ethanporcaro/eric-fulltext-meta huggingface dataset:
Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to &quot;On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective&quot;
Author: Kirlin, Mary
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Evaluation Utilization,Institutional Evaluation,Evaluation Methods,Stakeholders,Educational Planning,Self Evaluation (Groups),Technical Institutes,Governance,Community Colleges,Administrative Organization,Organizational Effectiveness,Case Studies,Improvement Programs,Coordination,Statewide Planning,Governing Boards,Educational Policy,Educational Finance,Public Agencies,Systems Approach,Strategic Planning,Politics of Education,Educational Environment,Policy Formation,Institutional Mission,Economic Factors,Questionnaires,Agency Role

Public organizations charged with coordinating higher education institutions face a complex set of tasks. Whether coordinating institutions within one sector or across sectors, such organizations play vital roles in promoting a state's capacity for policy leadership to meet the growing need for an educated citizenry. National experts have emphasized that effective policy capacity requires coordinating entities that can articulate mission and goals, devise strategies for meeting them, and use resources, including relationships with state leaders, to influence policy. The authors' case study subject, the Washington State Board for Community and Technical Colleges, was selected because of its track record of focusing a diverse constituency on a valuable public mission and using its resources strategically to facilitate large-scale policy changes aimed at making progress toward the mission. Its effectiveness rests in large part on its continual attention to relationships in order to mediate and balance the needs of various state and local parties. For states interested in improving existing coordinating organizations or designing new ones, the authors suggest that an assessment of the current context can illuminate possibilities for improvement. Multiple factors interact to create forward momentum and can be leveraged in myriad ways. Thus, the self assessment questions are designed so states can more clearly understand the factors at play in their own situations and more strategically evaluate short-term and long-term opportunities. The self-assessment questions fall into three categories: the state political and economic context, the design of the coordinating body itself, and the organization and leadership strategies used by the coordinating body. These factors are generalized from the Washington experience. They do not reflect an exhaustive review of the research or experiences of other states. [For the main report, &quot;On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective,&quot; see ED534114.]
On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective
Author: Kirlin, Mary
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Self Evaluation (Groups),Technical Institutes,Governance,Program Effectiveness,Community Colleges,Administrative Organization,Organizational Effectiveness,Case Studies,Improvement Programs,Coordination,Statewide Planning,Governing Boards,Educational Policy,Educational Finance,Public Agencies,Agency Role,Systems Approach,Strategic Planning,Politics of Education,Educational Environment,Policy Formation,Adult Education,Institutional Mission,Economic Factors,Questionnaires,Program Descriptions

The challenge of producing the systemic changes that are needed to boost educational attainment and economic competitiveness across the country falls heavily on entities that coordinate public postsecondary institutions. Coordination of postsecondary education, whether of a single system of institutions or across an entire state, requires strategic leadership that draws on formal and informal authority to influence the priorities and activities of locally governed colleges and universities with strong traditions of autonomy. Many states are actively moving to improve postsecondary coordination--including the redesign of formal governance structures. This project was undertaken to help states improve the coordination function. It consists of a case study to tell the story of one coordinating board and a self-assessment tool that draws on the case study findings and aims to help other states better understand their own challenges and opportunities with respect to postsecondary coordination. Appended are: (1) SBCTC Notable Policy Innovations--Descriptions and References; and (2) Community College Size, Governance, and Funding in Ten States. (Contains 4 figures and 6 footnotes.) [For &quot;Self Assessment: Increasing the Effectiveness of Postsecondary Coordination. A Companion to &quot;On Balance: Lessons in Effective Coordination from the Washington State Board for Community and Technical Colleges--An Organizational Perspective&quot;&quot;, see ED534112.]
Finding Your Workforce: The Top 25 Institutions Graduating Latinos. First in a Series Linking College Completion with U.S. Workforce Needs
Author: Santiago, Deborah A.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Population Growth,Labor Force,Educational Attainment,Graduation Rate,Hispanic Americans,Labor Needs,Educational Indicators,Academic Degrees,Graduation

Participation in today's knowledge-based economy requires some postsecondary education. Further, acquiring the foundational skills and critical thinking skills necessary for both civic engagement and career enhancement require some level of postsecondary attainment for most adults. Concurrently, the population growth, labor force participation, and educational attainment of Latinos in the U.S. influence the composition of the current and future U.S. society, economy, and workforce. Drawing attention on the institutions graduating many Latinos in postsecondary education is a simple way to link the college completion goals of the U.S. with the workforce needs of the country. This first brief in the &quot;Finding Your Workforce&quot; series provides a summary of Latinos' college completion for 2009-10 along with a list of the top 25 institutions at each academic level graduating Latinos from certificates to doctoral degrees. However, the lists do not provide important information on quality or productivity of the institutions included. These are topics for further analysis. Some of the recent findings shared in this first brief are: (1) Latino college completion is increasing but gaps remain; (2) Latino college completion is contributing to the national college completion goals; and (3) Latino college completion is concentrated. (Contains 3 tables and 9 endnotes.)
Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Science, Technology, Engineering, and Math (STEM) by Academic Level--2009-10. Third in a Series Linking College Completion with U.S. Workforce Needs
Author: Santiago, Deborah
Date: 2012-07-31
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,STEM Education,College Graduates,Education Work Relationship,Labor Force Development,Colleges,Geographic Location,Salaries,Graduate Study,Undergraduate Study,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Science Education,Technology Education,Engineering Education,Mathematics Education,Majors (Students)

Drawing attention to the institutions graduating Latinos in postsecondary education links the college completion goals of the U.S. with the workforce needs of the country. This third brief in the Finding Your Workforce series provides a summary of the top 25 institutions at each academic level graduating Latinos from certificates to doctoral degrees in Science, Technology, Engineering, and Mathematics (STEM) for 2009-10. These lists do not provide information on quality or institutional productivity of the institutions. Additional research on the quality of education or productivity of institutions where Latino students are earning degrees is essential and beyond the scope of this brief. Key findings include: (1) Latinos earned a small percentage of certificates/degrees conferred in STEM; (2) A small number of institutions graduated a high percentage of Latinos in STEM; (3) Latino degree attainment in STEM is concentrated geographically; (4) Latino degree attainment in STEM is concentrated at the bachelor level; and (5) Latinos working in STEM are concentrated in lower paying jobs. CIP Codes for STEM disciplines are appended. (Contains 3 tables and 7 endnotes.) [For the second report, "Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Health Professions and Related Programs by Academic Level. Second in a Series Linking College Completion with U.S. Workforce Needs," see ED534117.]
Finding Your Workforce: The Top 25 Institutions Graduating Latinos in Health Professions and Related Programs by Academic Level. Second in a Series Linking College Completion with U.S. Workforce Needs
Author: Santiago, Deborah A.
Date: 2012-05-15
Type: Numerical/Quantitative Data
Subjects: Hispanic Americans,Health Occupations,Population Growth,Labor Force,Educational Attainment,Disproportionate Representation,Certification,Associate Degrees,Occupations,Low Income,Geographic Location,Demography,Educational Indicators,Graduation Rate,Human Capital

The population growth, labor force participation, and educational attainment of Latinos in the U.S. influence the composition of the current and future U.S. society, economy, and workforce. In 2012, the Latino population in the United States is the youngest and fastest growing ethnic group, with the highest level of labor force participation (although in low paying jobs) and the lowest level of educational attainment. Drawing attention to the institutions graduating many Latinos in postsecondary education is a simple way to link the college completion goals of the U.S. with the workforce needs of the country. This second brief in the Finding Your Workforce series provides a summary of the top 25 institutions at each academic level graduating Latinos from certificates to doctoral degrees in the health professions and related programs. It should be noted that these lists do not provide important information on quality or productivity of the institutions included. Additional research on the quality and productivity of institutions where Latino students are earning degrees is essential. However, appropriate and useful ways to measure the quality through learning outcomes and productivity beyond cohort graduation rates are still a work in progress and beyond the scope of this brief. Combined, the top institutions conferring certificates or degrees to Latinos in health professions and related programs graduated 10 percent (56,000) of Latinos earning a degree in these fields in 2009-10 by academic level. Some of the findings shared in this brief are: (1) Latinos working in healthcare are concentrated in lower paying jobs; (2) Latino degree attainment in health fields is concentrated geographically; and (3) Latino degree attainment in health fields is concentrated at the certificate and associate level. The intent of this simple analysis is threefold: (1) to respond to those who are interested in recruiting Latinos with postsecondary credentials but do not know where to find them; (2) to increase awareness that more Latinos are graduating with degrees in occupational growth areas important to our current and future workforce; and, (3) encouraging those in the workforce to do more to engage the Latino community. Health CIP Codes are appended. (Contains 3 tables and 9 endnotes.) [For the first report, &quot;Finding Your Workforce: The Top 25 Institutions Graduating Latinos. First in a Series Linking College Completion with U.S. Workforce Needs,&quot; see ED534115.]
Science, Technology, Engineering, Mathematics (STEM): Catalyzing Change Amid the Confusion
Author: Barakos, Lynn
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: STEM Education,Role of Education,Educational Quality,Educational Assessment,Educational Improvement,Elementary Secondary Education,Postsecondary Education

Over the past eight years or so, educators have struggled to make sense of the many views and definitions of science, technology, engineering, and mathematics (STEM) education and what constitutes quality in STEM practices. The multitude of recent STEM funding opportunities has done little to create a common understanding about how to best engage students, schools, districts, and states in STEM education. This document offers an overview of the role of STEM in current educational improvement efforts. It offers a brief history of STEM initiatives and publications and attempts to capture important trends and dispel confusion over the goals and approaches of STEM initiatives. The authors also present several important considerations for state and district educators developing STEM programs that serve the needs of their students. They do not advocate for one STEM approach, but provide some thinking tools and rationale for states and districts to compare and contrast the available STEM approaches. (Contains 2 figures and 1 footnote.)
Collaboration in Academic R&D: A Decade of Growth in Pass-Through Funding. InfoBrief. NSF 12-325
Author: Hale, Katherine
Date: 2012-08-00
Type: Numerical/Quantitative Data
Subjects: Expenditures,Research and Development,Research Universities,Cooperation,Federal Government,Technological Advancement,Surveys,Higher Education

Research collaboration involving multiple institutions is a growing trend. Contributing to this growth are federal initiatives as well as practical considerations, such as technological advances that facilitate communication and opportunities for division of labor, risk sharing, and increased research credibility. One measure of this research collaboration is the amount of total expenditures for research and development that universities pass through to others, including both academic institutions and other entities. These pass-through funds represented 7% of total academic R&D expenditures in FY 2009, compared with 5% in FY 2000, according to the National Science Foundation's (NSF's) annual Survey of R&D Expenditures at Universities and Colleges (Academic R&D Expenditures Survey). Between FY 2000 and FY 2009 the federal government provided about 60% of the nation's total academic R&D funds and a substantially higher percentage (about 85%) of the academic R&D funds that universities passed through to others. The nation's major research universities spent the large majority of pass-through funds throughout the decade. (Contains 2 tables, 4 figures and 7 notes.)
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010-11. First Look (Preliminary Data). NCES 2012-156
Author: Knapp, Laura G.
Date: 2012-08-00
Type: Reports - Evaluative
Subjects: Public Colleges,Private Colleges,Proprietary Schools,Medical Schools,Two Year Colleges,School Personnel,Salaries,Part Time Employment,Undergraduate Students,Student Financial Aid,Student Costs

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the preliminary data of the IPEDS winter 2011-12 data collection, which included two survey components: Human Resources, which collects staff counts for fall 2011 and salary information for full-time instructional staff covering academic year 2011-12; and Student Financial Aid, which collects the number of undergraduate students receiving aid as well as the amount of aid received by those students. Data for both components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This &quot;First Look&quot; using IPEDS preliminary data provides users with an opportunity to obtain access to IPEDS data soon after the close of data collection. Preliminary data have not been extensively reviewed or edited. Provisional data for this collection, containing fully reviewed, edited, and imputed data, will be released approximately 3 months after the preliminary data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the winter 2011-12 collection are displayed in this &quot;First Look&quot;; however, all data from the winter 2011-12 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 2 tables, 2 footnotes and 6 endnotes.)
Freeze Frame 2012: A Snapshot of America's Teens
Author: Stewart, Alison
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Contraception,Birth Rate,Pregnancy,Family Relationship,Sexuality,Citizen Participation,Adolescents,Young Adults,Academic Achievement,Educational Attainment,Mass Media Effects,Comparative Analysis,Trend Analysis,Social Networks,Handheld Devices,Interpersonal Relationship,Parent Child Relationship,Sex Education,National Surveys

When it comes to making decisions about sex, teens today are doing far better than they were 20 years ago. Fewer teens are having sex, and among those who are, more teens are using contraception. The happy result is that teen pregnancy and birth rates have declined dramatically. Despite this extraordinary progress, teen pregnancy and childbearing in the United States remains higher than in all other western industrialized countries, and approximately three in 10 girls in the United States get pregnant by age 20. Clearly, there is still much progress to be made. Of course teens' decisions about sex and contraception are influenced by many factors, including their relationships, their future opportunities, and the quality, quantity, and sources of their information. Accordingly, this book of charts and statistics includes not only trends on key measures such as sexual activity, contraceptive use, and pregnancy, but also other indicators ranging from teens' relationships with parents and peers, to community involvement, educational achievement and aspirations, and media consumption. While no single volume can provide a truly comprehensive portrait of teens, this compilation of indicators presents recent trends in teen childbearing and teen pregnancy in a broader context. &quot;Freeze Frame&quot; is an update to the authors' original volume published in 2005. The update is timely given not only the extent to which teen pregnancy and childbearing continues to decline, but also given the sea change in teens' lives, particularly their interaction with media. From mobile phones to social networking with friends, these advances in technology and the way we all communicate have transformed how teens communicate with each other. Of course, these changes also provide a new and promising way to reach teens as well. &quot;Freeze Frame&quot; is grouped into five main categories--sex and related measures, peer and family relationships, school, community, and media. (Contains 62 footnotes.)
Social Inclusion among Prospective Teachers at Secondary Level
Author: Mumthas, N. S.
Date: 2010-12-00
Type: Reports - Research
Subjects: Sociometric Techniques,Social Structure,Group Dynamics,Preservice Teachers,Student Teacher Attitudes,Peer Relationship,Undergraduate Students,Peer Acceptance,Social Status,Rejection (Psychology),Low Income Groups,Cooperation,Secondary School Teachers,Foreign Countries,Inclusion

Quality education aims at the full participation by all learners. This requires identifying the strategies for overcoming the barriers to full participation for individuals and groups, which experience discrimination and marginalisation. Social inclusion is strengthened when hitherto uncovered and excluded population is brought into the mainstream of the social structure. National Curriculum Framework 2005 called for a different model for teacher education in order to make teacher education setting more inclusive. To be ready for future, we must prepare teachers who are inclusive, who are inclusive in their mental set up and who can meet the needs of all students. But, &quot;do inclusion rather than exclusivity characterize the teachers of future?&quot; This paper reports a study which employed sociometric technique to probe the affiliations among classmates on a representative sample of 214 future-teachers, belonging to seven classroom groups who have nearly completed their B.Ed degree. Results show that, in all the seven groups irrespective of their subjects of study, socially and economically backward students tend to be excluded from the inner core of the classroom group. Social acceptance of the socially and economically backward members is weaker among prospective teachers. Teachers themselves have not learned to practice inclusive philosophy. The findings calls for a new curriculum model consisting of collaborative planning, co-operative learning, group process skills and collaborative evaluation that helps teachers in developing and implementing education in more inclusive settings. (Contains 2 tables.)
Physics Doctorates Initial Employment: Data from the Degree Recipient Follow-Up Survey for the Classes of 2009 and 2010. Focus On
Author: Anderson, Garrett
Date: 2012-07-00
Type: Reports - Research
Subjects: Physics,Doctoral Degrees,College Graduates,Employment,Salaries,Private Sector,Government Employees,Higher Education,Graduate Surveys,Followup Studies

Each fall the Statistical Research Center conducts its Survey of Enrollments and Degrees, which asks all degree-granting physics and astronomy departments in the U.S. to provide information concerning the numbers of students they have enrolled and counts of recent degree recipients. In connection with this survey, the authors ask for the names and contact information for their recent degree recipients. This degree recipient information is used to conduct their follow-up survey in the winter following the academic year in which they received their degrees. The data in this "focus on" comes from that survey. Findings reveal that more than two-thirds of physics PhDs from the classes of 2009 and 2010 accepted a temporary position after earning their doctorate. Postdocs at government labs had a higher starting salary than postdocs in academe. The median starting salary for potentially permanent positions in the private sector was $90,000. New PhDs in potentially permanent positions were much more likely to be employed in the private sector than in academic institutions or in the U.S. government. Most new physics PhDs work in physics and nearly all work in STEM fields. There are viable ways for new PhDs to change subfields or to move into non-physics fields, should they desire. (Contains 1 table and 3 figures.)