs of prisoners are far more complex than what traditional postsecondary education can meet and linking those needs to training that articulates to post-release opportunities is essential for successful reentry. Building on the theme of continuity from incarceration to reentry, these briefs highlight the continuous improvement stories of states that are moving toward this type of alignment. This brief focuses on Ohio. [For other briefs in this series, see ED582770 (Indiana) and ED582912 (California).]
Making It Through: Interim Findings on Developmental Students&apos; Progress to College Math with the Dana Center Mathematics Pathways. Research Brief
Author: Zachry Rutschow, Elizabeth
Date: 2018-07-00
Type: Reports - Research
Subjects: Remedial Mathematics,Two Year College Students,Mathematics Achievement,College Mathematics,College Readiness,Program Effectiveness

Many students enter community college underprepared in math and must take multiple semesters of developmental (remedial) classes. Far too few of these students ever enroll in -- let alone pass -- an introductory college-level math course, but without those credits, they cannot graduate. Among the many reforms practitioners are undertaking to try to improve students' success, the use of math pathways, which diversify and accelerate students' math course options to align with their career interests, is a popular approach. This brief provides a preliminary look at the experimental results of one such model, the Dana Center Mathematics Pathways (DCMP), developed by the Charles A. Dana Center at the University of Texas at Austin. Program group students made strides in both enrolling in and passing college-level math during their second and third semesters, indicating that the DCMP is helping students reach a critical college milestone.
Alternative Digital Credentials: An Imperative for Higher Education. CSHE Research &amp; Occasional Paper Series: CSHE.2.18
Author: Matkin, Gary W.
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Higher Education,Credentials,Electronic Publishing,Information Storage,Access to Information,Technology Uses in Education,Colleges,Information Dissemination,Transcripts (Written Records),Records (Forms),Information Management,Employers,Personnel Selection,Employment Qualifications,Information Security

Alternative Digital Credentials (ADCs) will significantly transform the relationship between higher education institutions and society. By providing fully digital, workplace-relevant, and information-rich records of an individual's skills and competencies, ADCs will render traditional university transcripts increasingly irrelevant and obsolete. Universities and colleges that to not adopt in some measure the ADC movement will begin to experience a slow decline in market position and patron support. Current usage of ADCs is emerging rapidly in the marketplace and is supported by standard-setting efforts and grant funding. Usage is accelerating due to the inadequacy of the traditional transcription systems, accrediting agency requirements, demographic shifts in learning preferences, open education, and hiring practices, among others. Institutions seeking to enter the ADC movement face challenges including, 1) establishing criteria for the issuance of ADCs, 2) designing icons to represent their ADCs, 3) determining the content disclosed in the ADC, 4) selecting a method (vendor) for implementing ADCs, and 5) considering the pace of technology and the immediate future of the ADC movement, including the advent of blockchain technology. This paper provides a rationale and pathway for the institutional adoption of ADCs.
Strategic Performance for Your Branch: Organizing People and Their Work in an LEA or SEA Division or Strand
Author: Redding, Sam
Date: 2017-00-00
Type: Guides - Non-Classroom
Subjects: Strategic Planning,State Departments of Education,Boards of Education,Board of Education Role,Government Role,Educational Objectives,Alignment (Education),Human Capital,Productivity,Measurement,Administrator Role,Personnel Management,Institutional Mission,Educational Innovation,Performance Based Assessment,Educational Improvement

For state education agencies (SEAs) and local education agencies (LEAs), the tide of work has shifted pretty dramatically in recent years. Once obsessed with regulatory fussiness, these agencies are now busy harnessing innovation in pursuit of better schools and more successful students. They are striving for big wins in a time of tight budgets. To succeed, states and districts must be strategic, and at the same time they must be nimble and creative. They must fully engage the talents and hard work of everyone in their organizations, with everyone pulling in the same direction. They need to strike a sure direction with strategic planning joined seamlessly with systematic implementation of that direction. &quot;Strategic performance management&quot; folds strategic planning and performance management into one, seamless process, combining systematic focus with opportunities to challenge the routine and discover more productive avenues to success. When the whole organization--SEA or LEA--implements &quot;strategic performance management,&quot; the role of every division and strand is included. But what can the leader of a division or strand do when the agency as a whole is not ready to adopt the performance management methodology? Can the leader apply strategic performance management methods to a division within an agency or a strand of work that spans divisions? The authors propose that the leader can, and furthermore, doing so will plant the seeds for building an agency-wide system. [For a related guidebook, &quot;Casting a Statewide Strategic Performance Net: Interlaced Data and Responsive Supports,&quot; see ED574189.]
Experiential Education in BC Post-Secondary Institutions: Challenges and Opportunities
Author: Johnston, Nancy
Date: 2017-03-00
Type: Reports - Research
Subjects: Foreign Countries,Experiential Learning,Postsecondary Education,Definitions,Educational Benefits,Program Implementation,Articulation (Education),Stakeholders,Faculty Development,Information Dissemination,College Faculty

This report provides a snapshot of the state of experiential education (EE) in BC higher education and identifies examples of practice as well as challenges. Twelve BC Transfer System member institutions and over 70 educators and administrators provided their insights on EE through a series of institutional conversations. Three main areas of potential directions for the continued growth as well as transfer and articulation of EE in BC emerged from this exploratory study: (1) efforts required for developing shared definitions of EE; (2) educating post-secondary stakeholders on EE differences from purely classroom-based teaching; and (3) awareness of EE value and support for EE offerings at the institutional and provincial levels.
Enrolling and Non-Enrolling Teaching Positions in BC. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2017-09-29
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Public School Teachers,Faculty Workload,Indigenous Populations,Minority Group Students,Minority Group Teachers,Specialists,Special Education Teachers,Librarians,School Counselors,Language Teachers,Teacher Student Ratio

This fact sheet reports on teaching positions in British Columbia, including changes in the number of full-time equivalent (FTE) public school teachers, changes in teacher workload, and changes the number of Aboriginal students per Aboriginal education teacher.
Graduation Rates in British Columbia. Education Facts
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2018-01-23
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Graduation Rate,Secondary School Students,Gender Differences,Public Schools,Indigenous Populations,Minority Group Students,Special Needs Students,Disabilities,Academically Gifted,Private Schools

This fact sheet reports on graduation rates in British Columbia, including changes in secondary student graduation rates, graduation rates for Aboriginal and special needs students, and differences between public schools' and independent schools' graduation rates of Aboriginal and special needs students.