ethanporcaro/eric-fulltext-meta huggingface dataset:
Reauthorizing the Higher Education Act: Ensuring College Affordability. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Reauthorizing the Higher Education Act, Focusing on Ensuring College Affordability (June 3, 2015). Senate Hearing 114-627
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Educational Legislation,Federal Legislation,Higher Education,Student Costs,Student Financial Aid,Student Loan Programs,Access to Education,Outcomes of Education,Tuition,Loan Repayment,Federal Aid,State Aid,Educational Finance,Budgeting,Retrenchment,Low Income Students,Debt (Financial)

This hearing of the Committee on Health, Education, Labor, and Pensions examines reauthorizing the Higher Education Act, focusing on ensuring college affordability. Following an opening statement by Honorable Lamar Alexander (Chairman, Committee on Health, Education, Labor, and Pensions), the following senators provide statements: (1) Honorable Patty Murray, a U.S. Senator from the State of Washington; (2) Honorable Susan M. Collins, a U.S. Senator from the State of Maine; (3) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (4) Honorable Bill Cassidy, a U.S. Senator from the State of Louisiana; (5) Honorable Michael F. Bennet, a U.S. Senator from the State of Colorado; (6) Honorable Lisa Murkowski, a U.S. Senator from the State of Alaska; (7) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (8) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (9) Honorable Sheldon Whitehouse, a U.S. Senator from the State of Rhode Island; (10) Honorable Tim Scott, a U.S. Senator from the State of South Carolina; (11) Honorable Robert P. Casey Jr., a U.S. Senator from the State of Pennsylvania; (12) Honorable Tammy Baldwin, a U.S. Senator from the State of Wisconsin; and (13) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut. Prepared witness statements are offered by: (1) Scott-Clayton, Judith, Ph.D., B.A., Assistant Professor of Economics and Education, Teachers College, Columbia University, New York, New York; (2) Akers, Elizabeth, Ph.D., Fellow, Brown Center on Education Policy, The Brookings Institution, Washington, DC; (3) Alexander, F. King, Ph.D., B.A., M.S., President and Chancellor, Louisiana State University, Baton Rouge, Louisiana; (4) Mitchell, Michael, Policy Analyst, Center on Budget and Policy Priorities, Washington, DC; and (5) Kennedy, James, Associate Vice President for University Student Services and Systems, Indiana University, Bloomington, Indiana.
Utah State Board of Education Fingertip Facts, 2016-17
Author: Utah State Board of Education
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Language Tests,Mathematics Tests,Public Education,Educational Finance,Public Schools,Public School Teachers,Teacher Salaries,Teacher Student Ratio,Expenditure per Student,Enrollment,School Demography,American Indian Students,Asian American Students,African American Students,Hispanic American Students,Multiracial Persons,Pacific Islanders,White Students,Preschool Education,Elementary Secondary Education,School Statistics,Economically Disadvantaged,Disabilities,English Language Learners,Federal Aid,State Aid

Fingertip Facts is a compendium of some of the most frequently requested data sets from the Utah State Office of Education. This year's Fingertip Facts includes the following data sets: (1) SAGE Testing, 2015-16; (2) 2016 Public Education General Fund; (3) 2015-16 Public School Enrollment Demographics; (4) Public Schools by Grade Level, 2015-16; (5) Number of Licensed Educators; (6) Estimated Average Teacher Salary; (7) Pupil-Teacher Ration; (8) Value of the Weighted Pupil Unit (WPU) for the 2015-16 School Year; (9) Per Pupil Spending in Perspective, 2012-2013; and (10) Public School Enrollment. A Utah State Office of Education contact list is included. [For &quot;Utah State Office of Education Fingertip Facts, 2015-16,&quot; see ED572990.]
The Role of States in Higher Education. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Thirteenth Congress, Second Session on Examining the Role of States in Higher Education (July 24, 2014). Senate Hearing 113-861
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Government Role,State Government,Government School Relationship,Federal State Relationship,Educational Legislation,Federal Legislation,Public Colleges,Student Costs,Educational Finance,Access to Education

This hearing of the Committee on Health, Education, Labor, and Pensions examines the role of states in higher education. Following opening statements by Honorable Tom Harkin (Chairman, Committee on Health, Education, Labor, and Pensions) and Honorable Lamar Alexander (U.S. Senator from the State of Tennessee), the following senators provide statements: (1) Honorable Al Franken, a U.S. Senator from the State of Minnesota; (2) Honorable Johnny Isakson, a U.S. Senator from the State of Georgia; (3) Honorable Elizabeth Warren, a U.S. Senator from the State of Massachusetts; (4) Honorable Christopher Murphy, a U.S. Senator from the State of Connecticut; and (5) Honorable Patty Murray, a U.S. Senator from the State of Washington. Prepared witness statements are offered by: (1) Eric Kaler, Ph.D., President, University of Minnesota, Minneapolis, Minnesota; (2) Teresa Lubbers, Commissioner, Indiana Commission for Higher Education, Indianapolis, Indiana; (3) Honorable Lisa Madigan, Attorney General, State of Illinois, Chicago, Illinois; and (4) Laura Perna, Ph.D., Professor and Chair of the Higher Education Division, University of Pennsylvania, Philadelphia, Pennsylvania. Additional materials include: (1) Georgia State University, Complete College Georgia, 2013 Status Report; and (2) Letters: Coalition of Higher Education Assistance Organizations (COHEAO), Washington, DC and Campus Partners, Winston-Salem, North Carolina.
A Well-Rounded Education: Rethinking What Is Expected of High Schools
Author: Jimenez, Laura
Date: 2018-08-16
Type: Reports - Evaluative
Subjects: High School Students,Academic Standards,College Preparation,National Competency Tests,Mathematics Achievement,Reading Achievement,Educational Trends,Low Achievement,Common Core State Standards,Difficulty Level,Achievement Gains,Achievement Tests,Scores,Educational Improvement,Educational Quality,Teacher Education,International Assessment,Foreign Countries,Secondary School Students

Since the 1990s, the United States has fallen behind on college completion, slipping from first in the world in 1995 to 10th in 2016. A major factor in the country's low rates of college completion is a lack of true college preparation in the K-12 education system. On the National Assessment of Educational Progress, the math achievement of 12th graders has remained stagnant since 2005, and reading achievement is actually 5 scale score points lower than it was in 1992, more than 25 years ago. States across the country have taken important steps to reverse this trend, and some are successfully raising standards for students in reading and math by adopting the Common Core State Standards, an effort initiated by governors in 2010. These standards describe what students should know and be able to do in math and reading; furthermore, students who are proficient in these standards can enter into college-level work once enrolled. While it will take more time before one is able to analyze these new, more rigorous standards' long-term impact on student achievement, thus far, results on annual state tests show that third-grade students improved the most in test scores--which makes sense since these students have been exposed to the more rigorous standards since kindergarten. However, even dramatically improving reading and math scores is not enough to ensure that students are successful in college and careers. Improving the quality of education in American high schools is not simply about requiring additional subjects for high school graduation; states must ensure that all students have access to rigorous coursework and the supports they need to be successful. States will also need to prepare the teaching workforce to meet these demands.
Credential Production by Field and Labor Market Alignment at Minority-Serving Institutions: A Descriptive Analysis. A CAPSEE Working Paper
Author: Edgecombe, Nikki
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Black Colleges,Minority Group Students,Credentials,Certification,Associate Degrees,Bachelors Degrees,College Graduates,Employment Patterns,Education Work Relationship,Labor Market,Institutional Characteristics,Majors (Students),Employment Potential

Scholarship on minority-serving institutions (MSIs) has established the critical role they play in spite of significant financial constraints. At the same time, descriptive statistical analyses have also found that MSIs, as a group, have lower completion rates than the national average. More research is thus needed on the factors underlying the institutional performance of MSIs. This paper presents broad analyses intended to provide a snapshot of one facet of MSI institutional performance--credential production. We conduct a descriptive analysis of credential production by field of study across the two- and four-year postsecondary education sectors and compare results for MSIs and non-MSIs. We find that for each credential type we examine--certificates, associate degrees, and bachelor's degrees--MSIs and non-MSIs have very similar credential production patterns by field. We also find that much of the credential production is concentrated in a relatively narrow set of fields. We complement the credential production analysis with an exploratory analysis of the extent to which the fields in which these credentials were earned align with employment in Alabama and California. We find state-level differences in the alignment between high-employment industries and the production of credentials in certain fields. We conclude this paper with a discussion of the research and policy implications of these findings.
Office of Innovation, Alignment, and Accountability: Addressing Foster Parent Complaints and Concerns. Report to the Washington State Legislature
Author: Washington State Department of Children, Youth, and Families (DCYF)
Date: 2018-12-00
Type: Reports - Evaluative
Subjects: Foster Care,Child Welfare,State Agencies,Public Relations,Consultation Programs,Parent Surveys,Parent Rights,Parent Responsibility,Best Practices,Improvement Programs,State Programs

This report is prepared in compliance with HB 1661 Sec 104(2)(k), which requires the Department of Children, Youth, and Families (DCYF, or the Department) Office of Innovation, Alignment, and Accountability (OIAA) to submit to the Governor and the appropriate policy and appropriation committees of the Legislature: (1) A review of the current process for addressing foster parent complaints and concerns through the Department and through the office of the family and children's ombuds established in chapter 43.06A RCW that includes an examination of any deficiencies of the current system; and (2) Recommendations for expanding, modifying, and enhancing the current system for addressing individual foster parent complaints to improve child welfare, the experience of foster parents, and the overall functioning of the child welfare system. This report provides a broad review of the processes in place for the Department to learn of, and respond to, foster parent concerns; and a brief review of data on foster parent complaints and concerns. In addition, it summarizes steps the Department is taking to enhance system responsiveness to foster parent concerns.
Utah System of Higher Education Data Book, 2017
Author: Utah System of Higher Education (USHE)
Date: 2017-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Career Education,Technical Education,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities

The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2017 Data Book covers 12 different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2016 Data Book, see ED577298.]
Utah System of Higher Education Data Book, 2018
Author: Utah System of Higher Education (USHE)
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Career Education,Technical Education,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities

The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2018 Data Book covers 12 different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2017 Data Book, see ED592821.]
West Virginia Report Card, 2013
Author: West Virginia Higher Education Policy Commission
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Community Colleges,Economic Development,Access to Education,Student Costs,Accountability,Educational Innovation,Academic Achievement,Labor Force Development,Enrollment,High School Graduates,Student Financial Aid,Educational Certificates,Academic Degrees,Graduation

The West Virginia Higher Education Report Card 2013 is the sixth in a revised series of accountability reports. Both the Higher Education Policy Commission and the Community and Technical College System are required by state code to report on system-wide progress toward achieving state postsecondary education objectives. This report continues to build from the foundation set by the 2008 Report Card, reporting the most recently available information, as well as regional and national comparisons when they are available. The report is divided into three major sections. The first is an overarching state section that addresses outcomes that apply to all of postsecondary education, not just the individual sectors of the Higher Education Policy Commission or the Community and Technical College System. This section demonstrates the state's progress in student academic preparation for and enrollment in college, all postsecondary degrees awarded, and the financial aid available to assist students in paying for college. The second section of the Report Card is specific to the Higher Education Policy Commission and its constituent baccalaureate-granting (and above) institutions. The indicators in this section are based on the goals set forth in &quot;Charting the Future 2007-2012, a Master Plan for Higher Education.&quot; The indicators in this report card are divided into focal areas consistent with the master plan: economic growth, access, cost and affordability, learning and accountability and innovation. Report Card 2013 will be the last document in the series to address goals from &quot;Charting the Future,&quot; as the Commission implements its new five-year master plan &quot;Leading the Way: Access. Success. Impact.&quot; The third section of the Report Card reflects the progress of the Community and Technical College System of West Virginia toward meeting the goals set forth in the system's master plan entitled &quot;Meeting the Challenge: 2010-2015.&quot; The CTCS section of the Report Card highlights specific imperatives set forth by the master plan. Areas of emphasis include a focus on student success, degree completion, and workforce development efforts.
Educational Milestones of Dyslexia. Field Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fourteenth Congress, First Session on Examining Educational Milestones, Focusing on Dyslexia (October 13, 2015, Baton Rouge, LA). Senate Hearing 114-710
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Disability Identification,Dyslexia,High Stakes Tests,Academic Accommodations (Disabilities),At Risk Students,Learning Disabilities,Reading Skills,Reading Instruction,Intervention

This field hearing of the Committee on Health, Education, Labor, and Pensions highlights the importance of early identification of students with dyslexia, how high-stakes testing affects such students, and the need for appropriate accommodations. Following the opening statement by Honorable Bill Cassidy (U.S. Senator from the State of Louisiana), prepared witness statements are offered by: (1) Bennett A. Shaywitz, M.D., Chief of Pediatric Neurology and Co-Director of the Yale Center for Dyslexia and Creativity, Yale University School of Medicine, New Haven, Conneticut; (2) Sally E. Shaywitz, M.D., Audrey G. Ratner Professor in Learning Development and Co-Director of the Yale Center for Dyslexia and Creativity, Yale University School of Medicine, New Haven, Conneticut; (3) Reverend Derrius M. Montgomery, Associate Minister, Greater King David Baptist Church, Baton Rouge, Louisiana; (4) Allyce Trapp, Student, Louisiana State University, Baton Rouge, Louisiana; and (5) Margaret Law, CALT, Dyslexia &amp; 504 Coordinator, Central Community Schools, Central, Louisiana.
West Virginia Report Card, 2014
Author: West Virginia Higher Education Policy Commission
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Community Colleges,Economic Development,Access to Education,Student Costs,Accountability,Educational Innovation,Academic Achievement,Labor Force Development,Enrollment,High School Graduates,Student Financial Aid,Educational Certificates,Academic Degrees,Graduation Rate,Undergraduate Students,Graduate Students,School Holding Power,Student Loan Programs,STEM Education,Remedial Instruction,Two Year College Students,College Freshmen

West Virginia Code §18B-1D-8 statutorily mandates the &quot;West Virginia Higher Education Report Card.&quot; This annual accountability report provides year-end higher education statistics for both of the state's higher education systems, the West Virginia Higher Education Policy Commission (Commission) and West Virginia Council for Community and Technical College Education (Council). Many of the enrollment, retention, graduation, and financial aid statistics found throughout this publication are reflective of the individual master plans approved by the Commission (&quot;Leading the Way Access. Success. Impact. 2013-2018&quot;) and Council (&quot;Meeting the Challenge 2010-2015&quot;). This year's report is divided into the following sections: (1) State; (2) Higher Education Policy Commission (Access, Success, Impact); (3) Community and Technical College System (Student Success, Workforce Development, Access); and (4) Additional Commission and Council Updates. [For the 2013 Report Card, see ED592823.]
Academic Credit for Prior Learning: 2017 Progress Report
Author: Light, Noreen
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Adult Students,Postsecondary Education,Prior Learning,Experience,College Credits,College Students,Career Development,Knowledge Level,Educational Attainment,State Legislation,Higher Education,Educational Policy,Military Service,Veterans,Community Colleges,School Business Relationship,Public Colleges,Vocational Schools,Private Colleges

Supporting adult learners as they complete their postsecondary certificates and degrees is essential to meeting our state's educational attainment goals and meeting the employment needs of students and Washington employers. Academic Credit for Prior Learning (ACPL) is awarded when a student's prior learning is assessed and found to be the equivalent of specific college course outcomes, and when awarding credit is consistent with the policies of the institution. All thirty-four community and technical colleges, all six public baccalaureate institutions, and all ten Independent Colleges of Washington member institutions submitted data for this report. Of these 50 institutions, 42 had reported data in 2016, allowing for a first-time look at change over time in number of ACPL credits awarded. This provides a baseline for data going forward from 2017. During the 2016-17 academic year, Washington public and independent colleges awarded 61,341 ACPL credits that applied toward certificates or degrees; 3,217 individual students earned credits for prior learning. Awarding of ACPL credits increased by approximately 41 percent over the previous year. [For the 2016 progress report, see ED573098.]