ethanporcaro/eric-fulltext-meta huggingface dataset:
Early Care and Education: Aligning the Early Years and the Early Grades. The Progress of Education Reform. Volume 9, Number 1
Author: Howard, Mimi
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Educational Policy,Educational Change,Alignment (Education),Articulation (Education),School Readiness,Educational Practices,Early Childhood Education,Educational Development

This issue of The Progress of Education Reform addresses the policies and practices associated with sustaining school readiness and boosting achievement for young children throughout the early elementary years. All three studies support the notion that an aligned and coordinated set of policies and practices linking early learning with the early elementary grades will maximize a return on investments and help ensure later academic success. Policymakers and educators continue to grapple with issues of persistent achievement gaps in student performance at grade 3 and beyond. As they do, they are looking for ways to create a more "seamless" system of education that "assures young people's education is connected from one stage to the next--reducing the chances that students will be lost along the way or require remedial programs to acquire skills or knowledge they could have learned right from the start." State policymakers are beginning now to look for ways to fill the gap in education policy and practice that links school readiness efforts and school improvement efforts. Policymakers face three key questions: (1) Where does an expanded education continuum begin--at birth, at age 3 or at some other critical point in a child's development?; (2) How do we effectively create linkages between and across early education and early elementary school programs?; and (3) What characteristics of an elementary school have the capacity to sustain and increase children's learning in the early grades? Each of the works reviewed in this paper addresses one or more of these questions.  While there is no "right" answer, each paper provides readers with options and opportunities that may help focus their own unique education policy and practice priorities. (Contains 3 endnotes.)
Learning from Recent Advances in Measuring Teacher Effectiveness. Meeting Summary (Washington, DC, August 9, 2012)
Author: Institute of Education Sciences (ED)
Date: 2012-08-09
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Expertise,Conferences (Gatherings),Teacher Evaluation,Intellectual Disciplines,Educational Attitudes,Models,Evaluation Criteria,Academic Achievement,Achievement Gains,Incentives,Accountability,Student Improvement,Evaluation Methods,Measurement Techniques,Student Evaluation

On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to:  (1) Identify and discuss recent advances in the use of value-added models (VAMs) and student growth models (SGMs) as one measure of teacher effectiveness, including their implications, applications, and limitations for practicing educators; and (2) Identify considerations for future research. Participants from the research community were carefully chosen to represent a broad range of academic disciplines, expertise and perspectives. Each participant from the research community was asked to share in advance of the meeting a two-page written summary of their views on the implications of recent advances in value-added and SGM measures. This document presents a summary of the meeting. (Contains 3 endnotes.) [For the two-page briefs from this conference, see ED539040.]
Learning from Recent Advances in Measuring Teacher Effectiveness (Washington, DC, August 9, 2012)
Author: Betebenner, Damian
Date: 2012-08-09
Type: Reports - Evaluative
Subjects: Teacher Effectiveness,Expertise,Teacher Evaluation,Intellectual Disciplines,Educational Attitudes,Models,Evaluation Criteria,Academic Achievement,Achievement Gains,Test Results,Incentives,Accountability,Student Improvement,Conferences (Gatherings),Evaluation Methods,Measurement Techniques,Student Evaluation

On August 9, 2012, the Institute of Education Sciences (IES) convened a meeting of researchers and U.S. Department of Education (ED) and IES staff to discuss recent advances in measuring teacher effectiveness. The objectives of the meeting were to:  (1) Identify and discuss recent advances in the use of value-added models (VAMs) and student growth models (SGMs) as one measure of teacher effectiveness, including their implications, applications, and limitations for practicing educators; and (2) Identify considerations for future research. Participants from the research community were carefully chosen to represent a broad range of academic disciplines, expertise and perspectives. Each participant from the research community was asked to share in advance of the meeting a two-page written summary of their views on the implications of recent advances in value-added and SGM measures. These briefs are presented here. (Individual briefs contain references.) [For the meeting summary, see ED539039.]
Student Exchange Programs: Statistical Report. Academic Year, 2010-11
Author: Western Interstate Commission for Higher Education
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Regional Cooperation,Student Exchange Programs,Tuition,Student Costs,Access to Education,Enrollment,Undergraduate Students,Graduate Students,Dentistry,Medicine,Occupational Therapy,Optometry,Pharmacy,Physical Therapy,Podiatry,Veterinary Medicine,Allied Health Occupations Education,Outcomes of Education,Online Courses

Regional cooperation is crucial in times of economic downturn. In 2011, 14 out of 15 of the Western Interstate Commission for Higher Education (WICHE) states are facing dramatic cuts in their budgets and the trend is expected to continue. Despite hard times, students and their families in the West continue to benefit from hundreds of millions of dollars in tuition savings across a range of institutions and programs. This report presents testimonials from current WICHE student exchange students and graduates. The testimonials describe how WICHE's programs have provided affordable access to higher education, allowing them to pursue their dreams and contribute to their home state's workforce. This report covers Fall 2010 enrollments for Western Undergraduate Exchange (WUE), Western Regional Graduate Program (WRGP) and Professional Student Exchange Program (PSEP) and details the funds that flow between students' home states and enrolling institutions in the Professional Student Exchange Program that receive them. (Contains 10 tables.) [For &quot;Student Exchange Programs: Statistical Report. Academic Year, 2009-10,&quot; see ED508989.]
Student Exchange Program: Statistical Report: Academic Year, 2011-12
Author: Western Interstate Commission for Higher Education
Date: 2012-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Regional Cooperation,Student Exchange Programs,Tuition,Student Costs,Access to Education,Enrollment,Undergraduate Students,Graduate Students,Sex,Race,Student Characteristics,Dentistry,Medicine,Occupational Therapy,Optometry,Pharmacy,Physical Therapy,Podiatry,Veterinary Medicine,Allied Health Occupations Education,Outcomes of Education,Online Courses

There has been renewed interest in regional cooperation since the economic downturn began in late 2007. In 2012, 14 of 15 Western Interstate Commission for Higher Education (WICHE) states are facing dramatic cuts in their budgets, and economists are cautious about predicting exactly when the economy might begin to improve. Fortunately, the regional higher education access programs that policymakers had the foresight to approve years ago continue to benefit Western residents. Students and their families continue to save hundreds of millions of dollars each year in tuition across a range of institutions and programs. Current WICHE student exchange students, graduates, and institutional administrators attest to the value of WICHE's Student Exchange Program. The program provides affordable access to higher education, allowing Westerners to pursue their dreams and contribute to their home state's workforce. Through WICHE's Student Exchange Program--which includes the Western Undergraduate Exchange (WUE), the Western Regional Graduate Program (WRGP), and the Professional Student Exchange Program (PSEP)--more than 30,600 residents of 15 Western states are currently enrolled at reduced levels of tuition in a variety of undergraduate, graduate, and professional programs. This report covers Fall 2011 enrollments for WUE, WRGP and PSEP and details the funds that flow between students' home states and enrolling institutions in the Professional Student Exchange Program that receive them. (Contains 2 figures and 11 tables.) [For &quot;Student Exchange Programs: Statistical Report. Academic Year, 2010-11,&quot; see ED539042.]
Tuition and Fees in the West 2007-08. Policy Insights
Author: Prescott, Brian T.
Date: 2007-11-00
Type: Reports - Research
Subjects: Tuition,Fees,Student Costs,Undergraduate Students,Public Colleges,Two Year Colleges,Higher Education,Educational Policy,Educational Finance

This issue of &quot;Policy Insights&quot; reviews the results from WICHE's (Western Interstate Commission for Higher Education's) annual survey of tuition and fees at public colleges and universities in the region. Complete data are available in &quot;Tuition and Fees in Public Higher Education in the West, 2007-08: Detailed Tuition and Fees Tables,&quot; published by WICHE in November 2007 and available at www.wiche.edu/policy. The survey on which the report and this policy brief are based is administered to state higher education executive offices or system offices in most states. Respondents are invited to correct previous years' data, and the averages calculated are not weighted by enrollments. The survey instrument included two questions concerning differential tuition pricing policies and practices. There is growing evidence (mostly anecdotal) that institutions are resorting to differential tuition in an effort to both maximize and stabilize their tuition revenue stream. In particular, they see such policies as a reasonable strategy to counter the unpredictability and inconsistency of state appropriations levels. (Contains 4 figures, 1 table and 11 endnotes.)
Tuition and Fees in the West 2010-11. Policy Insights
Author: Van Horn, Brandi
Date: 2011-01-00
Type: Reports - Research
Subjects: Tuition,Fees,Student Costs,Undergraduate Students,Public Colleges,Two Year Colleges,Higher Education,Educational Policy,State Aid,Budgeting,Retrenchment,Educational Finance,Graduation Rate,Funding Formulas

This issue of &quot;Policy Insights&quot; reviews the results from an annual survey, conducted by the Western Interstate Commission for Higher Education (WICHE), of tuition and fees at public colleges and universities in the WICHE region (which includes Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming). Complete data are available in &quot;Tuition and Fees in Public Higher Education in the West, 2010-11: Detailed Tuition and Fees Tables&quot; (www.wiche.edu/pub/14531), published by WICHE in November 2010. The survey on which the report and this policy brief are based was administered to state higher education executive offices or system offices in the Western states. (Contains 5 figures and 12 endnotes.)
Tuition and Fees in the West 2011-12. Policy Insights
Author: Prescott, Brian T.
Date: 2012-03-00
Type: Reports - Research
Subjects: Tuition,Fees,Student Costs,Undergraduate Students,Public Colleges,Two Year Colleges,Higher Education,Educational Policy,Educational Finance,State Aid,Student Financial Aid

This issue of &quot;Policy Insights&quot; reviews the results from an annual survey, conducted by the Western Interstate Commission for Higher Education (WICHE), of tuition and fees at public colleges and universities in the WICHE region (which includes Alaska, Arizona, California, Colorado, Hawaii, Idaho, Montana, Nevada, New Mexico, North Dakota, Oregon, South Dakota, Utah, Washington, and Wyoming). Complete data are available in &quot;Tuition and Fees in Public Higher Education in the West, 2011-12: Detailed Tuition and Fees Tables&quot; (www.wiche.edu/pub/15454), published by WICHE in November 2011. The survey on which the report and this policy brief are based was administered to state higher education executive offices or system offices in the Western states. (Contains 5 figures and 12 endnotes.) [For &quot;Tuition and Fees in the West 2010-11. Policy Insights,&quot; see ED539045.]
Tuition and Fees in Public Higher Education in the West, 2010-2011. Detailed Tuition and Fees Tables
Author: Western Interstate Commission for Higher Education
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Public Colleges,Two Year Colleges,Higher Education,Undergraduate Students,Graduate Students,Student Costs,In State Students,Out of State Students,Surveys,Annual Reports,Educational Finance

This annual report updates the tuition and fee prices published by all of the public higher education institutions in the WICHE (Western Interstate Commission for Higher Education) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, with a couple of exceptions. There is no centralized coordinating or governing body for the two-year colleges in Arizona or for the technical institutes in South Dakota. Therefore, personnel at the individual institutions in those two states responded to this survey. In response to feedback from WICHE constituents, this year's edition incorporates three significant changes: 1) the addition of enrollment-weighted tuition and fee averages by state; 2) the ability to download all data tables in excel format, most notably the tables that show each institutions' tuition and fees charges; and 3) a reduction in the total number of data tables to eliminate redundancy and streamline the report. Unlike unweighted tuition and fee averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price an average student faces based on enrollment patterns. Appended are: (1) The Carnegie Classification of Institutions of Higher Education, 2005; (2) Number of Public Four-Year Institutions by Carnegie Classification in the WICHE Region, 2010-11; (3) Number of Public Two-Year Institutions by State in the WICHE Region, 2010-11; (4) Procedure for Converting Current Dollars To Constant Dollars; (5) Methodology; (6) Survey Instructions; (7) Mandatory Fees at Public Two-Year Institutions in the WICHE Region; (8) Mandatory Fees at Public Four-Year Institutions in the WICHE Region; (9) Undergraduate FTE Four-Year Institutions in the WICHE Region; (10) Graduate FTE Four-Year Institutions in the WICHE Region; and (11) Undergraduate FTE Two-Year Institutions in the WICHE Region. (Contains 20 tables and 73 endnotes.) [This paper was prepared by the Office of Policy Analysis and Research. For &quot;Tuition and Fees in Public Higher Education in the West, 2009-2010. Detailed Tuition and Fees Tables,&quot; see ED508995.]
Tuition and Fees in Public Higher Education in the West, 2011-2012. Detailed Tuition and Fees Tables
Author: Western Interstate Commission for Higher Education
Date: 2011-11-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Public Colleges,Two Year Colleges,Higher Education,Undergraduate Students,Graduate Students,Student Costs,In State Students,Out of State Students,Surveys,Annual Reports,Educational Finance

This annual report updates the tuition and fee prices published by all of the public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, with a couple of exceptions. There is no centralized coordinating or governing body for the two-year colleges in Arizona or for the technical institutes in South Dakota. Therefore, personnel at the individual institutions in those two states responded to this survey. Beginning with the 2010-2011 and continuing this year, this report presents published tuition and fees amounts as averages both unweighted and weighted by full-time equivalent (FTE) enrollments. Unlike unweighted averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price a typical student faces based on enrollment patterns. Appended are: (1) The Carnegie Classification of Institutions of Higher Education, 2010; (2) Number of Public Four-Year Institutions by Carnegie Classification in the WICHE Region, 2011-12; (3) Number of Public Two-Year Institutions by State in the WICHE Region, 2011-12; (4) Procedure for Converting Current Dollars to Constant Dollars; (5) Methodology; (6) Survey Instructions; (7) Mandatory Fees at Public Two-Year Institutions in the WICHE Region; (8) Mandatory Fees at Public Four-Year Institutions in the WICHE Region; (9) Undergraduate FTE Four-Year Institutions in the WICHE Region; (10) Graduate FTE Four-Year Institutions in the WICHE Region; and (11) Undergraduate FTE Two-Year Institutions in the WICHE Region. (Contains 21 tables and 68 endnotes.) [This paper was prepared by the Office of Policy Analysis and Research. For &quot;Tuition &amp; Fees in Public Higher Education in the West, 2010-2011. Detailed Tuition and Fees Tables,&quot; see ED539047.]
Tuition and Fees in Public Higher Education in the West, 2012-2013. Detailed Tuition and Fees Tables
Author: Western Interstate Commission for Higher Education
Date: 2012-11-00
Type: Numerical/Quantitative Data
Subjects: Tuition,Fees,Public Colleges,Two Year Colleges,Higher Education,Undergraduate Students,Graduate Students,Student Costs,In State Students,Out of State Students,Surveys,Annual Reports,Educational Finance

This annual report updates the tuition and fee prices published by all of the public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, with a couple of exceptions. There is no centralized coordinating or governing body for the two-year colleges in Arizona or for the technical institutes in South Dakota. Therefore, personnel at the individual institutions in those two states responded to this survey. The State Notes section replaces numbered Endnotes beginning 2012-2013, to summarize additional interpretative information about selected states and institutions. Beginning with 2010-2011 and continuing this year, this report presents published tuition and fees amounts as averages both unweighted and weighted by full-time equivalent (FTE) enrollments. Unlike unweighted averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price a typical student faces based on enrollment patterns. Appended are: (1) The Carnegie Classification of Institutions of Higher Education, 2010; (2) Number of Public Four-Year Institutions by Carnegie Classification in the WICHE Region, 2012-13; (3) Number of Public Two-Year Institutions by State in the WICHE Region, 2012-13; (4) Procedure for Converting Current Dollars to Constant Dollars; (5) Methodology; (6) Survey Instructions; (7) Mandatory Fees at Public Two-Year Institutions in the WICHE Region; (8) Mandatory Fees at Public Four-Year Institutions in the WICHE Region; (9) Undergraduate FTE Four-Year Institutions in the WICHE Region; (10) Graduate FTE Four-Year Institutions in the WICHE Region; and (11) Undergraduate FTE Two-Year Institutions in the WICHE Region. (Contains 12 tables.) [This publication was prepared by the Office of Policy Analysis and Research. For &quot;Tuition and Fees in Public Higher Education in the West, 2011-2012. Detailed Tuition and Fees Tables,&quot; see ED539048.]
New Approaches to the New Normal: Recapping 2012 Higher Education Legislative Activity in the West. Policy Insights
Author: Krueger, Carl
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Health Care Costs,Taxes,Educational Change,Elementary Secondary Education,Tuition,Financial Support,Student Financial Aid,Nontraditional Education,Developmental Studies Programs,Labor Force Development,Academic Standards,State Standards,State Legislation

While tax revenues in many Western states have improved since FY 2011, the 2012 legislative sessions still experienced what has become the familiar round of funding cuts to higher education, coupled with tuition increases for students. The good news is that the cuts and increases weren't as severe as in previous years, despite continued aversion to spending by most state legislatures. The bad news is that the loss of stimulus funds and the rising cost of health care, K-12 education, and other public services mean that states still face a tremendous amount of economic pressure. This &quot;Policy Insights&quot; brief summarizes key themes from the 2012 legislative sessions and highlights some emerging issues to watch in the West. (Contains 1 table and 17 endnotes.)
Undocumented Students in the West. Policy Insights
Author: Krueger, Carl
Date: 2012-01-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Higher Education,Undocumented Immigrants,Public Policy,Access to Education,Ideology,Politics of Education,Political Attitudes,Political Campaigns,Debate,State Government,Barriers,School Demography,State Legislation,Conflict,Elementary Secondary Education

Viewers tuning into the Republican presidential debate on September 22, 2011, witnessed Texas Governor Rick Perry repeatedly defend his state's policy of offering in-state tuition to some undocumented students against a wave of criticism from the other candidates. The sight of a staunchly conservative governor, a champion of small government, defending a controversial public benefit might have left many people confused, but Perry's stance is really more indicative of the complicated nuances surrounding this politically charged topic. As the debate showed, the issue of whether undocumented students have a right to broad access to higher education cuts across party lines and political ideologies, sometimes in unpredictable, rhetorically charged ways. Whatever position one takes, the issue of undocumented students will continue to impact the future direction and delivery of higher education, especially in the West, where a large percentage of this population resides. This &quot;Policy Insights&quot; examines the changing student demographics in the West and how the undocumented population may impact higher education in the years to come. (Contains 3 figures and 54 endnotes.)