ethanporcaro/eric-fulltext-meta huggingface dataset:
Report on Unmet Need and Student Success at Maryland Public Four-Year Institutions [2016]
Author: Maryland Higher Education Commission
Date: 2016-09-00
Type: Reports - Research
Subjects: Public Colleges,College Attendance,Academic Persistence,Graduation,College Graduates,Costs,Student Financial Aid,Tuition,Fees,College Housing,Transportation,Textbooks,Probability,Socioeconomic Influences,Paying for College,Family Income,Grants,Student Loan Programs,Work Study Programs,Debt (Financial),Parent Financial Contribution,Grade Point Average,Scores,College Entrance Examinations,Scholarships,Gender Differences

This report builds on the 2013 and 2014 Reports on Unmet Need and Student Success at Maryland Public Four-Year Institutions by providing data on six-year graduation rates for the students in the original 2008 entering cohort. For this report, both descriptive analysis and logistic regression were used to understand the relationship between students' unmet need and their graduation outcomes and to examine the impact of net cost of attendance (NCOA) on five- and six-year degree completion. The primary findings suggest that five- and six-year graduation rates are affected by students' unmet need and family income; those from the lowest income families and with the greatest unmet need are the least likely to graduate. Also, increases in NCOA can have a significant negative effect on five- and six-year graduation rates of students from the lowest income families (those with family incomes between $0 and $65,513). Students in the lowest income brackets are the most likely to see graduation rates improve when they receive sufficient financial aid to meet their need. Among students from higher-income families (those with family incomes of $100,742 or more), students with unmet need have similar graduation rates to those without unmet need. A secondary finding is that the grade point average (GPA) that a student earns in the first year in college is a stronger predictor of graduation than NCOA or family income. [For &quot;Report on Unmet Need and Student Success at Maryland Public Four-Year Institutions [2014]&quot; see ED589993.]
Report on Unmet Need and Student Success at Maryland Public Four-Year Institutions [2014]
Author: Maryland Higher Education Commission
Date: 2014-12-00
Type: Reports - Research
Subjects: Public Colleges,College Attendance,Academic Persistence,Graduation,College Graduates,Costs,Student Financial Aid,Tuition,Fees,College Housing,Transportation,Textbooks,Probability,Socioeconomic Influences,Paying for College,Family Income,Grants,Student Loan Programs,Parent Financial Contribution,Scholarships

The Maryland Higher Education Commission (MHEC) submits this report in response to the 2014 Joint Chairmen's Report, which requested an update to the 2013 MHEC report that examined impacts of financial need on student success. The charge included in the 2014 Joint Chairmen's Report was the following: &quot;As part of the Access, Affordability, and Completion goal of the 2013 State Plan for Postsecondary Education, the State is to work toward breaking down financial barriers to higher education. MHEC has previously studied unmet student financial need and student persistence. The committees request that MHEC enhance the prior two reports by including loans in the analysis so that, if data is available, outcomes such as credit attainment, retention, and time to graduation can be compared to levels of financial need with and without loans for all students and for students who receive Pell grants.&quot; This study extends the previous study by finding that: (1) Family income and unmet need have a stronger effect on graduation rates than student loans; (2) Loans, as a distinct form of financial aid, do not have a negative effect on completion; and (3) Loans appear to have a positive effect on graduation rates for those students who can use loan funds to eliminate their unmet need. [For &quot;Report on Unmet Need and Student Success at Maryland Public Four-Year Institutions [2013],&quot; see ED590000.]
Readiness Matters! The 2014-2015 Kindergarten Readiness Assessment Report
Author: Maryland State Department of Education
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Kindergarten,School Readiness,State Standards,Student Evaluation,Alignment (Education),College Readiness,Career Readiness,Accountability,School Districts,Special Schools,Special Education,Educational Technology,English Language Learners,Program Implementation,Racial Differences,Ethnicity,Low Income Students,Disabilities,Preschool Education,Literacy,Mathematics,Psychomotor Skills,Sciences,Social Development,Social Studies,Fine Arts,Achievement Gap

As part of the Maryland State Department of Education's (MSDE's) ongoing commitment to early learning and school readiness, a comprehensive Kindergarten Readiness Assessment (KRA) was administered for the first time this school year. This assessment, which builds on and advances the MMSR, is part of our new Ready for Kindergarten: Maryland's Early Childhood Comprehensive Assessment System (R4K). R4K aligns with Maryland's more rigorous PreK-12 College and Career-Ready Standards and establishes higher benchmarks for our children. &quot;Readiness Matters: The 2014-2015 Kindergarten Readiness Assessment Report,&quot; shares the school readiness results of Maryland's children -- statewide, by subgroups, and for each of Maryland's 24 local jurisdictions. Based on our higher standards, the baseline results for this first year are: (1) Nearly half of entering kindergarteners (47%) in school year 2014-2015 demonstrate the foundational skills and behaviors that prepare them for a kindergarten curriculum based on Maryland's more rigorous standards; (2) More than half of Asian kindergarteners (53%), white kindergarteners (57%), and kindergarteners reporting two or more races (52%) demonstrate this new level of readiness; (3) Kindergarteners from low-income households, who are learning the English language, and who have disabilities exhibit lower readiness levels than Maryland kindergarteners as a whole; and (4) Children who attended public PreK programs the year prior to entering kindergarten (46%) are within 1 point of the statewide readiness average. Because public PreK programs serve a high percentage of children with academic risk factors, these data are significant for addressing the achievement gaps. [For a related report, see ED572302]
Teaching with Technology: Educators&apos; Perspectives and Recommendations for Successful Blended Instructional Strategies
Author: Evergreen Education Group
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Educational Technology,Technology Uses in Education,Elementary Secondary Education,Teacher Attitudes,Technology Integration,Administrator Attitudes,Blended Learning,Teaching Methods

Technology is transforming parts of K-12 education, from individual classrooms to entire schools. But it is not taking the place of teachers. Instead, technology is allowing teachers to work in new ways. Over the past several months hundreds of teachers who are using technology were surveyed, including those who are bringing it into their classrooms on their own, and others who work in technology-based pioneering schools. The Evergreen Education Group visited schools and classrooms, and spoke with teachers, students, and administrators. The teachers shared their stories of the challenges, promise, and successes of incorporating digital tools and resources into their classrooms. This report tells their story. It includes survey results, extensive comments from surveys and interviews, and profiles of individual teachers. The profiles tell the teachers' stories in their voices, based on interviews with them, their survey responses, and in some cases existing blog posts, videos, and additional sources. The Evergreen Education Group explores the experience of teachers in different stages and along different paths in their adoption of technology, but does not value one stage or path over another. All teachers are working along their own paths. All have something to tell about their journey. [This report was co-published by the Foundation for Blended and Online Learning.]
Strategies for Success: A Guidebook for Supporting Students with Disabilities
Author: Louisiana Department of Education
Date: 2017-11-00
Type: Guides - General
Subjects: Achievement Gap,Educational Strategies,Educational Quality,Individualized Education Programs,Transitional Programs,Program Implementation,Screening Tests,Clinical Diagnosis,Regular and Special Education Relationship,Best Practices,Students with Disabilities,Disability Identification,Cooperative Planning,Student Needs

All students deserve an education that prepares them for postsecondary success and a lifetime of unlimited opportunity, and Louisiana educators are leading the nation in raising the expectations for what all students can learn and achieve through designing and delivering standards-aligned instruction. Despite this overall progress, the performance of students with disabilities in Louisiana lags behind that of other students. Data show achievement gaps across all disability classifications, and these gaps have persisted over time. The purpose of this guidebook is to provide principals and school system leaders with resources to create strong support plans. It is organized around four proven strategies for improving the academic achievement of students with disabilities: (1) Identify disabilities early and accurately; (2) Provide high-quality instruction to ensure the achievement of ambitious IEP goals; (3) Strengthen instruction with specialized supports and related services; and (4) Coordinate effective transition planning and implementation.
Future Ready Schools: Building Technology Infrastructure for Learning
Author: Bakia, Marianne
Date: 2014-11-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,Internet,Financial Support,Rural Areas,Computer Networks,Purchasing,Professional Development,Computers,Handheld Devices,Telecommunications,School Districts,School Community Relationship

To provide students with the education they need to thrive in a globally connected world, schools and school districts need to find ways to design, fund, acquire, and maintain the infrastructure that will make connectivity a reality for every teacher and student in every classroom. The U.S. Department of Education's National Educational Technology Plan (NETP) presents a model of learning powered by technology to help the nation's schools provide all students with engaging and powerful learning content, resources, and experiences. The plan, according to the author, calls for revolutionary transformation rather than evolutionary tinkering. This guide provides practical, actionable information intended to help district leaders (superintendents, principals, and teachers leaders) navigate the many decisions required to deliver cutting-edge connectivity to students. It presents a variety of options for district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district. [Contributing authors include Marie Bienkowski, Sarah Nixon Gerard, Jim Klo, and Gloria I. Miller.]
Louisiana&apos;s Birth to Five Early Learning &amp; Development Standards (ELDS)
Author: Louisiana Department of Education
Date: 2013-00-00
Type: Guides - General
Subjects: Early Childhood Education,Preschool Teachers,Child Development,Infants,Toddlers,Preschool Children,Standards,Teaching Methods,Inquiry,Creativity,Attention,Learner Engagement,Academic Persistence,Problem Solving,Thinking Skills,Cognitive Development,Mathematics,Sciences,Social Studies,Language Skills,Literacy Education,Reading Skills,Writing Skills,Well Being,Psychomotor Skills,Physical Fitness,Child Health,Hygiene,Child Safety,Social Development,Emotional Development,Self Concept,Self Efficacy,Technology Uses in Education,Information Literacy,Family Involvement,English Language Learners,Disabilities

Over the course of the past decade, the state of Louisiana has developed several documents to articulate expectations for children's learning and development and provide guidance for early childhood educators. The experiences and skills that children develop during the early years are critically important to their success later in school. What children learn during the first few years of life helps to lay the foundation for their future growth and development. In order for children to reach their full potential during those early years, it is important that the adults around them provide an environment and experiences that promote growth and learning. This document is designed to help early childhood educators do just that by describing the particular skills and abilities that children need to develop to be successful, and by providing ideas for fostering their development.
Building Technology Infrastructure for Learning. Version 2.0
Author: Department of Education (ED), Office of Educational Technology
Date: 2017-06-00
Type: Guides - Non-Classroom
Subjects: Educational Technology,Technology Uses in Education,Technology Integration,School Districts,Internet,Financial Support,Rural Areas,Computer Networks,Professional Development,Purchasing,Computers,Handheld Devices,Telecommunications,Privacy,Responsibility,Shared Resources and Services,Computer Security

This guide provides practical, actionable information intended to help both technical personnel and educational leaders navigate the many decisions required to deliver broadband connectivity to students. It presents a variety of options for school and district leaders to consider when making technology infrastructure decisions, recognizing that circumstances and context vary greatly from district to district. In the nearly three years since the guide was originally published, the school broadband connectivity landscape has seen many changes. In 2014, 25 percent of districts reported that not a single school in their district could meet the Federal Communications Commission's (FCC) short-term connectivity goal of 100 Megabits per second per 1,000 students. By comparison, in 2016, 80 percent of districts reported that at least three-quarters of their schools had achieved this immediate connectivity goal. The 2014 modernization of the Schools and Libraries Universal Service Support Program, also known as the E-Rate program, an FCC program that provides technology infrastructure funding for eligible schools and libraries, brought broadband connectivity and the funding for wireless infrastructure upgrades to thousands of schools and classrooms across the nation. These changes have made it possible for teachers and students to explore new learning models, new digital learning environments, and new approaches to working, learning, and sharing. This update serves as a roadmap for schools and districts looking to modernize the technology infrastructure needed for digital learning, providing both advice and recommendations. [To view the first version of this guide, &quot;Future Ready Schools: Building Technology Infrastructure for Learning,&quot; see ED589997.]
Report on Unmet Need and Student Success at Maryland Public Four-Year Institutions [2013]
Author: Maryland Higher Education Commission
Date: 2013-09-00
Type: Reports - Research
Subjects: Public Colleges,College Attendance,Academic Persistence,Graduation,College Graduates,Costs,Student Financial Aid,Tuition,Fees,College Housing,Transportation,Textbooks,Commuting Students,On Campus Students,Probability,Socioeconomic Influences,Paying for College,Family Income,Grants,Student Loan Programs,Work Study Programs,Debt (Financial),Parent Financial Contribution,Grade Point Average,Scores,College Entrance Examinations,Scholarships,Gender Differences

According to 2012 data, four-year, public institutions in Maryland enroll a slightly higher share of students than is exhibited nationwide. In Maryland, 40% of all undergraduates and 52% of full-time undergraduates attend these institutions. Moreover, tuition and fees at Maryland public four-year institutions only increased 0.3% (or $31) according to the College Board. This marginal increase in tuition and fees was the result of a four-year tuition freeze that was initially implemented by Governor Martin O'Malley in 2006. Prior to the freeze Maryland tuition and fee rates were 32% above the national average in 2004 (College Board, 2012). Despite the successful moderation of tuition and fees, the state is still very much concerned with the issue of college affordability. This report focuses on the impact of net cost of attendance (NCOA) on student persistence and completion. NCOA is the student's cost of attendance minus all financial aid received. The more financial aid a student receives, the lower their NCOA. If a student receives no financial aid, the NCOA is simply the institution's cost of attendance or &quot;sticker price.&quot; For this study, an institution's cost of attendance includes tuition, room and board (on or off campus), books, supplies, transportation, and fees. Thus, the cost of attendance reflects the attendance and commuter status of the student. The two research questions guiding this study are: (1) How does NCOA at public four-year institutions impact the odds that a student will return for a second year (i.e., persistence)? and (2) How does NCOA at public four-year institutions impact the odds that a student will complete a degree in four years (i.e., completion)? Findings indicated: (1) a significant number of students from low- and moderate-income households have considerable unmet financial need after all financial aid and expected family contributions (EFCs) are considered; (2) considerable inequities exist in second-year persistence and four-year degree completion by family income decile; and (3) NCOA had a statistically significant, negative effect on both persistence and four-year degree completion for students in the two lowest income quintiles -- that is, 40% of the students in each cohort sample.
Progress for Every Child in the SDG Era. Executive Summary
Author: United Nations Children's Fund (UNICEF) Data and Analytics
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Children,Sustainable Development,International Programs,Foreign Countries,Childrens Rights,Access to Education,Child Safety,Child Health,Physical Environment,Poverty,Social Indicators,Death,Birth,Immunization Programs,Acquired Immunodeficiency Syndrome (AIDS),Nutrition,Preschool Education,Marriage,Violence,Sanitation,Hygiene,Water Quality,Outcomes of Education,Rural Urban Differences,Gender Differences

This is the executive summary of the first in a planned series of United Nations Children's Fund (UNICEF) reports tracking progress on the child-related indicators in the Sustainable Development Goals (SDGs). The report highlights, through a data lens, the enormous task ahead for countries in meeting the 2030 Agenda for children. Through the development of projections to 2030, the report identifies areas where greater efforts are needed and reveals the alarming inadequacies of data to track progress. It also examines trends among subsets of children, including girls and boys, and children in urban and rural areas, to identify groups of children most at risk of being left behind. [For the full report, see ED589987.]
A Randomized Controlled Trial of a Modularized, Computer-Assisted, Self-Paced Approach to Developmental Math. MDRC Working Paper
Author: Weiss, Michael J.
Date: 2018-10-00
Type: Reports - Research
Subjects: Randomized Controlled Trials,Computer Assisted Instruction,Pacing,Remedial Mathematics,Developmental Studies Programs,Community Colleges,Two Year College Students,Outcomes of Education,Mathematics Achievement,Conventional Instruction,Comparative Analysis,Instructional Effectiveness,Program Implementation,Program Effectiveness

Community colleges are a large sector of postsecondary education. In 2016-2017, the United States had nearly 1,000 public 2-year postsecondary institutions (community colleges), serving almost nine million students, representing 39% of all undergraduates. The majority of entering community college students require developmental (or remedial) math. Success rates in the developmental math course sequence and college more broadly are discouragingly low. Policymakers, practitioners, and researchers alike are eagerly searching for reforms to improve success rates, but there is a dearth of causal evidence on the effectiveness of most proposed reforms. We sought to answer the following question: What effect does a modularized, computer-assisted, self-paced approach to developmental math (compared with a more &quot;traditional&quot; direct-instruction course alternative) have on students' likelihood of completing the developmental math course sequence? Findings from a randomized controlled trial (n = 1,403) are presented. The program was well implemented; however, we did not find evidence that this approach was superior to the &quot;traditional&quot; math class. Although these results are disappointing, they are important because modularization and self-paced computer-assisted instruction are popular reforms.
Program Evaluation Report. Submitted to: Joint Standing Committee on Education and Cultural Affairs, 128th Maine Legislature
Author: Maine Community College System (MCCS)
Date: 2017-11-01
Type: Reports - Descriptive
Subjects: Community Colleges,Associate Degrees,Certification,Postsecondary Education,Vocational Education,Labor Force Development,Educational Objectives,Institutional Characteristics,Educational Finance,Financial Support,Resource Allocation,Expenditures,Agency Cooperation,Educational Methods,Federal Legislation,State Legislation,School Policy,Information Management,Access to Education,State Government,Federal Government,Government Role,Delivery Systems

The Maine Community College System (MCCS or &quot;System&quot;) is comprised of seven colleges, nine campuses, and six off-campus centers that are located within 25 miles of over 90% of Maine's population. The colleges offer one-year certificate and two-year associate degree programs that are designed to lead to direct employment or transfer to a four-year degree. The colleges serve some 30,000 Maine people each year through their academic programs, customized training for Maine businesses and industries, and continuing education divisions. This report, submitted by the Maine Community College System, is in response to the Government Evaluation Act Requirements (MRSA Title 3, Chapter 35). Contents include: (1) Program Descriptions (Educational Programs that Award Degrees and Certificates, Access Initiatives, and Employer and Workforce Development Initiatives); (2) Governance and Organizational Structure; (3) Financial Summary; (4) State and Federal Agency Coordination; (5) Constituencies; (6) Alternative Delivery Systems; (7) Emerging Issues; (8) Other Information Requested by the Committee; (9) Comparison of Federal and State Laws; (10) Policies for Use of Personal Information; (11) Paperwork Filing Requirements; (12) Legislative Reports Required of MCCS; (13) Organizational Units; and (14) Needed Alignment with Other State and Federal Laws.