ethanporcaro/eric-fulltext-meta huggingface dataset:
Tuition and Fees: Iowa Community Colleges, Fiscal Year 2019
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Community Colleges,Trend Analysis,Comparative Analysis,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses

The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue, and comparisons among states and institutions. For fiscal year (FY) 2019, average in-state tuition for students attending Iowa's community colleges is $168.42 per credit hour, a 3.9 percent increase from last year, and average mandatory fees are $14.15 per credit hour, up 1.6 percent from last year. Tuition and fees accounted for approximately 52.3 percent of community colleges' unrestricted operating revenue during FY 2017, the latest year for which data are available. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2017 (the latest year available) ranked in the 86th percentile. Regionally, the average IPEDS total in-state enrollment costs per credit hour during FY 2017 were higher in South Dakota and Minnesota than in Iowa. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY 2019, the highest community college in-state tuition for 24 credit hours ($4,344.00) is 43.4 percent less than the lowest public university in-state tuition for the same number of credit hours ($7,680.00). [For the 2018 report, see ED588898.]
Effects of Participation in the North Carolina Pre-Kindergarten Program at the End of Kindergarten: 2015-2016 Statewide Evaluation. Executive Summary
Author: Peisner-Feinberg, Ellen S.
Date: 2017-02-00
Type: Reports - Descriptive
Subjects: Preschool Education,Program Effectiveness,Outcomes of Education,Kindergarten,Mathematics Skills,Executive Function,Reading Skills,Language Skills,Preschool Children,Student Behavior,Preschool Teachers,Spanish Speaking,Family Characteristics,Language Usage,English (Second Language)

The purpose of the 2015-2016 NC Pre-Kindergarten (NC Pre-K) Evaluation study was to examine the long-term effects of participation in NC Pre-K at the end of kindergarten. Two groups of children were compared--those who attended NC Pre-K (treatment) and those who had not attended NC Pre-K (comparison). Propensity score matching (PSM) was used to select a matched sample of children with similar characteristics across the two groups. A summary of the results of the study are presented in this report. [For the full report, &quot;Effects of Participation in the North Carolina Pre-Kindergarten Program at the End of Kindergarten: 2015-2016 Statewide Evaluation,&quot; see ED588071.]
Aiming for Equity: A Guide to Statewide Attainment Goals for Racial Equity Advocates
Author: Jones, Tiffany
Date: 2019-01-09
Type: Reports - Descriptive
Subjects: Equal Education,Educational Attainment,Racial Bias,Advocacy,Higher Education,Social Justice,Academic Degrees,Geographic Location,Educational Policy,Racial Differences,State Standards

Driven by the widespread acknowledgement that the United States must increase the number of individuals with college degrees to fill workforce needs and secure the nation's position on the global economic stage, national and state leaders have set ambitious goals to increase &quot;degree attainment&quot; rates, or the share of adults with a college degree or postsecondary credential. At the national level, former President Obama set a &quot;2020 Goal&quot; of reaching a 60 percent postsecondary degree attainment rate among 25- to 34-year-olds by 2020, while the Lumina Foundation aims to achieve a goal of 60 percent of adults age 25 to 64 holding degrees or certificates by 2025. At the state level, policymakers and higher education leaders in 43 states have established statewide goals for postsecondary degree attainment, many of which are complemented by local and regional targets. While setting and working toward reaching college degree attainment goals are steps in the right direction, advocates for equity and racial justice must remain ever vigilant to ensure that these goals are designed with equity in mind and pursued with the same enthusiasm expressed during their adoption, and push policymakers and state leaders to incorporate an explicit and targeted focus on outcomes for students of color. This guide offers a primer on statewide college degree attainment goals and ideas for what to demand from policymakers to ensure students of color are prioritized as part of statewide higher education strategies.
Degree Attainment for Black Adults: National and State Trends
Author: Nichols, Andrew Howard
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Educational Trends,Educational Attainment,Academic Degrees,Adults,Racial Differences,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Geographic Location,African American Students,White Students

Understanding the economic and social benefits of more college-educated residents, over 40 states during the past decade have set goals to increase their state's share of adults with college credentials and degrees. In many of these states, achieving these &quot;degree attainment&quot; goals will be directly related to their state's ability to increase the shares of Black and Latino adults in those states that have college credentials and degrees, particularly as population growth among communities of color continues to outpace the White population and older White workers retire and leave the workforce. From 2000 to 2016, for example, the number of Latino adults increased 72 percent and the number of Black adults increased 25 percent, while the number of White adults remained essentially flat. Nationally, there are significant differences in degree attainment among Black, Latino, and White adults, but degree attainment for these groups and the attainment gaps between them vary across states. In this brief, we explore the national trends and state-by-state differences in degree attainment for Black adults, ages 25 to 64 in 41 states. We examine degree attainment for Latino adults in a companion brief.
Children&apos;s Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia&apos;s Pre-K Longitudinal Study. Executive Summary
Author: Peisner-Feinberg, Ellen S.
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: Program Evaluation,Early Childhood Education,Preschool Education,Kindergarten,School Readiness,Educational Quality,Outcomes of Education,Preschool Children,Academic Achievement,Knowledge Level,Student Behavior,Student Characteristics,Preschool Teachers,Teacher Student Relationship,Classroom Environment,Achievement Gains,Intellectual Disciplines,Interpersonal Competence,Spanish Speaking,English Language Learners,Language Proficiency,Predictor Variables

This executive summary presents results from a study that began in 2013-2014, and involves a longitudinal design to follow a sample of 1,169 children (139 Spanish-speaking DLLs) who attended 199 randomly-selected Georgia's Pre-K classrooms. These findings focus on results from the second year of the study, which included 1,034 of these children (118 Spanish-speaking DLLs) who were attending kindergarten. Researchers conducted individual child assessments near the beginning and end of pre-k and kindergarten to examine growth in children's skills, as well as factors associated with greater growth. The assessment measures covered multiple domains of learning, including language, literacy, math, and general knowledge, and teacher ratings of behavior skills. For the DLL subsample, assessments were conducted in both English and Spanish using parallel measures. Researchers also conducted observations of teacher-child instructional interactions in the pre-k classrooms and in a sample of kindergarten classrooms attended by children in the study. [For the full report &quot;Children's Outcomes and Classroom Quality from Pre-K through Kindergarten: Findings from Year 2 of Georgia's Pre-K Longitudinal Study,&quot; see ED588044.]
Every Student Succeeds Act: Arkansas State Plan
Author: Arkansas Department of Education
Date: 2017-09-15
Type: Reports - Descriptive
Subjects: Federal Legislation,Educational Legislation,Elementary Secondary Education,Accountability,Educational Quality,Equal Education,College Readiness,Career Readiness,Student Development,Competence,Success,Capacity Building,State Standards,Excellence in Education,School Districts,Educational Needs,Needs Assessment,Inquiry,Educational Improvement,At Risk Students,English Language Learners,Minority Group Students,Disabilities,Economically Disadvantaged,Educational Objectives,Public Schools,Academic Achievement,Graduation Rate,College Entrance Examinations,Homeless People,Migrants,Rural Schools

This document reflects work that began prior to the passage of the Every Student Succeeds Act. In 2015 the Arkansas Department of Education began engaging with stakeholders to determine how the Department could better support students, educators, school and district leaders, and communities in their efforts to improve student outcomes. The intention was to maximize the flexibility offered under No Child Left Behind to rethink the approach to accountability, moving from a compliance-focused system to one of support. The goal is to unleash the professionalism and creativity of educators to provide student-focused learning opportunities for all students. The passage of the Every Student Succeeds Act provided an accelerated path for this goal to be realized. Programs included in the Consolidated State Plan are: (1) Title I, Part A: Improving Basic Programs Operated by Local Educational Agencies (LEAs); (2) Title I, Part C: Education of Migratory Children; (3) Title I, Part D: Prevention and Intervention Programs for Children and Youth who are Neglected, Delinquent, or At-Risk; (4) Title II, Part A: Supporting Effective Instruction; (5) Title III, Part A, Subpart 1: English Language Acquisition and Language Enhancement; (6) Title IV, Part A, Student Support and Academic Enrichment Grants; (7) Title IV, Part B: 21st Century Community Learning Centers; (8) Title V, Part B, Subpart 2: Rural and Low-Income School Program; and (9) Education for Homeless Children and Youth program, McKinney-Vento Homeless Assistance Act, Title VII, Subtitle B.
A Promise Fulfilled: A Framework for Equitable Free College Programs
Author: Jones, Tiffany
Date: 2018-00-00
Type: Reports - Research
Subjects: College Programs,Equal Education,Access to Education,Paying for College,Higher Education,Costs,Eligibility,Grants,State Aid,Tuition,Low Income Students,College Students,Educational Equity (Finance),Barriers,Minority Group Students

In this brief, the authors aim to equip policymakers and advocates for higher education opportunity and equity with a framework for analyzing and pushing for &quot;equity-driven&quot; free college policy. The purpose is not to challenge the momentum around free college, but to understand how programs can be designed to advance opportunity and success for the students most challenged by the affordability crisis. To address historical failures to attend to equity, the authors applied the framework to existing and proposed state-level free college programs. The framework addresses what costs the program covers, who is eligible for the program, and whether or not recipients have to pay back any of the grant aid. The framework was applied to 15 existing statewide policies and 16 proposals that are designed to cover at least the cost of tuition; are available to students statewide and not just those from certain school districts, those enrolled at a specific university, or those pursuing certain disciplines/areas of study; are entirely state funded; and were enacted by 2017 or formally introduced in state legislatures in 2016 or 2017. Well-designed free college policies that make college truly free for low-income students and help broaden access to higher education can help guarantee that the legacy of free college is about how states were able to make college affordable once again, and not about how major investments in wealthy students exacerbated inequities. Implementing equity-focused free college policies can help states shift the narrative from one where their disinvestment is blamed for contributing to the affordability crisis in higher education, to one where they are credited for taking the bold steps necessary to make college affordable, including for those who struggle the most to pay.
Motivation and Engagement in Student Assignments: The Role of Choice and Relevancy. Equity in Motion
Author: Dabrowski, Joan
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Student Motivation,Learner Engagement,Assignments,Relevance (Education),Personal Autonomy

For students to thrive and achieve at high levels, they must be interested and emotionally invested in their learning. Why? Because motivation, or the desire that propels one to do something, leads to engagement, where students are being attentive to their tasks, putting forth positive effort, persisting through challenges, and advancing their ideas and understandings with a sense of intention. While classroom environment and teacher-student relationships influence motivation and engagement, these areas cannot be fully captured in a stand-alone assignment. Educators can, however, look at both the content and the design features of an assignment. These two areas serve as close proxies for student engagement because they hold the potential to ignite and propel interest and enthusiasm. In this brief, the authors take a closer look at the criteria for motivation and engagement in rigorous assignments, specifically the role of choice and relevancy. What does it mean for educators to offer their students authentic choices? How can educators bring relevancy to their assignments, and what do they need to be cautious about? And finally, what steps do educators and school, district, and state leaders need to take to ensure that more students benefit from engaging learning opportunities and the successful outcomes that follow?
Affordable Housing Solutions for Educators
Author: Davis, Paula
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Housing,Public School Teachers,Housing Needs,Teacher Salaries,Faculty Mobility,Teacher Persistence,Costs,Teacher Recruitment,School Districts,Case Studies,Educational Facilities,Educational Facilities Planning,Buildings

As housing prices increase in cities across the country, many teachers are finding it harder to afford to live in the districts in which they teach. Teacher salaries aren't keeping up with the rising cost of living. These challenges are contributing to widespread teacher turnover, which is known to have negative effects on students. Teachers are getting second jobs, moving in with many roommates, moving out of the districts where they teach to areas with lower housing costs, or leaving the profession altogether. Some cities have begun to address these issues by providing affordable housing options for teachers. Already, some of these efforts have been shown to increase teacher retention rates. Across the country, cities with high costs of living, as well as rural areas with low housing inventory, have taken steps to address the high cost of housing for educators. Several studies point to the effectiveness that these efforts have had on both teacher recruitment and retention. This document is a brief look at the projects that are emerging to provide affordable teacher housing.
Developing a Phonological Awareness Curriculum: Reflections on an Implementation Science Framework
Author: Goldstein, Howard
Date: 2015-12-00
Type: Journal Articles
Subjects: Phonological Awareness,Curriculum Development,Curriculum Implementation,Emergent Literacy,Preschool Children,Learning Disabilities,Early Childhood Education,Decision Making,Evidence Based Practice,Communication Disorders,Theory Practice Relationship,Intervention

Purpose: This article describes the process of developing and implementing a supplemental early literacy curriculum designed for preschoolers demonstrating delays in literacy development. Method: Intervention research and implementation research have traditionally been viewed as sequential processes. This article illustrates a process of intervention development that was paralleled by a focus on implementation in early childhood settings. The exploration, preparation, implementation, sustainment framework is used to describe factors that need to be considered during a progression through these 4 phases of implementation. A post hoc analysis provides insight into a rather nonlinear progression of intervention development and highlights considerations and activities that have facilitated implementation. Conclusions: The guiding principles of the exploration, preparation, implementation, sustainment implementation science framework highlight the important considerations in developing effective and practical interventions. Considering implementation and sustainment during the intervention development process and using data-based decision making has the potential to expand the availability of user-friendly evidence-based practices in communication sciences and disorders and encourage a bridging of the researcher-clinician gap. [This article was published in &quot;Journal of Speech, Language, and Hearing Research&quot; (EJ1086131).]
Trainers and Their Gender-Oriented Attitudes
Author: Özdemir, Nurgül
Date: 2018-00-00
Type: Journal Articles
Subjects: Gender Bias,Trainers,Gender Differences,Age Differences,Attitudes,Athletics,Athletes,Foreign Countries

In this study, it was aimed to reveal the gender-oriented attitudes of the trainers and the variables affecting these attitudes. The research was conducted in the descriptive scanning model. The data of the study was collected by the personal information form and by The Ambivalent Sexism Inventory developed by Glick and Fiske (1996) and adapted into the Turkish language by Sakalli-Ugurlu (2002). The sample of the study was composed of 133 trainers, 38 of whom were female and 95 of whom were male, registered to various sports federations. In the analysis of the research data, SPSS 21.00 statistical package program was used. Descriptive statistics were used in data analysis; independent groups t-test was used to determine the significance level of the mean scores of The Ambivalent Sexism Inventory and its sub-dimensions according to the variables with two categories, and one-way ANOVA test was used to determine the significance level of the mean scores of The Ambivalent Sexism Inventory and its sub-dimensions according to the variables with three or more categories.
The Effect of Mathematics Teacher Candidates&apos; Locus of Control on Math Anxiety: Structural Equation Modeling
Author: Ciftci, S. Koza
Date: 2019-00-00
Type: Journal Articles
Subjects: Locus of Control,Mathematics Teachers,Mathematics Anxiety,Gender Differences,Academic Achievement,Preservice Teachers,Teacher Education Programs,Foreign Countries,Anxiety,Rating Scales,Scores,Error of Measurement,Correlation,Attribution Theory,Student Attitudes,Undergraduate Students,Structural Equation Models

In this study, the effect of mathematics teacher candidates' locus of control on math anxiety was tested, along with the effects of gender, achievement and class level moderators. The study was carried out according to a causal design in which locus of control was taken as an independent variable, while math anxiety was taken as the dependent variable, and gender, achievement and class levels were considered as moderator variables. The participants were 402 students from three different state universities in Turkey who were selected using a combination of convenience and purposive sampling. Data were collected from the participants using the Locus of Control Scale (LCS) and the Math Anxiety Rating Scale-Short Version (MARS-SV). A path analysis was then used to provide a combination of measurement error in both latent and observed variables. The results of the path analysis revealed that the participants' locus of control positively affected math anxiety. Furthermore, the moderator analysis showed that this effect was higher in males and in groups with lower achievement scores. Finally, a significant positive correlation was found between the external locus of control and the total and sub-scale scores of math anxiety.
Investigation of Safety and Supportive School Climate in Schools According to Various Variables
Author: Eren, Zeynep
Date: 2019-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Teaching Methods,School Safety,Student Attitudes,Educational Environment,Measures (Individuals),Correlation,Social Support Groups,Social Media,Prosocial Behavior,Organizational Climate,Peer Relationship,Security (Psychology),Leadership,Collegiality,Teacher Student Relationship,College Students,College Faculty,Gender Differences,Foreign Countries,Age Differences,Student Employment,Student School Relationship

In this study, it is aimed to examine the perceptions of pedagogical formation teacher candidates about the safe and supportive school climate according to various variables. The population of the research, which was designed in the descriptive survey model, was composed of the pedagogical formation teacher candidates of the Faculty of Education of Sinop University in 2018 academic year. One hundred fifty-six teacher candidates participated as volunteers. Since six of the completed scales were not correctly filled, the study was carried out with 150 participants. The data of the study was collected by the personal information form of the researcher and the Maryland Safe and Supporting School Climate Scale. Data were analysed by using SPSS package program and descriptive and statistical techniques. The mean and standard deviation examined formation pedagogical formation teacher candidates' demographic characteristics, frequency and percentage, the school's safety and supportive climate. According to the findings of the study, the perceived safety of pedagogical formation teacher candidates high level significant positive and moderate correlations between the other dimensions and sub-dimensions.
Teaching Public Notices and Signs in ESL Classes
Author: Yagcioglu, Ozlem
Date: 2018-00-00
Type: Journal Articles
Subjects: English (Second Language),Second Language Learning,Second Language Instruction,Signs,Books,Web Sites,Class Activities,Definitions,College Students,Teaching Methods,Foreign Countries,Feedback (Response),Cultural Awareness,Language Usage,Verbs

Public notices are always very important in all parts of the world. But there are many different kinds of notices in different countries of the world. They differ according the cultures and the societies in that city, in the town, or in the village. This study deals with the public notices, the definitions, and the explanations of these notices. The definitions of the public notices will be given. Sample classroom activities about the public notices will be shared. The role of the public notices and signs in our lives will be highlighted. Books and websites about the public signs will also be shared.