ethanporcaro/eric-fulltext-meta huggingface dataset:
48th Annual Survey Report on State-Sponsored Student Financial Aid: 2016-2017 Academic Year
Author: National Association of State Student Grant and Aid Programs (NASSGAP)
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Grants,State Aid,Student Loan Programs,Work Study Programs,Tuition,Merit Scholarships,Geographic Location,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges

Each year the National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report, the 48th annual survey, represents data from academic year 2016-17. Data is provided regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Highlights include: (1) In the 2016-17 academic year, the states awarded about $12.8 billion in total state funded student financial aid, an increase of about 2.8 percent in nominal terms and about 1 percent in constant dollar terms from the $12.5 billion in aid awarded in 2015-16; (2) The majority of state aid (86 percent) remains in the form of grants. In 2016-17, about 4 million grant awards were made representing about $11 billion in need and nonneed-based grant aid. This represents an increase of about 2.3 percent from the $10.7 billion in grants awarded in 2015-16. Of the grant money awarded in 2016-17, about 76 percent was need-based and 24 percent was non-need-based, a slight increase in need-based aid from last year; (3) Funding for undergraduate need-based grant aid increased nationwide from just under $8 billion in 2015-16 to about $8.2 billion in 2016-17, an increase of about 3 percent in nominal terms; (4) Eight states (California, New York, Texas, Pennsylvania, New Jersey, Illinois, Washington, and Virginia) collectively awarded about $5.6 billion in undergraduate need-based grant aid, accounting for about 70 percent of all aid of this type; and (5) States provided about $1.8 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers, an increase of 5 percent from last year. Tuition waivers accounted for the largest portion of the nongrant aid increase. [For the previous report, &quot;47th Annual Survey Report on State-Sponsored Student Financial Aid: 2015-2016 Academic Year,&quot; see ED588511.]
Common Elements of Developmental Education Policies. Policy Brief
Author: Whinnery, Erin
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Developmental Studies Programs,Educational Policy,Postsecondary Education,College Students,Student Evaluation,Student Placement,Best Practices,Teaching Methods,Accountability,College Readiness,Cutting Scores,State Policy,High Stakes Tests,Educational Change,Remedial Instruction,Required Courses

For many students, developmental education is the largest obstacle to college success, hindering progress before they ever enroll in a college-level course. Postsecondary practitioners and researchers have been re-examining and challenging many traditional elements of developmental education from placement strategies to the sequence of courses that students must take. Policymakers are taking note of the research and considering new policies at the institutional, system and state levels. The policy examples reviewed in this report demonstrate how states and postsecondary systems guide student assessment and placement into either college-level courses or developmental courses, encourage best practices with new instructional methods and establish accountability. Across the states, these policies address: (1) College readiness assessments; (2) Assessment cut scores; (3) Multiple measures for course placement; (4) Innovative course models; and (5) Reporting requirements. This resource addresses these policy areas, aiming to help state policymakers and postsecondary leaders learn about policies that shape developmental education and how changes become codified.
Voices from the Field: California Career Pathways Trust Leaders Reflect on Transforming Systems That Sustain High-Quality Pathways to College and Career
Author: Faulkner, Renée
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Career Development,Grants,State Aid,Vocational Education,College School Cooperation,School Business Relationship,Consortia,Sustainability,Community Colleges,Elementary Secondary Education,Partnerships in Education,Statewide Planning,Geographic Regions,Leadership Styles,School Districts

Over the past three years, Jobs for the Future (JFF) has engaged deeply with California Career Pathways Trust (CCPT) consortia through both statewide research and technical assistance in order to understand leaders' approaches to implementing and developing sustainable programs. JFF's recent research found that the CCPT funds did advance programmatic priorities like developing new pathways and increasing student participation in pathways. However, it also revealed that the initiative's ambitious goals of building regional systems of cross-sector partners that would sustain and expand pathways after the grant period went largely unrealized. In this final installment in a series of three briefs about the CCPT grant program, the leaders of four CCPT consortia--the Fresno Unified School District, the Los Angeles High Impact Information Technology, Entertainment and Entrepreneurship, and Communications Hubs regional consortium (or LA HI-TECH, led by the Pasadena Area Community College District), the Northern California Career Pathway Alliance (NCCPA, led by the Sonoma County Office of Education), and the Tulare-Kings Pathways Project (Tulare County Office of Education) describe their experiences in leveraging the CCPT opportunity as a vehicle for not only improving career pathways, but also establishing deep regional collaboratives and transforming the systems that support career pathways. [For the other two briefs in this series, see ED594015 and ED593986.]
Opening Doors, Changing Futures: The Appalachian Higher Education Network, 2011-2016
Author: Hale, Elizabeth L.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Networks,Access to Education,Success,Partnerships in Education,Barriers,At Risk Students,Poverty,Professional Development,Family Needs,Career Development,Access to Information

&quot;Opening Doors, Changing Futures&quot; tells the story of the collective impact the Appalachian Higher Education (AHE) Network had on postsecondary education attainment in 10 of the 13 states in Appalachia during school years 2011-2016. It depicts the current economic and education contexts in the region and highlights why increased post-high school education and training attainment is so important to the region and its current and future workforce. Program data and personal narratives emphasize how the AHE Network is investing in Appalachia's future by providing a range of services and partnering with families, institutions, and communities to increase postsecondary education access, success, and attainment. The report offers strategic actions that, if taken, will enable these stakeholder groups to provide even greater support to students. &quot;Opening Doors, Changing Futures&quot; concludes with two important messages: it takes collective efforts and collaborative actions among all stakeholders to prepare students to take advantage of and succeed in postsecondary education, and it takes time. The report is designed to motivate readers to leverage their partnerships and step-up their efforts to increase postsecondary education opportunity and attainment in Appalachia. The AHE Network is an initiative created and supported by the Appalachian Regional Commission and managed by the Institute for Educational Leadership. [This report was written with Helen Janc Malone and Sarah McCann. This report was co-produced with the Appalachian Higher Education Network.]
Encouraging Attendance and Engagement in Parenting Programs: Developing a Smartphone Application with Fathers, for Fathers. The Building Bridges and Bonds Study. OPRE Report 2018-68
Author: Balu, Rekha
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: Parent Education,Attendance,Parent Participation,Fathers,Handheld Devices,Telecommunications,Computer Oriented Programs,Innovation,Computer Uses in Education

Building Bridges and Bonds (B3), a federally funded study of Responsible Fatherhood programs, is testing a set of innovative approaches designed to help fathers advance their parenting and employment skills. One of these innovations is a new smartphone-based application called DadTime. It is one of the first mobile applications specifically designed to help fathers improve their engagement with and attendance at parenting programs. This brief, the second in a series of publications on B3, describes how MDRC collaborated with fathers to develop DadTime. The first brief, &quot;Three Innovative Approaches to Serving Low-Income Fathers,&quot; which was published in April 2017, introduced the B3 study and described three new practices for Responsible Fatherhood programs, including the creation of DadTime, which is described in greater detail here.
Helping Youth with Mental Health Needs Avoid Transition Cliffs: Lessons from Pioneering Transition Programs. Info Brief. Issue 24
Author: Larson, Mindy
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Transitional Programs,Mental Health,Mental Disorders,Adolescents,Young Adults,Educational Needs,Career Readiness,Individual Development,Leadership,Youth Programs,Family Involvement

This InfoBrief discusses challenges faced by youth and young adults with mental health needs during their transition to adulthood and describes strategies used by youth service professionals to avoid age-related transition cliffs and prevent service interruptions during this critical stage of development. This InfoBrief is based on a rich body of research about transition-age youth with mental health needs published in four separate reports in the last two years, including two produced by the National Collaborative on Workforce &amp; Disability for Youth (NCWD-Youth).
Modernizing College Course Placement by Using Multiple Measures
Author: Ganga, Elizabeth
Date: 2019-04-00
Type: Reports - Evaluative
Subjects: Student Placement,Student Evaluation,Community Colleges,Two Year College Students,College Mathematics,College English,Accuracy,Measures (Individuals)

Community colleges and open-access, four-year colleges admit nearly everyone who applies and enroll students with a wide range of skills. Many of these colleges run developmental education programs for students who they determine are underprepared for college-level courses. More than two-thirds of community college students are assigned to developmental courses -- sometimes for several semesters. Colleges have traditionally placed students into developmental or college-level courses based on their performance on standardized math and English tests. Research, however, shows that these placement tests are poor predictors of student grades in college-level math and English courses, resulting in inappropriate placements for as many as a third of test-takers. Most of the misplaced students are assigned to developmental courses that are below their ability level and whose credits do not count toward a degree, creating an unnecessary hurdle on their path to graduation and potentially blocking their progress altogether. Studies have found that alternative measures -- particularly high school GPA, which captures both academic strengths and relevant nonacademic characteristics like motivation -- offer substantially better predictions of which students will succeed in college-level courses. Combining high school GPA with other measures -- including state graduation tests, SAT or ACT scores, writing assessments, high school transcript information, years since high school graduation and noncognitive assessments -- yields more predictive power, according to the studies. This approach, often called multiple measures placement, is gaining traction at colleges across the country: More than half of community colleges now use measures besides tests to place students into developmental or college-level courses. This report defines types of multiple measures placement systems, reviews research on how they can improve placement accuracy and help more students pass entry-level math and English courses, reveals which states use these systems and includes policy considerations. [This resource is the third in a series about developmental education. The second installment is &quot;Math Pathways: Expanding Options for Success in College Math&quot; (ED590584).]
Tribal Solutions: Subsidized Employment Programs Serving American Indians and Alaska Natives. The Subsidized and Transitional Employment Demonstration. OPRE Report 2018-94
Author: Glosser, Asaph
Date: 2018-09-00
Type: Reports - Research
Subjects: Employment Programs,American Indians,Tribes,Alaska Natives,Family Programs,Federal Programs,Welfare Services,Grants,Low Income Groups,Employment Opportunities,Barriers,Program Descriptions,Employers

People served by public assistance programs such as Temporary Assistance for Needy Families (TANF) often have difficulty finding jobs in the competitive labor market. This report describes the ways in which eight TANF programs primarily serving American Indian and Alaska Native (AIAN) families use subsidized employment. Subsidized employment programs rely on public funds to subsidize the wages that employers pay when they provide jobs to individuals who cannot find them in the competitive labor market. It can be used to create jobs in areas where there are more people interested in work than there are available jobs. It can also help individuals with barriers to employment gain work experience while earning income. The primary research questions of this report include the following: (1) How do Tribal TANF programs use subsidized employment to engage TANF recipients in work activities?; (2) What challenges do Tribal TANF programs face in implementing subsidized employment programs?; and (3) How do the approaches to subsidized employment taken by some Tribal TANF programs differ from other subsidized employment models used to serve low-income people?
Expanding the Boundaries of Education: Two Cities&apos; Efforts to Credential Real-World Skills through Digital Badges
Author: Eaton, Annelise
Date: 2019-11-00
Type: Reports - Descriptive
Subjects: Computer Uses in Education,Credentials,Skills,Recognition (Achievement),Youth Programs,After School Programs,Summer Programs,Urban Programs,Skill Development,Pilot Projects

In Boston and Providence, youth serving organizations recognized a need to credential students' real-world skills including teamwork, perseverance and critical thinking. By issuing digital badges, a microcredential gaining traction in both workforce development and education, programs are equipping students with portable evidence of their skills, which students can include on their LinkedIn profiles, job applications, or college applications. This report explores the first year of a digital badging pilot in both cities, while reflecting on the long-term potential of the strategy.
Governors&apos; Top Education Priorities in 2019 State of the State Addresses
Author: Pompelia, Sarah
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: State Officials,Educational Finance,Labor Force Development,Teacher Effectiveness,Early Childhood Education,State Government,School Safety,Student Financial Aid,Postsecondary Education,Statewide Planning,State Programs,Educational Trends

Change swept throughout the country with the 2018 elections, bringing 20 new governors into office. Whether returning or starting their first term, governors are taking the opportunity in their State of the State addresses to highlight achievements and outline plans for the future. Every governor who has given an address has mentioned an accomplishment or a proposal related to education. Nearly all governors have indicated the importance of education to their state's success, and the ideas they proposed underscore that sentiment. Each year, Education Commission of the States tracks, analyzes and identifies trends in education policy accomplishments and proposals featured in governors' State of the State addresses. To date, 48 governors have delivered their 2019 addresses, and these are the top six education priorities mentioned: (1) school finance; (2) workforce development; (3) teaching quality; (4) early learning; (5) postsecondary financial aid; and (6) school safety. [To view the 2018 report, see ED582975.]
The Correlational between Reading Comprehension and Translation Ability: A Correlational Study on Fourth Year Students at English Department of UNP
Author: Rahemi, Elsa Fadica
Date: 2013-09-00
Type: Journal Articles
Subjects: Foreign Countries,Reading Comprehension,Translation,College Students,Second Language Learning,Reading Tests,Language Tests,Language Skills,Scores,English (Second Language)

The purpose of this research was to reveal the correlation between reading comprehension and translation ability of fourth year students in English department of UNP. The population and samples of this research was the fourth year students who took translation subject in the seventh semester of academic year 2012 in English Department of UNP. The instrument of this research was a reading comprehension test and translation test. The result of this research showed that the r-calculated (0,677) &gt; r-table (0,355). The hypothesis was tested by using t-test formula and found that t-observed (4,952) &gt; t-table (1,699) with df= n-2 (29) in the level of significance 0,05. In short, the research hypothesis which stated that there was a significant correlation between students' Reading Comprehension and their Translation Ability was accepted.
Investigation of the Views of Teachers toward the Use of Smart Boards in the Teaching and Learning Process
Author: Biçak, Furkan
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Attitudes,Educational Technology,Technology Uses in Education,Middle School Teachers,Foreign Countries,Educational Equipment,Visual Aids

This study was carried out to determine the teachers' views on the usability of the smart board in the classroom and their needs to adapt it in the teaching process. Case study method was adopted in the study. The study was conducted on 10 different middle school branch teachers who were working at public schools in a northern province of Turkey. As data collection tool, a semi-structured interview form which is used commonly in qualitative research methods was established. The data obtained were evaluated within the context of content and descriptive analysis techniques. The results revealed that although teachers expressed a positive opinion on smart board practices, they stated that they were insufficient in the use of smart boards and that they needed more practice-oriented in-service courses. Depending on the results, some suggestions have been made about smart board applications and seminars to be given to teachers.
Facing EL Teachers&apos; Burnout through Motivation
Author: Caruso, Giuseppe
Date: 2019-00-00
Type: Journal Articles
Subjects: Teacher Burnout,Teacher Motivation,Coping,Teaching Conditions,Prevention,Student Motivation,Emotional Response,Foreign Countries,Secondary Schools,Teacher Persistence,Employee Absenteeism,Student Attitudes,Feedback (Response),English (Second Language),Second Language Instruction

The educational institutions in many countries are faced with the major problem of teacher burnout causing high rates of attrition and absenteeism. There is widespread agreement among researchers that teacher burnout can effectively be countered through emphasis on teacher motivation. The Author, an English language teacher, carried out a 2-year qualitative research focusing on how to cope with potential burnout conditions. As shown in this article, the Author experienced personally how teacher burnout can be prevented through a mutually reinforcing cycle of teacher and student motivation activated by the implementation of a Postmethod emotion-focused pedagogical framework. In this picture the emphasis on the quality of life in the English classroom proved essential.
Student Voice: How Young People Can Shape the Future of Education. Condition of Education in the Commonwealth [2019 Action Guide]
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Student Role,Educational Change,Decision Making,Student Leadership,Equal Education,Student Participation,Classroom Environment,Citizen Participation,Educational Environment,Community,Public Education,Student Empowerment,Elementary Secondary Education

Massachusetts faces challenges in preparing all students for lifelong success, with substantial disparities in both opportunities and outcomes. For instance, on the 2017 National Assessment of Educational Progress, less than 30 percent of black and Latino fourth graders in Massachusetts demonstrated proficiency in reading, compared to 60 percent of their white peers. The disparity is equally stark in eighth grade math, with only 22 percent of black and 29 percent of Latino students achieving proficiency, versus 56 percent of white students. Meanwhile, low-income students have significantly fewer opportunities than their peers to take part in the types of applied learning experiences that extend and deepen what they learn in school. In 2006, national data indicated that the wealthiest parents spent more than 6.7 times as much as parents in the lowest income quintile on enrichment activities for their children. Even when school systems offer robust in-school and out-of-school enrichment programs, few are set up to address this wide of a gap. The persistence of these disparities in outcomes and opportunities points to the need to look deeply into the root causes of ineffectiveness and inequity. It is impossible to fully understand the challenges of the educational system if we're not hearing from those most affected by it. This report explores how focusing on student voice, along with the closely linked concepts of student agency and leadership, can serve as a necessary lever for equity and effectiveness. It starts by laying out what it means by student voice, why it matters, and what it looks like in action. [For the executive summary, see ED594109.]
Student Voice: How Young People Can Shape the Future of Education. Condition of Education in the Commonwealth [2019 Action Guide]. [Executive Summary]
Author: Rennie Center for Education Research and Policy
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Student Role,Educational Change,Decision Making,Student Leadership,Equal Education,Student Participation,Classroom Environment,Citizen Participation,Educational Environment,Community,Public Education,Student Empowerment,Elementary Secondary Education

In this executive summary, the Rennie Center reexamines the current way of doing business, looking at how educators can incorporate student voice into decision-making processes in order to help all learners construct a pathway to success in college, careers, and life. Massachusetts faces challenges in preparing all students for lifelong success, with substantial disparities in both opportunities and outcomes. The persistence of these disparities across student populations points to the need to look deeply into the root causes of ineffectiveness and inequity, while also bringing voices into the conversation that represent the diversity of students' backgrounds, cultures, and perspectives. [For the full report, see ED594106.]