ethanporcaro/eric-fulltext-meta huggingface dataset:
Championing Success: A Report on the Progress of Tribal College and University Alumni
Author: McSwain, Courtney
Date: 2006-04-00
Type: Numerical/Quantitative Data
Subjects: American Indian Education,Tribally Controlled Education,Scholarships,Alumni,Barriers,Student Surveys,Interviews,Graduate Surveys,Participant Satisfaction,College Outcomes Assessment,Employment Potential,American Indian Students,American Indian Studies,Institutional Mission,Student Educational Objectives,Student Financial Aid,Financial Aid Applicants,Education Work Relationship

American Indian students face numerous barriers to higher education. Yet enrollment of native students continues to increase, in large part due to the success of Tribal Colleges and Universities (TCUs) in creating a culturally relevant and supportive atmosphere in which students learn and grow. Organizations such as the American Indian College Fund contribute to this success by helping American Indian students overcome financial barriers to enrollment and degree attainment. This report presents the findings from an original survey and personal interviews conducted with American Indian College Fund scholarship recipients. The report is a snapshot of how scholarship recipients are faring after graduation, their employment and educational activities, their perceived level of satisfaction with services received at the TCU they attended, and their perception of how well they were prepared for employment and further education. The report points to the many benefits students received from TCUs as well as the importance of financial aid received from a variety of sources, including the American Indian College Fund. Appended are: (1) Distribution of survey respondents' first year of enrollment; (2) Distribution of survey respondents' year of graduation from a TCU; (3) Survey respondents' time from first enrollment at a TCU to graduation; and (4) Tribal Colleges and Universities from which survey respondents earned degrees. (Contains 21 figures and 24 footnotes.)
Making Accountability Work: Community Colleges and Statewide Higher Education Accountability Systems
Author: Erisman, Wendy
Date: 2006-05-00
Type: Reports - Research
Subjects: Higher Education,Learner Engagement,Accountability,Community Colleges,Undergraduate Study,Outcomes of Education,Context Effect,Reliability,Access to Education,Minority Group Students,Academic Achievement,Student Diversity,College Administration

The current national debate about higher education has focused heavily on varying interpretations of the U.S. higher education system's accountability structures. Much of that debate has emphasized undergraduate learning and the specific issues of student engagement and outcomes. But relatively little attention has been paid at either the state or federal level to questions about community college accountability systems, and specifically whether statewide accountability systems are helping or hurting efforts to improve performance by community colleges. This working paper evaluates the accountability systems in several key states in order to determine whether--and how--these state systems consider the unique situation of community colleges. The goal of the paper is to better understand the interconnections between the wholesale issues about accountability systems and the relatively more retail questions about whether these issues actually resonate in a meaningful way in the sector that educates the largest and most diverse number of students in American higher education. (Contains 2 footnotes.)
Increasing Student Engagement through Faculty Development: A Practice Brief Based on BEAMS Project Outcomes
Author: Malnarich, Gillies
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Learner Engagement,Minority Group Students,Faculty Development,Best Practices,Educational Practices,Educational Attainment,National Surveys,Academic Persistence,Learning Strategies,Educational Improvement,Improvement Programs,Educational Policy,Program Implementation,Management Information Systems,Institutional Characteristics,Fundamental Concepts,Effective Schools Research

During 2003-07, the Building Engagement and Attainment for Minority Students (BEAMS) project fostered data-based campus change initiatives at more than 100 four-year Historically Black, Hispanic-Serving, and Tribal colleges and universities to increase student engagement and learning. Each campus made a commitment to analyze the scope and character of its students' engagement by participating in the National Survey of Student Engagement (NSSE) and to implement well-designed action plans intended to improve student engagement, learning, persistence, and success. The Summer Academy--an annual gathering of representatives from various colleges and universities for collaborative work aimed at increasing access and success in higher education--provided dedicated time for BEAMS teams to identify solutions that could influence institutional and national higher education policy and practices. BEAMS is a partnership between NSSE and the Alliance for Equity in Higher Education, which is managed by the Institute for Higher Education Policy, and is supported by Lumina Foundation for Education. This practice brief is one of a series highlighting key practices undertaken by some of the many successful BEAMS schools during the project's five years of data collection and action plan implementation. These practice briefs accompany a monograph that details the process BEAMS institutions used to craft data-driven action plans and to implement those plans to improve student success. The purpose of the practice brief series is to outline effective practices that can be replicated in postsecondary institutions interested in pursuing data-based change and increasing student engagement, learning, and success. This particular brief shows why supporting a data- and research-based faculty development program is one of the best means to increase student engagement and success.
The Global State of Higher Education and the Rise of Private Finance. Issue Brief
Author: Hahn, Ryan
Date: 2007-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Foreign Countries,Global Approach,Educational Change,Private Financial Support,Educational Development,International Education,Institutional Role,Organizational Change,Performance Factors,Program Descriptions,Research Needs,Educational Demand,Educational Trends,Innovation,Finance Reform,Change Strategies,Expenditures,Educational Policy,Educational Practices

In the past two decades, higher education around the globe has undergone a remarkable transformation. Technological innovation coupled with globalization has drastically altered the structure and finance of educational systems of all countries seeking to benefit from the global economy. In the countries of the Organisation for Economic Co-operation and Development (OECD), public funding has failed to keep up with the rising costs of higher education. In the emerging market economies, public finances have often proven insufficient to fund the necessary expansion of higher education or the creation of a differentiated system of vocational and university education. As a consequence, private finance has become a vital partner in the success of higher education in many parts of the world. Countries as diverse as the United Kingdom, Chile, Hungary, South Africa, and South Korea have turned to private capital markets to help expand or revitalize institutions of higher education. This first issue brief of the Global Center on Private Financing of Higher Education (GCPF) provides an overview of the role of private finance in higher education globally. A description of the current state of private finance is followed by an analysis of the drivers behind the changes that have occurred. The brief concludes with a list of topics for future in-depth research by the GCPF to help universities, governments, banks, philanthropists, and others take advantage of private capital in their quest to improve and expand higher education around the globe. Data sources are appended. (Contains 7 figures and 16 footnotes.)
Creating a High School Culture of College-Going: The Case of Washington State Achievers. Issue Brief
Author: Ramsey, Jennifer
Date: 2008-06-00
Type: Reports - Descriptive
Subjects: Higher Education,College Attendance,Scholarships,Low Income Groups,Holistic Approach,School Restructuring,School Culture,Postsecondary Education,Educational Change,High Schools,College Preparation,Enrollment,Mentors,College School Cooperation,High School Students,High School Graduates

Increasing competitiveness in today's globalized and knowledge-based economy demands college-educated professionals. Creating an adequate number of college-educated professionals requires an investment in human capital, particularly in postsecondary education. In fact, six out of every 10 jobs in the United States involve advanced skills that can be acquired only through some postsecondary education or training. Although most students and parents recognize the importance of higher education, students from families in the top income quartile are about seven times more likely than students from the bottom quartile to earn a baccalaureate degree. This discrepancy leads to a widening income gap and leaves employers with too few employees with the necessary skills. Multiple factors contribute to lower rates of postsecondary degree completion among low-income students. One of the most recognized factors is the rapid increase in the cost of attending college. Though the federal government provides some financial assistance to students with a demonstrated need, the amount of aid has not kept pace with tuition, making higher education less affordable. The Bill &amp; Melinda Gates Foundation took a holistic approach when creating the Washington State Achievers (WSA) program. Introduced in 2001, WSA integrates high school reform and early college information at 16 high schools in Washington state with college scholarships for selected students from those schools. These scholarships provide guaranteed financial support to in-state colleges and universities for a group of approximately 500 low-income students each year. This report discusses WSA's key successes and challenges in addressing barriers to college attendance among low-income students with the goal of opening up a discussion of programs and policies that can lead to the creation of a high school culture of college-going. (Contains 2 figures and 8 footnotes.)
From Aspirations to Action: The Role of Middle School Parents in Making the Dream of College a Reality
Author: Cunningham, Alisa F.
Date: 2007-12-00
Type: Reports - Research
Subjects: Higher Education,Academic Education,College Preparation,Private Sector,College Planning,Federal Government,Parent Role,Middle School Students,College Attendance,Educational Finance,At Risk Students,National Surveys,Academic Aspiration,Outreach Programs,Educational Change,Curriculum,Parent School Relationship,Information Sources,Knowledge Level

The importance of going to college has increased in the context of global competition and continuing stratification in society. Many strides have been made in encouraging students and parents to believe in the value of higher education, but the process of preparing for and applying to college is not easy. It requires making a variety of complex choices that range from pursuing a challenging academic curriculum to developing an understanding of college financing. Middle school is a crucial stage at which students and their parents must begin to make these choices. Studies have shown that almost all parents hope that their children will be able to attend college, but many parents do not have the necessary information to help their children make the important early choices that will help them prepare to fulfill their college dreams. Worse still, it is often the parents who most need the information and who find it difficult to obtain, leaving their children at risk of not properly preparing for college. College access programs often attempt to fill in the lack of college knowledge, particularly for disadvantaged students. However, these programs traditionally target at-risk groups in the later years of high school. Research suggests that targeted efforts at this stage may be too late for college planning. In addition, many programs do not bring parents and other family members into discussions about planning for college and thus help them understand their role in guiding their children through the college preparation process. To explore these issues, the Institute for Higher Education Policy (IHEP) commissioned a nationwide survey to ask parents of middle school students about the steps they have taken to start planning for college. The findings from this survey may be grouped into four key choice points on the pathway to college: (1) aspirations; (2) college knowledge and planning; (3) academic preparation; and (4) financial preparation. Working toward greater involvement by parents in early college planning will require a comprehensive approach that combines outreach efforts, curricular changes, increased program support, and other activities. It will also require participation at all levels, including students and families, high schools, colleges, state and local governments, the federal government, and the private sector. Appended are: (1) Survey Instrument for the "IHEP Survey of Middle School Parents"; and (2) List of Kids to College Partners. (Contains 14 figures, 3 tables and 18 footnotes.)
FY2011 Budget Proposal: Thoughts and Recommendations for Increasing College Access and Success. Mini Brief
Author: Institute for Higher Education Policy
Date: 2010-02-17
Type: Reports - Descriptive
Subjects: Eligibility,Access to Education,Budgets,Federal Aid,Federal Programs,Program Proposals,Intervention,Student Financial Aid,Partnerships in Education,Finance Reform,Change Strategies,Educational Policy

The Institute for Higher Education Policy (IHEP) is encouraged by President Obama's commitment to increasing college access and success for all students, as evidenced by the recommendations in his Fiscal Year 2011 budget proposal. Efforts like the Access and Completion Fund, the American Graduation Initiative, the expansion of student loan repayment options, and support for minority-serving institutions (Hispanic-Serving institutions, Historically Black Colleges and Universities, and Tribal Colleges and Universities) will collectively help increase the number of students who successfully enter and complete college. Given IHEP's research and programmatic efforts focused on the various topics referenced in the budget proposal, this brief provides some recommendations to the existing proposals that will likely: (1) aid more eligible students; (2) better target interventions; and (3) encourage partnerships with the federal government.
Rethinking Remedial Education: The Role of MSIs in Serving Under-Prepared Students in the 21st Century
Author: Bustillos, Leticia Tomas
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Remedial Instruction,Institutional Role,Educational Practices,Educational Policy,College Readiness,Change Strategies,Educational Strategies,Minority Groups,Educational Innovation,Program Implementation,Access to Education,Academic Persistence,Policy Analysis,Academic Support Services,Faculty Development,Models,Program Descriptions

The purpose of this brief, the third in a series released by the Institute for Higher Education Policy (IHEP), is twofold: (1) To describe the emerging themes from the Lumina MSI-Models of Success initiative, and (2) to examine the context of remedial education and the discourse centered on the policy, practice, and role of postsecondary settings to address underprepared students. Missing from this discourse to date is the prominent role Minority-Serving Institutions (MSIs) play in preparing students for college-level coursework and the extent to which MSIs' distinctive institutional cultures stimulate student success inside and outside the classroom. This brief highlights promising practices and strategies in remedial education across postsecondary settings and those specifically implemented by MSIs. Although the majority of innovations in remedial education seem to be directed toward the community college setting, this brief illustrates efforts implemented by MSI grantee institutions at both two- and four-year colleges. It also articulates the potential of these innovations in remedial education to ensure access, sustain persistence, and facilitate successful outcomes, all of which will yield increased degree attainment for a significant proportion of students. (Contains 1 figure and 26 footnotes.)
College Access for the Working Poor: Overcoming Burdens to Succeed in Higher Education
Author: McSwain, Courtney
Date: 2007-07-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Finance,Economically Disadvantaged,Low Income Groups,Access to Education,Barriers,Success,Adults,Paying for College,Enrollment Trends,Postsecondary Education,Tax Credits,One Parent Family,Student Financial Aid,First Generation College Students

Expanding access to higher education is critical to improving the lives of the working poor, as jobs in today's economy increasingly require some higher education. The nation also needs higher educational achievement levels from this substantial sector of the population--about 14 percent of individuals ages 24-64--in order to meet the growing demands for a more highly skilled workforce. Today, however, the working poor face obstacles that continue to derail their efforts to attend, pay for, and complete college. As detailed in this report, working poor adults enroll in college at lower rates and are less likely to complete college. Even when accounting for financial aid, they struggle to meet the rising prices of higher education. This report takes one of the most comprehensive looks to date at the higher education experiences, financial challenges, and attendance and completion rates of the working poor. The data, findings, and recommendations in this report will help the public and policymakers understand the challenges facing the working poor and give them guidance as they explore and develop the policies and practices that are needed to raise the expectations, enrollment, and completion rates of the working poor. Sources and Methodology are appended. (Contains 15 figures and 20 footnotes.) [This paper was written with the assistance of Alisa F. Cunningham.]
Expanding Access and Opportunity: The Impact of the Gates Millennium Scholars Program
Author: Ramsey, Jennifer
Date: 2010-01-00
Type: Reports - Research
Subjects: Minority Group Students,Scholarships,Financial Support,Program Effectiveness,Outreach Programs,Access to Education,Educational Opportunities,Low Income Groups,Comparative Analysis,Financial Aid Applicants,College Preparation,Academic Achievement,Student Experience,STEM Education,Outcomes of Education,Graduation Rate,Enrollment Rate,Student Financial Aid,Educational Policy

In 1999, the Bill &amp; Melinda Gates Foundation began an innovative scholarship program that provides full financial support to low-income minority students across the United States. The Gates Millennium Scholars (GMS) program has already awarded more than 10,000 scholarships to exceptional students, with the ultimate goal of funding at least 20,000 students over the course of the 20-year program. Extensive research conducted on the program examines outcomes for several cohorts of Scholars using comparative data from non-recipients (students who applied but did not receive the scholarship) and national comparison groups of low-income, high-achieving minority students. The earliest findings from this research indicate that Scholars receive numerous advantages. They have reduced work and debt burdens as well as more flexibility in their choices, which leads to enhanced persistence, college completion, and community engagement after college. These are highly motivated students who likely would have attended college without the scholarship, but their experiences would have been very different. (Contains 3 tables, 6 figures, 1 box, and 8 footnotes.) [This report was prepared for the Bill &amp; Melinda Gates Foundation.]
Near Completion: Framing the Issue
Author: Institute for Higher Education Policy
Date: 2011-09-00
Type: Reports - Descriptive
Subjects: Degree Requirements,Higher Education,Credentials,Academic Persistence,Stakeholders,Labor Market,Postsecondary Education,Enrollment,Nontraditional Students,Adult Students,Adult Learning

Much of the effort to increase postsecondary attainment in the US has focused on increasing the number of students who are college ready, bolstering support for students who successfully access college, and equipping adults who seek new skills with pathways to quality degrees and credentials with labor market value. In this context, it is noteworthy that a sizeable population of adults, young and old, are already eligible to receive a postsecondary degree; yet, for a variety of reasons, many have left college without receiving it. Many others are a semester or less from satisfying their institution's degree requirements. These students have invested substantial resources--tangible and intangible--in seeking a college credential, either at the associate's or bachelor's levels, but have left within striking distance of that degree. The Institute for Higher Education Policy (IHEP) refers to this phenomenon as &quot;near completion&quot;. Leveraging its independent voice in higher education, IHEP seeks to elevate the issue of near completion and to outline ways in which institutions serving these students--as well as policymakers, researchers, and other education stakeholders--can reengage and graduate this population. This background paper for the National Summit on Near Completion discusses the scope and associated factors of near completion, as well as some initial efforts that may be promising in transforming near completion into degree attainment. The summit itself provides a forum for more in-depth discussions that can help shape a national agenda around the near-completion population. (Contains 8 footnotes.)
Private Scholarships Count: Access to Higher Education and the Critical Role of the Private Sector
Author: McSwain, Courtney
Date: 2005-05-00
Type: Reports - Research
Subjects: Scholarships,Private Sector,Private Financial Support,Student Financial Aid,Access to Education,Higher Education,College Students,Philanthropic Foundations,Donors

The first comprehensive study of private scholarship aid, this report provides an understanding of this type of aid, and examines its importance to students and to private aid providers. Key findings from the study indicate that over 3 billion dollars in private scholarship aid was awarded in 2003-04, that approximately one hundred million dollars in private aid goes unclaimed each year, and that while the typical student receiving private aid is a traditional undergraduate, enrolled full-time at a four-year institution, some private aid recipients do not fit the typical characteristics. Appended are: (1) Response Rates for Institute Survey; and (2) Private Scholarship Aid Survey. (Contains 11 tables, 5 figures and 37 footnotes.) [This paper was produced in collaboration with Scholarship America and National Scholarship Providers Association.]
Balancing the Roles of Explicit Instruction of Text Form Language and Schema Theory in Student Non-Fiction Writing: Problems and Possibilities
Author: Broer van Arragon, Kathleen
Date: 2003-05-05
Type: Reports - Research
Subjects: Direct Instruction,Writing Instruction,Second Language Learning,English Language Learners,Nonfiction,Writing (Composition),Recall (Psychology),Rhetoric,Connected Discourse,Decision Making,Educational Research,Theories,Foreign Countries

The focus of this study will be on the intersection of the following domains: Second Language Acquisition research on cohesion and coherence, discourse acquisition of young children, the effect of text form-focused instruction on student non-fiction writing and the impact of schema theory on student decision-making during the writing process.