ethanporcaro/eric-fulltext-meta huggingface dataset:
College Bound Postsecondary Enrollment: An Exploration of Students&apos; Understanding and Beliefs
Author: Shankster, Lexi
Date: 2017-08-00
Type: Reports - Research
Subjects: Scholarships,Middle School Students,Low Income Students,Postsecondary Education,College Bound Students,Access to Education,Student Motivation,Enrollment Rate,Program Effectiveness,High School Students,Grade 7,Grade 8,Barriers,Student Attitudes,College Applicants,High School Seniors,College Attendance

The College Bound Scholarship (CBS) is designed to inspire and encourage Washington middle school students from low-income families to prepare for and pursue postsecondary education. Postsecondary enrollment rates of College Bound students match or exceed those of non-College Bound Washington high school graduates; however, the postsecondary enrollment rate of College Bound students has fallen as the percentage of 7th and 8th grade students signing the pledge has increased. This study, funded by the Bill and Melinda Gates Foundation, provides a first look into eligible students' perceived obstacles to postsecondary enrollment, despite access to the College Bound scholarship. The authors do not present statistically significant results or tests among schools' programming. Rather, this study explores possible gaps in information and students' perceived obstacles to continuing education. This report begins with state program information and data from the Washington Student Achievement Council showing sign-up rates and postsecondary enrollment rates for students in public K-12 schools. Next, the authors present findings from: (1) Two focus groups of current seniors; (2) One survey of current seniors; and (3) One survey of recently graduated College Bound-eligible students designed to probe students' understanding of the College Bound program and their perceived obstacles to postsecondary enrollment. The authors conclude with recommendations for improving CBS postsecondary enrollment rates and suggest further research based on our findings. The following are appended: (1) Focus Group Instrument; (2) Participating Schools; (3) Methodology for Survey of Current Seniors; (4) Survey Instrument for Current Seniors; and (5) Invitation to Recent eligible low-income High School Graduates.
West Virginia Report Card, 2015
Author: West Virginia Higher Education Policy Commission
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Community Colleges,Access to Education,Accountability,Educational Innovation,Academic Achievement,Labor Force Development,Enrollment,High School Graduates,Student Financial Aid,Educational Certificates,Academic Degrees,Graduation Rate,Undergraduate Students,Graduate Students,School Holding Power,Student Loan Programs,STEM Education,Remedial Instruction,Two Year College Students,College Freshmen

West Virginia Code §18B-1D-8 statutorily mandates the West Virginia Higher Education Report Card. This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (&quot;Leading the Way Access: Success. Impact. 2013-2018&quot;) and the Council (&quot;Meeting the Challenge 2010-2015&quot;). The systems' master plans establish aspirational institutional and statewide goals for the state's public higher education systems at a time when public postsecondary education is a critical component to the economic and civil success of the state. Each Commission institution has developed strategies and comprehensive plans with activities aimed specifically at achieving institutional and system-wide goals in key areas such as enrollment, retention, developmental education, and financial aid, as set forth in the Commission's &quot;Leading the Way&quot; master plan. A number of these activities are highlighted throughout this document as either &quot;Featured Institutional Initiatives&quot; or &quot;Institutional Spotlights.&quot; [For the 2014 Report Card, see ED592826.]
Status and Trends in the Education of Racial and Ethnic Groups 2018. NCES 2019-038
Author: de Brey, Cristobal
Date: 2019-02-00
Type: Numerical/Quantitative Data
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,Academic Achievement,Academic Persistence,White Students,African American Students,Hispanic American Students,Asian American Students,Hawaiians,Pacific Americans,American Indian Students,Multiracial Persons,Public School Teachers,Teacher Characteristics,Institutional Characteristics,Population Distribution,Poverty,Public Schools,School Demography,English Language Learners,Disabilities,Suspension,Expulsion,School Safety,Grade Repetition,Dropout Rate,Graduation Rate,Student Financial Aid,Academic Degrees,Educational Attainment,Education Work Relationship,Outcomes of Education,Unemployment

This report uses statistics to examine current conditions and changes over time in education activities and outcomes for different racial/ethnic groups in the United States. The indicators in this report show that some traditionally disadvantaged racial/ethnic groups have made strides in educational achievement, but that gaps still persist. The primary focus of this report is to examine differences in educational participation and attainment of students in the racial/ethnic groups of White, Black, Hispanic, Asian, Native Hawaiian or Other Pacific Islander, American Indian/Alaska Native, and Two or more races. The secondary focus of this report is to illustrate the changing demographics in the United States. Measuring population growth and diversity is important for anticipating the needs of schools and teachers. This report shows that over time, students in these racial/ethnic groups have completed high school and continued their education in college in increasing numbers. Despite these gains, the rate of progress has varied among these racial/ethnic groups and differences by race/ethnicity persist in terms of increases in attainment and progress on key indicators of educational performance. It uses the most recent data available and reports on demographics, preprimary, elementary, and secondary education participation, student achievement, student behaviors and persistence, postsecondary education, and outcomes of education.
Attitudes towards Work in Educational Institutions
Author: Akçay, Recep Cengiz
Date: 2016-00-00
Type: Journal Articles
Subjects: Employee Attitudes,Work Attitudes,School Personnel,Foreign Countries,Age Differences,Gender Differences,Educational Attainment,Income,Employment Level,Employment Experience

The current study aims to evaluate employees' attitudes towards work in educational institutions. An attitude scale was developed in order to reach the research sub-purposes. The scale was administered to the selected sample to obtain the research findings. Survey model, a quantitative Research method, was used within the current research. The Research population consists of Education employees working in schools under department of education in the town of Corlu, city of Tekirdag. 312 administrators, 1878 teaching and 480 supportive staff worked in 98 schools in the town of Corlu when the Research was conducted. 215 participants within the research sample were selected through non-proportional quota sampling among the teachers working in schools in the town. A scale to measure attitudes toward work was used as the data collection tool within the research. Some statistical analyses were needed in order to define the Research sub-dimensions. SPSS 21 software package was used to analyze the data. One-way variance analysis (ANOVA), t-test, Tukey, and LCD tests were used in the analyses. Employees considered their works in five different dimensions. When employees' attitudes toward work are examined based on their demographic characteristics, it is seen that employees' age, genders and seniority were significant factors defining their attitudes toward work. The employees' attitudes toward work at educational institutions were examined in the current study. The five dimensions defined within the research results must be considered significant for employees at educational institutions and some incentives must be activated.
Reauthorizing the Higher Education Act: Opportunities to Improve Student Success. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Opportunities to Improve Student Success (August 5, 2015). Senate Hearing 114-695
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Educational Legislation,Higher Education,Graduation,Dropout Prevention,Remedial Instruction,Full Time Students,Time to Degree,School Schedules,Educational Finance,Community Colleges,Student Financial Aid,Academic Advising,Educational Change,College Programs,Government Role,Federal Government,Universities

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on opportunities to improve student success. Following an opening and prepared statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions) and an opening statement by Honorable Patty Murray (U.S. Senator from the State of Washington), the following senators provide statements: (1) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (2) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (3) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; (4) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (5) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; (6) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; and (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts. Prepared witness statements are offered by: (1) Stan Jones President, Complete College America, Indianapolis, Indiana; (2) R. Scott Ralls, President, North Carolina Community College System, Raleigh, NC; (3) Timothy Renick, Ph.D., M.A., Vice Provost and Vice President for Enrollment Management and Student Success, Georgia State University, Atlanta, Georgia; and (4) Lashawn Richburg-Hayes, Ph.D., President, Young Adults and Postsecondary Education, MDRC, New York, New York. Additional materials include: (1) Response by Stan Jones to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; and Senator Warren; (2) Response by R. Scott Ralls to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; Senator Warren; and Senator Scott; (3) Response by Timothy M. Renick to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; Senator Warren; and Senator Scott; and (4) Response by Lashawn Richburg-Hayes to questions of: Senator Alexander; Senator Cassidy; Senator Collins; Senator Enzi; Senator Murray; and Senator Warren.
Always Room for Improvement: The California System of Support as a Catalyst for Change. Policy and Practice Brief
Author: Massengale, CoCo
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: Educational Change,School Districts,State School District Relationship,Accountability,State Programs,Academic Achievement,Alignment (Education),Capacity Building,Educational Improvement

In the 2017-18 school year, the California State Board of Education rolled out a new statewide system of support for local education agencies, with the goal of moving away from punitive accountability policies toward working alongside schools and districts to respond directly to local needs and contexts. Distilling lessons from prior research, practice, and continuous improvement endeavors, this brief outlines key principles of effective support and presents state policymakers, county offices, districts, and support providers with suggestions on how to engage in this work productively to ensure that the system successfully serves the students of California. The brief also incorporates recent feedback from the field, which was collected and summarized in a memorandum from the California Department of Education (CDE) based on the first 6 months of direct support to the newly identified districts. It notes areas of alignment between the Collaborative's suggestions and the June 2018 CDE memorandum while also raising additional concerns for California's education community to consider.
Beyond More of the Same: The Top Four Emerging Markets for International Student Recruitment. Research Report 3
Author: Choudaha, Rahul
Date: 2012-10-00
Type: Reports - Research
Subjects: College Students,Foreign Students,Student Recruitment,Student Mobility,Marketing,Identification,Portfolios (Background Materials),Data Collection,Enrollment Influences

One in two international students in the U.S. is from China, India, or South Korea. This has led an increasing number of higher education institutions (HEIs) to seek out international students from a broader range of countries, as they look to diversify their student bodies. To this end, HEIs must not only identify emerging markets but also balance recruitment opportunities with potential risks and uncertainties of expanding their recruitment efforts. How prepared are HEIs to deal with emerging markets in an unpredictable and evolving environment, and how can they maximize opportunities for international student recruitment? While there is increasing interest in recruiting from emerging markets, the identification of target countries is often based on anecdotal evidence, a method that is neither efficient nor cost-effective. We designed this study to systematically identify key emerging markets and offer near-term strategies to guide U.S. institutions in successfully nurturing them. The study addresses the following three questions: (1) Other than the largest markets of China, India, and Korea, from which emerging markets should institutions recruit? (2) What makes these emerging markets promising for recruitment? (3) How can institutions navigate these emerging markets to achieve their recruitment goals? Using the Delphi method--a mixed method forecasting technique based on the anonymity and expertise of participants--we conducted two rounds of surveys with higher education experts in the field of international recruitment.
International Student Mobility Trends 2013: Towards Responsive Recruitment Strategies. Research Report 4
Author: Choudaha, Rahul
Date: 2013-03-01
Type: Reports - Research
Subjects: Foreign Students,College Students,Student Mobility,Educational Trends,Trend Analysis,Student Recruitment,Educational Strategies,Best Practices,Outreach Programs,Enrollment,Global Approach,Business Administration Education,English Language Learners,College Admission,Web Sites,Marketing,Partnerships in Education

The global student mobility landscape is in constant flux. In this report, we aim to address this knowledge gap and assist institutions in prioritizing resources and building capacity. In particular, we discuss three topics: (1) a comparative perspective of international student mobility patterns (both globally and U.S.-focused) based on an analysis of data from multiple sources; (2) trends in recruitment practices from a survey of international enrollment management professionals; and (3) a framework for responsive recruitment strategies for higher education institutions. Our data analysis indicates that the rise of international students in the U.S. is driven by undergraduates, those who pursue business-related disciplines, and those that follow the Intensive English Program pathway. They are more attuned to word-of-mouth communication via social media and need more support services as opposed to the traditional segment of self-directed graduate students. Mirroring these findings, our survey results suggest that external pressures are compelling institutions to seek more aggressive, diverse, and efficient international enrollment growth. Based on our synthesis of experiences and recruitment practices shared by survey respondents, we recommend a framework for responsive strategies that emphasizes the interplay of technology, partnership, and research. This framework will help institutions to understand what works and what doesn't, and deploy informed and cost-effective outreach strategies. There is no magic formula for achieving sustainable international student enrollment growth, especially in the unpredictable environment of globalization. Each recruitment strategy has its own promises and challenges, and yields varying measures of success. But by implementing a holistic strategy based on technology, partnerships, and research, institutions can make their international student recruitment responsive and productive.
Not All International Students Are the Same: Understanding Segments, Mapping Behavior. Research Report 2
Author: Choudaha, Rahul
Date: 2012-08-01
Type: Reports - Research
Subjects: Foreign Students,Student Characteristics,Student Behavior,Readiness,Resources,Academic Achievement,Individual Differences,Student Recruitment,Cultural Differences,Access to Information,Foreign Countries,Geographic Regions,Information Seeking,College Students,College Choice

International students aiming to study abroad form a highly heterogeneous group. Differences in academic preparedness and financial resources translate into differences in what information students look for and where they look for it during their college search. By gaining a deeper understanding of how students differ in profile and behavior, higher education institutions can become more effective in their resource allocation and recruitment efforts. With that in mind, we have sought to segment prospective U.S.-bound international students by mapping their profiles according to differences in their information-seeking behavior. The key findings highlighted below are based on the survey response of nearly 1,600 prospective international students from 115 countries, collected October 2011 through March 2012. According to the results of our survey, we grouped U.S.-bound international students into four broad segments based on their academic preparedness and financial resources: (1) &quot;Strivers&quot;: High academic preparedness; low financial resources (30% of all respondents). (2) &quot;Strugglers&quot;: Low academic preparedness; low financial resources (21%). (3) &quot;Explorers&quot;: Low academic preparedness; high financial resources (25%). (4) &quot;Highfliers&quot;: High academic preparedness; high financial resources (24%). The key take-away from this report is that not all international students are the same. Understanding differences in international student profiles can help higher education institutions prioritize their outreach strategies. For example, our study suggests that the use of recruitment agents might not be as widespread as previous research has indicated: only about one-sixth of all respondents reported to have used an agent. Debates about the use of agents and social media should be grounded in an understanding of which segments use those channels and whether the institution is interested in recruiting those segments.
Trends in International Student Mobility. Research Report 1
Author: Choudaha, Rahul
Date: 2012-02-00
Type: Reports - Research
Subjects: Student Mobility,Foreign Students,Student Recruitment,Foreign Countries,Enrollment Trends,Bachelors Degrees,English (Second Language),Academic Degrees,Social Media,Alumni,Marketing,College Students

A new environment of budgetary cuts and increasing competition is forcing many institutions to become strategic and deliberate in their recruitment efforts. Effective international recruitment practices are dependent more than ever on a deep understanding of student mobility patterns and decision-making processes. The purpose of this research is to provide an in-depth understanding of the trends and issues related to international student enrollment and to help institutional leaders and administrators make informed decisions and effectively set priorities. Although student mobility is expected to grow, institutions have to compete hard for talented and self-funded students. A better understanding of global mobility trends and their relationship to the applicant pipeline will help institutions channel their efforts. Institutions that are strategic, deliberate and informed in their recruitment efforts will maximize the investment in an efficient manner.
Initial Impact of the California Administrator Performance Assessment (CalAPA) Policy on Preparation Programs
Author: Kearney, Karen
Date: 2018-08-00
Type: Reports - Research
Subjects: Administrator Evaluation,State Policy,School Administration,Educational Change,Certification,Administrator Education,Program Content,Instruction,Assignments,Formative Evaluation,Field Experience Programs,Human Resources,Educational Resources,Resource Allocation,Educational Cooperation,Communication (Thought Transfer),Consultation Programs,Access to Information,State Agencies

For the past six years, California has been revising its preparation system for school and district administrators, including developing the California Administrator Performance Assessment (CalAPA), the first required performance assessment for preliminary administrator certification. In this study, researchers from the California Comprehensive Center at WestEd, the Principal Leadership Institute at the University of California at Berkeley, and the Regional Educational Laboratory West at WestEd sought to examine the initial impact of the CalAPA policy by identifying early changes (i.e., changes made through March 30, 2018) in administrator preparation programs' practices. [Additional support for this research was provided by the Principal Leadership Institute at the University of California at Berkeley.]