ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Financial Metrics on Australia&apos;s Higher Education Sector--November 2017
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Comparative Analysis,Educational Finance,Vocational Education,Adult Education,Expenditures,Financial Support,Foreign Students,Grants,Fringe Benefits,Universities,Income,Proprietary Schools,Institutional Characteristics

&quot;The Key financial metrics on Australia's higher education sector&quot; report is the third release of financial information held by Tertiary Education Quality and Standards Agency (TEQSA). It provides a snapshot of selected key financial metrics across the Australian higher education sector. Data in this report has been sourced from TEQSA's 2016 data collection and relates to financial years ended from 31 December 2015 until 30 June 2016. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. Assessing the financial performance and financial position of a provider is a complex process which involves analysing a range of quantitative metrics and understanding the provider's operating context, mission, governance and management structures. TEQSA conducts an annual financial assessment of each provider, which analyses ten commonly-accepted financial metrics reflecting key business drivers critical to financial viability and sustainability. TEQSA consulted with the sector in developing these financial metrics in 2013, and received broad support for their adoption. This report provides a snapshot of selected key financial metrics across the whole sector. The metrics have been selected for their importance in measuring the capacity and capability of providers to deploy financial resources in a way that supports quality in the delivery of higher education. Importantly, the selected metrics are reasonably comparable across all providers and also provide visibility of financial position and performance at the sector and sub-sector levels. Definitions and calculation methodologies for each measure are available in the Glossary section of this report. Additionally, this report includes a special focus section featuring additional analysis on a current topic of interest to the sector. The special focus topic featured in this report examines the financial performance of newly registered providers. [For the second report in this series, &quot;Key Financial Metrics on Australia's Higher Education Sector--December 2016,&quot; see ED573158.]
One Smithsonian: Greater Reach, Greater Relevance, Profound Impact. Annual Performance Plan, Fiscal Year 2018
Author: Smithsonian Institution
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Strategic Planning,Institutional Mission,Annual Reports,Public Agencies,Museums,Scholarship,Inquiry,Research Needs,Heritage Education,Cultural Background,Facilities,Program Administration,Educational Practices,Educational Resources

In December 2017, the Smithsonian unveiled a new Strategic Plan. It expands on the &quot;Grand Challenges&quot;--Unlocking the Mysteries of the Universe, Understanding and Sustaining a Biodiverse Planet, Valuing World Cultures, Understanding the American Experience, and Magnifying the Transformative Power of Arts and Design--by setting goals to help the Smithsonian be more collaborative and efficient in its work, build and deploy digital competency, and engage new and more diverse audiences in meaningful ways. The Smithsonian also continues to improve facilities maintenance and collections care to be even better stewards of America's treasures and seek out new strategic partnerships to expand their reach.
Advice on Admissions Transparency
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: College Admission,Accountability,Access to Education,Access to Information,Reliability,Admission Criteria,Change Strategies,Job Simplification,Foreign Countries

Admissions transparency means that prospective domestic undergraduate students can easily find good quality admissions information that allows them to compare courses and providers and make informed study choices. In October 2016 the Higher Education Standards Panel (HESP) made recommendations to achieve greater transparency in higher education admissions. A sector-led working group, the Admissions Transparency Implementation Working Group (IWG) was established to develop a practical response to the HESP's report. To implement admissions transparency providers should follow the joint higher education sector and Australian Government implementation plan and the updated common terminology and admission information sets (hereafter, referred to as 'the updated specification') available from the IWG's website by May 2018. Following the first phase of implementation of the Admissions Transparency Project, the Tertiary Education Quality and Standards Agency (TEQSA) conducted a formative evaluation by surveying all provider websites. Recognising that full implementation was not required in the first phase, they observed a number of things that might prevent prospective domestic undergraduate students from easily finding the information they need to make a decision about applying for a course. The advice presented herein is informed by their formative evaluation of the implementation of the Admissions Transparency Project and feedback from the IWG, providers, tertiary admission centres, students and peak bodies.
Inspiring Generations through Knowledge and Discovery. Strategic Plan. Fiscal Years 2010-2015
Author: Smithsonian Institution
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Museums,Strategic Planning,Educational Objectives,Institutional Mission,Outcome Measures,Global Approach,Astronomy,Biodiversity,Cultural Awareness,United States History,Resource Allocation,Science Education,Organizational Culture

Imagine being able to access all known information about an insect species--whether it was discovered 100 years or 100 days ago--with one touch of the screen. Picture a world in which you can not only see Smithsonian objects online but also hear them and watch them in motion. Or imagine learning that Smithsonian astrophysicists discovered a new, earth-like planet orbiting a star five light-years away. All of this and more is within reach. As the tremendous assets of the Smithsonian institution, are blended with the innovations that technology makes possible, the potential to reshape the institution seems limitless. This Strategic Plan is designed to capitalize on Smithsonian strengths and address critical issues facing the world. It serves as a clear yet flexible roadmap to guide choices and direct resources over the course of the Plan. The finished Plan charts the course through fiscal year 2015; it lays out specific priorities, which, in turn, will help guide the hard choices that must be made among competing projects. Most importantly, it will direct the allocation of human and financial resources over the course of the Plan. A Smithsonian that can effectively respond to challenges and grasp opportunities will thrive in the 21st century as a source of pride to Americans and a fount of knowledge and inspiration to the world. The Smithsonian anticipates that this Plan will both honor the past and shape the future of the institution.
International Onshore VET Graduate Outcomes 2017. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2018-00-00
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Vocational Education,Outcomes of Education,Graduates,Student Motivation,Student Satisfaction,Student Surveys,Employment Potential,Barriers,Postsecondary Education,Tables (Data)

This publication provides a summary of the outcomes of international onshore students who completed their vocational education and training in Australia in 2016. These students were surveyed as an additional, trial component to the 2017 National Student Outcomes Survey, which is an annual survey of Australian graduates (students awarded a qualification) and subject completers (students who successfully completed part of a course and then left the VET system). The trial component comprised international onshore graduates only. The population for the survey was sourced from the National VET Provider Collection. A census was conducted of the international onshore VET graduate population in this collection, specifically of students who had a unique student identifier (USI), or students without a USI where contact information could be sourced from jurisdictions. There were 42 923 international onshore graduates in scope for the trial, and 37,690 graduates received an invitation to complete the survey. Of these graduates, 11,506 responded and were in scope of the survey, representing a response rate of 30.5%.
NEPC Review: &quot;Teacher Absenteeism in Charter and Traditional Public Schools&quot; (Thomas B. Fordham Institute, September 2017)
Author: Hinchey, Patricia H.
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Employee Absenteeism,Charter Schools,Public Schools,Teacher Attendance,Comparative Analysis,Unions,Urban Areas,School Districts,Teaching Conditions,Leaves of Absence,State Policy,Work Environment,Collective Bargaining,School Culture

This report compares average rates of frequent teacher absence (more than 10 days) for teachers with and without union or union-like contracts in traditional public schools and charter schools. The study's rationale is that such absences substantively harm students and cost taxpayers billions of dollars. It finds that teachers contractually allowed more absences are frequently absent more often than teachers allowed fewer absences. Based on these averages, the report concludes that the contracts result in non-beneficial, or uncalled-for absences, rather than absences for legitimate reasons, and it recommends that contracts be made less generous. However, the report lacks support for its major claims, ignores known discrepancies in data, uses cited resources in highly selective ways, ignores large bodies of contradictory research, and draws unwarranted conclusions. In addition, the report's idiosyncratic use of the term &quot;chronic absenteeism&quot; misrepresents the data and, along with its use of graphics, appears intended to create a national alarmist picture unwarranted either by the data or by other research. Accordingly, the report appears to be an effort to generate numbers and charts useful in discrediting teachers as irresponsible shirkers. A list of notes and resources is included. [For &quot;Teacher Absenteeism in Charter and Traditional Public Schools,&quot; see ED579508.]
Greater Reach, Greater Relevance, Profound Impact. Strategic Plan. Smithsonian 2022
Author: Smithsonian Institution
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Museums,Strategic Planning,Educational Planning,Educational Objectives,Institutional Mission,Interdisciplinary Approach,Scholarship,Heritage Education,Cost Effectiveness,Information Dissemination,Global Approach,Cultural Maintenance

The Smithsonian Institution is the world's largest museum, education, and research complex, with 19 museums and the National Zoo--shaping the future by preserving our heritage, discovering new knowledge, and sharing resources with the world. The Smithsonian's vision is by 2022, the institution will build on it's unique strengths to engage and inspire more people where they are, with greater impact, while catalyzing critical conversation on issues affecting this nation and the world. This five year strategic plan launched in 2017 outlines the direction and priorities for the Smithsonian. Goals are detailed and include: (1) Be one Smithsonian; (2) Catalyze new conversations and address complex challenges; (3) Reach 1 billion people a year with a digital-first strategy; (4) Understand and impact 21st-century audiences; (5) Drive large, visionary, interdisciplinary research and scholarly projects; (6) Preserve natural and cultural heritage while optimizing assets; and (7) Provide a nimble, cost-effective and responsive administrative infrastructure. As the next five years are considered, and the future beyond, it is clear that he mission to promote &quot;the increase and diffusion of knowledge&quot; is more relevant than ever. By 2022 if the Smithsonian is successful in advancing this plan, the institution will be an even more powerful force. Though it's history extends nearly 200 years, this next stage of the Smithsonian institution may well be it's finest hour.
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Rhode Island
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Rhode Island's accomplishments, lessons learned, challenges, and strategies Rhode Island will implement to address those challenges. In 2015, Rhode Island made significant progress toward its ambitious but achievable goals under the Race to the Top - Early Learning Challenge Grant. Rhode Island's progress is the result of a fully implemented system of resources and supports to early learning programs and the workforce which has increased the number of high-needs children who have access to high quality programs that promote school readiness. In year four, Rhode Island realized the following key accomplishments in policy and systems development by fully implementing its coordinated system to support programs, the workforce, and children: (1) increased participation in the state's Tiered Quality Rating and Improvement System (TQRIS), BrightStars; (2) increased program quality; (3) increased developmental screening rates; and (4) integrated data collection through the newly developed early care and education data system. In the fourth year of implementation, Rhode Island faced two challenges which will be addressed in 2016: delays in the promulgation of the family child care regulations and delays in procurement. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Statistics Report on TEQSA Registered Higher Education Providers, 2017
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Higher Education,Foreign Countries,Universities,Vocational Education,Adult Education,Proprietary Schools,Management Information Systems,Information Management,Undergraduate Students,Graduate Students,Academic Standards,Accreditation (Institutions),Student Characteristics,Profiles,Quality Assurance,Income,Enrollment,Attendance,Educational Finance,Grants,Foreign Students,Financial Support,Statistics

The &quot;Statistics Report on TEQSA Registered Higher Education Providers&quot; (&quot;the Statistics Report&quot;) is the fourth release of selected higher education sector data held by is the fourth release of selected higher education sector data held by the Australian Government Tertiary Education Quality and Standards Agency (TEQSA) for its quality assurance activities. It provides a snapshot of national statistics from across the sector, bringing together data collected directly by TEQSA and data sourced from the main higher education statistics collections managed by the Australian Government Department of Education and Training. This includes data from TEQSA's National Register of Higher Education Providers and annual Provider Information Request (PIR). The PIR gathers a limited set of key data from some providers not required to report, or only partially report, data in the Department of Education and Training's Higher Education Information Management System (HEIMS). Information outlined in the Statistics Report highlights the diversity of the Australian higher education sector. The Statistics Report provides high-level information across four key areas: (1) providers; (2) students; (3) academic staff; and (4) finance. This update of the Statistics Report focuses on data relating to 2015. The Explanatory Notes and Glossary at the back of the Statistics Report provide further contextual information on the data and presentation. [For &quot;Statistics Report on TEQSA Registered Higher Education Providers, 2016,&quot; see ED573131.]
TEQSA Annual Report 2016-2017
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2017-08-30
Type: Reports - Evaluative
Subjects: Foreign Countries,Annual Reports,Academic Standards,Accountability,Accreditation (Institutions),Administrative Organization,Audits (Verification),Disabilities,Diversity (Institutional),Educational Finance,Educational Innovation,Educational Policy,Educational Quality,Educational Resources,Governance,Grievance Procedures,Institutional Mission,Needs Assessment,Profiles,Publicity,Quality Assurance,Risk,Risk Assessment,Risk Management,Reputation,Higher Education,Partnerships in Education

This report informs Senator the Hon Simon Birmingham, Minister for Education and Training, the Parliament of Australia, the Australian higher education community and the general public about the performance of the Tertiary Education Quality and Standards Agency (TEQSA or the agency) during the financial year ending 30 June 2017. Prepared according to parliamentary reporting requirements, the report describes TEQSA's achievements against the purposes and indicators set out in the &quot;TEQSA Corporate Plan 2016-20&quot; and in TEQSA's &quot;2016-17 Portfolio Budget Statements.&quot; Section 1 of the report reflects on the past year, highlighting significant issues faced by TEQSA and initiatives undertaken, as well as current and future challenges. Section 2 provides information about TEQSA and its governance, roles and functions and organisational structure, as well as its approach to risk and standards-based regulation. Section 3 reports on how TEQSA performed during the reporting period against the purposes set out in the &quot;TEQSA Corporate Plan 2016-20,&quot; and its stated outcome and program deliverables contained in the &quot;2016-17 Portfolio Budget Statements.&quot; Section 4 provides information on corporate governance, external and internal accountability, human resource management, financial management, purchasing, consultants and contract management, legal services and other activities relevant to the administration of the agency. Section 5 presents audited financial statements for the year ending June 30, 2017. Section 6, Appendixes, includes information relating to TEQSA's staffing and its performance in relation to Australian Government environmental, disability, freedom of information and financial management outcomes. Lastly, Section 7 contains indices and glossaries. [For &quot;TEQSA Annual Report 2015-2016&quot; see ED573132.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Vermont
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Vermont's accomplishments, lessons learned, challenges, and strategies Vermont will implement to address those challenges. Vermont's remarkable progress in increasing participation in their tiered quality rating and improvement system, STARS, and the number of programs in the top tiers of STARS, is due to the collective impact of many public/private, cross-sector initiatives. Notable efforts include close collaboration among Vermont Birth to Five, the Child Development Division (CDD), and the cross-agency implementation team of Act 166 led by the Agency of Education. The report provides details on accomplishments that: (1) improved quality and access of early learning and development opportunities; (2) improved early childhood wellness; (3) invested in a highly skilled workforce through professional development; (4) empowered communities to support young children and families; and (5) strengthened Vermont's data systems to ensure that Vermont is making a difference. Lessons learned pertained to financial management, flexibility to promote innovation, and creating stronger linkages between regional and state level work. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]
Race to the Top - Early Learning Challenge: 2015 Annual Performance Report. Oregon
Author: Department of Education (ED)
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Aid,Federal Legislation,Federal Programs,Early Childhood Education,State Programs,Educational Quality,Program Evaluation,Program Effectiveness,Access to Education,Program Validation,Child Development,Academic Standards,Educational Assessment,Health Promotion,Family School Relationship,Preschool Children,Preschool Teachers,Teacher Competencies,Credentials,Teacher Characteristics,School Readiness,Outcome Measures,Tables (Data)

This Race to the Top - Early Learning Challenge (RTT-ELC) annual performance report for the year 2015 describes Oregon's accomplishments, lessons learned, challenges, and strategies Oregon will implement to address those challenges. Oregon continues to make great strides in efforts to create a dynamic early learning system capable of anticipating and addressing the myriad needs of children and families. Efforts are guided by the state's 40-40-20 goals: by 2040, 40% of adult Oregonians will earn a bachelor's degree or higher; 40% will earn an associate's degree; and 20% will earn a high school diploma or equivalent. Oregon's early learning system aims to support children to learn and thrive by focusing on three statutory goals: ensure that (1) children arrive at kindergarten ready to succeed; (2) families are healthy, stable, and attached; and (3) the early learning system is coordinated, aligned, and family-centered. Through funding that reinforces essential infrastructure, the Race to the Top - Early Learning Challenge (RTT-ELC) grant has been integral to Oregon's efforts to create specific opportunities to meet the goals outlined above by cultivating quality early learning environments, where staff are well trained, culturally-responsive practices are the norm, and parents are engaged. [For &quot;Race to the Top - Early Learning Challenge Year 2015 Progress Update,&quot; see ED583454.]