ethanporcaro/eric-fulltext-meta huggingface dataset:
Maximizing English Language Learners&apos; Completion of Transferable English Composition in Community College: A Focus on US High School Graduates
Author: Hayward, Craig
Date: 2020-08-00
Type: Reports - Research
Subjects: English Language Learners,Community Colleges,Two Year College Students,Writing Instruction,Foreign Students,English (Second Language),High School Graduates,College English,Writing (Composition),High School Students,Grade 9,Grade 10,Grade 11,Grade 12,Student Needs,Language Proficiency,Student Placement,Curriculum,Student Characteristics,Grade Point Average,Language Usage,Age Differences,Immigrants

In community colleges, English Language Learners (ELL) comprise several subgroups of students, each of which has a distinct background and data profile. Among these subgroups, three clearly emerge, each of which interact with placement systems and curriculum in distinct ways based on their prior educational experiences and contexts. These three subgroups are: (1) United States (US) high school graduates; (2) international students; and (3) other degree-seeking ELL/ English as a Second Language (ESL) students. This paper is the first in a series looking at the experience of these three ELL subgroups and analyzing how to maximize their completion of transferable English composition in the California community college setting. This first paper focuses on students who are US high school graduates identified as ELL by their administrative high school data. When these students enter the community college system, they may or may not identify as ELL, and may or may not enter coursework that is explicitly designated as ESL. The large majority of these students (approximately 86%) enroll in English classes at the community college (i.e., the &quot;English pathway&quot;), while about 14% enroll in ESL classes (i.e., the &quot;ESL pathway&quot;). Therefore, to understand which course pathway creates an optimal opportunity for completion of transferable English composition, this paper examines ELLs who enter English coursework and compares their outcomes to those of students who enter ESL coursework. This report concludes that overall, English Language Learners who graduated from a US high school are more likely to complete transfer-level English coursework at the community college if they enter the English pathway rather than the ESL pathway.
Possible Impact of COVID-19 on Senior Secondary School Students&apos; Performance in Science Education in Nigeria
Author: Oyinloye, Oluwatoyin Mary
Date: 2020-00-00
Type: Journal Articles
Subjects: COVID-19,Pandemics,School Closing,High School Students,High School Teachers,Graduation,Exit Examinations,Educational Technology,Access to Computers,Online Courses,Science Instruction,Foreign Countries,Teacher Attitudes,Secondary School Science

The recent outbreak of Coronavirus (COVID-19) pandemic has led to the total lockdown of major cities globally which resulted in the early closure of schools in the cities affected, Nigeria inclusive. It is hypothesized that COVID-19 may have a negative outcome on the performance of senior secondary school students in class 3 (SS3) who are yet to write their 2020 external examination (West Africa Senior Secondary Certificate Examination as well as National Examination Council) especially in the science subjects namely Biology, Physics and Chemistry. This study collected data from three teachers who are science experts and head of their respective departments in three government secondary schools in Ado-Ekiti local government area of Ekiti State, Nigeria. A semi-structured interview was used to collect data from the teachers through phone calls and WhatsApp chats. This qualitative study employed a case study research approach. Findings from this study revealed that there is the possibility of a further drop in the pass rate (%) of senior secondary school students' in this year's external examinations if this pandemic is not contained soon knowing fully well that the school academic calendar has already been disrupted due to early closure of schools in Nigeria. As part of COVID-19 relief package, recommendations are made to the Federal government of Nigeria and policymakers to distribute iPads and electronic tablets preloaded with e-textbooks in these subject areas to SS3 students and their teachers to facilitate online learning as this will enhance their performance in Science subjects in this year's national examination.
Survey of Institutional Research, Planning, and Effectiveness Offices in the California Community College System, 2019 Report
Author: Kretz, Andrew
Date: 2020-02-00
Type: Reports - Research
Subjects: Institutional Research,Community Colleges,Institutional Evaluation,Educational Planning,Budgets,Professional Development,Program Effectiveness,Institutional Characteristics,Administrative Organization,College Administration,School Personnel,Group Membership

In 2019, the Research and Planning Group for California Community Colleges (RP Group) conducted a survey of institutional research, planning, and effectiveness (IRPE) offices in the California Community College system. The purpose of this survey was to: (1) Identify key research and planning priorities and activities of the IRPE offices; (2) Document staffing profiles and identify budget changes; (3) Examine perceptions associated with RP Group institutional membership benefits; and (4) Identify other resources or professional development to best support the field. The purpose of this report is to share findings from the 2019 Survey of Institutional Research, Planning, and Effectiveness Offices in the California Community College system. Information gathered through this survey is being used to help the RP Group identify key research and planning priorities, determine activities taking place at system IRPE offices, document staffing profiles, identify budget changes, enhance the structure and benefits associated with RP Group institutional membership, and identify other resources or professional development needs of IRPE professionals.
Food Insecurity in the PSID: A Comparison with the Levels, Trends, and Determinants in the CPS 1999-2017. University of Kentucky Center for Poverty Research Discussion Paper Series, DP2019-10
Author: Tiehen, Laura
Date: 2019-10-00
Type: Reports - Research
Subjects: Food,Hunger,National Surveys,Poverty,Low Income Groups,Incidence,Trend Analysis,Predictor Variables,Family Characteristics

Food insecurity, defined as a household-level economic and social condition of limited or uncertain access to adequate food, is a substantial threat to public health in the United States. In 2017, nearly 12% of households reported being food insecure, affecting over 40 million persons. Numerous studies have documented that food insecurity is associated with substantive negative health outcomes among children and families, and leads to excessive health care expenditures. In this paper we compare the levels, trends, and determinants of food insecurity in the University of Michigan's Panel Study of Income Dynamics (PSID) to those from the official source of food security statistics in the U.S.--the Food Security Supplement of the Current Population Survey--from 1999-2017. The PSID, which was begun in 1968, is the leading longitudinal household survey on work, welfare, family structure, consumption, health, and wealth. The survey added measures of food security in the 1999-2003 waves, and again in the 2015-2017 waves. This offers the first opportunity to answer key pressing scientific and policy issues such as the persistence of food insecurity within and across generations, and how changes in food security affect and are affected by the level and change in consumption, wealth, and broader measures of health. This paper aims to describe how well levels and trends in food insecurity in the PSID align with the CPS, and the sources of why they might differ. In addition, we examine the robustness of key model predictors of food insecurity--income, race, education, disability status, marital status--across the surveys. We find that, although the estimated food insecurity rates in the PSID are lower than those in the CPS, the trends over time in the two datasets are similar. Food insecurity rates in the PSID and CPS converge from the 1998-2002 period to the 2014-16 period when food insecurity rates closely match those in the CPS. Our findings, taken as a whole, lend credence to the use of the PSID for food insecurity research.
How America Pays for College, 2019: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2019-00-00
Type: Reports - Research
Subjects: Paying for College,Undergraduate Students,Parents,Family Income,Student Financial Aid,Student Loan Programs,Decision Making,Student Attitudes,Parent Attitudes,Low Income Students,College Choice,Planning,Parent Aspiration

Since 2008, Sallie Mae has surveyed American families with an undergraduate student about their attitudes toward college and how they paid for it. The &quot;How America Pays for College&quot; research has provided insight regarding families' belief in the value of a college education, how they are making college more affordable, the relationship between education-related choices and cost considerations, and the funding sources they use. This annual study considers all the resources families draw on to pay for college--from federal financial aid programs to extended family support, and from college savings plans to credit cards--and evaluates trends in attitudes and payment resources over time. How America Pays for College 2019 reflects the results of online interviews Ipsos conducted with (1) 1,000 parents of children ages 18-24 enrolled as undergraduate students; and (2) 1,000 undergraduate students ages 18-24. Data in this report reflect academic year expenses, defined as July 1 to June 30, for the 2018-2019 academic year. The timing of interviews improves the likelihood that responses reflect actual, not projected, amounts for any given academic year. Total dollar amounts are gross costs and include respondents' estimates of direct and indirect costs of attendance, including cost-of-living and other expenses. Amounts respondents provide may differ from what colleges charge. Dollar and proportional amounts in this report are averages that reflect composite representations intended to illustrate how the &quot;typical&quot; family pays for college. The composite is a computed formula that spreads individual responses across all survey respondents. [For the 2018 report, see ED594215.]
Secondary Education Guidance: Multiple and Flexible Pathways
Author: Sanchez-Tapia, Ingrid
Date: 2020-09-00
Type: Reports - Descriptive
Subjects: Secondary Education,Educational Finance,Access to Education,Disadvantaged Youth,Program Design,Program Implementation,Advocacy,Partnerships in Education,Equal Education,Cost Effectiveness,Nonformal Education,Out of School Youth,Barriers,Foreign Countries,Nontraditional Education,Womens Education,Skill Development,Adolescents,Cooperation

There are nearly 200 million lower and upper secondary age adolescent girls and boys out of school globally, and if current trends continue, another 825 million children will not acquire basic secondary-level skills by 2030. Global momentum to achieve universal primary education has placed increased demands on secondary education systems to serve more students, from a wider range of backgrounds, and to do so more effectively and inclusively. Many of the most marginalized adolescents in lower income countries who are enrolled in school have fallen years behind their peers. In alignment with the focus on the most marginalized adolescent girls and boys brought forward in the UNICEF Strategic Plan (2018-2021) (see ED608930), this guidance offers differentiated recommendations for countries at various stages of the progressive universalization of lower and upper secondary education. It presents principles of good programming, key concepts, and useful tools and resources to orient CO programming on secondary education, using data to identify where and which adolescents are in and out of the education system and why. Additionally, it presents programming recommendations and illustrative case studies aligned to the strategic plan, as well as costing and financing models, monitoring and evaluation tools, and insights on advocacy and partnerships.
How America Pays for College, 2020
Author: Sallie Mae Bank
Date: 2020-00-00
Type: Reports - Research
Subjects: Paying for College,Undergraduate Students,Parents,Student Financial Aid,Student Loan Programs,COVID-19,Pandemics,Electronic Learning,Family Income,Scholarships,Grants,School Choice

For the past 13 years, Sallie Mae's &quot;How America Pays for College&quot; study has surveyed American college students and parents of undergraduate students about their attitudes toward college and how they paid for it. The research examines families' attitudes toward the value of a college education, their key considerations about what school to attend and how to pay for that education, and steps taken to make it more affordable. &quot;How America Pays for College 2020&quot; considers the range of resources families draw on to pay for college--from federal financial aid programs to extended family support, and from college savings plans to credit cards--and evaluates trends in attitudes and payment resources over time. The annual study reflects the results of online interviews Ipsos conducted, with: (1) 996 parents of children ages 18-24 enrolled as undergraduate students; and (2) 1,000 undergraduate students ages 18-24. The research was fielded between March 30 and April 27, 2020. Dollar and proportional amounts in this report are averages that reflect composite representations intended to illustrate how the &quot;typical&quot; family pays for college. The composite is a computed formula that spreads individual responses across all survey respondents. The data collection period for this study took place during the COVID-19 pandemic. Given this environment, the 2020 study was augmented with forward-looking questions to help begin to understand how the pandemic influences families' higher education perceptions and plans. [For the 2019 report, see ED608913.]
Impacts of Expressive Writing on Children&apos;s Anxiety and Mathematics Learning: Developmental and Gender Variability
Author: Mesghina, Almaz
Date: 2020-00-00
Type: Reports - Research
Subjects: Elementary School Students,Middle School Students,Grade 5,Grade 6,Writing (Composition),Expressive Language,Mathematics Anxiety,Gender Differences,Age Differences,Retention (Psychology),Achievement Gains,Short Term Memory,Learning Processes,Intervention

Expressive writing (EW), or writing about one's thoughts and feelings, has been posited to reduce the working memory (WM) load that pressure and anxiety can impose on test-takers. The mechanisms of EW are far from clear, however, and social and developmental questions about its role in shaping children's engagement with academic contexts remain. We report a study with 250 10-12-year-olds (M[subscript age]=11.55; SD[subscript age]=0.48; 127 females), exploring gender differences in these younger children's use of EW before a high demand mathematics lesson on ratio. In contrast to the literature with adults, children assigned to EW had &quot;greater&quot; anxiety relative to control. The highest-achieving higher-WM girls also were most impacted by EW, showing decreases in immediate learning and retention relative to their counterparts who did not write expressively. A mediation analysis indicated that EW reduced learning gains by increasing children's anxiety during the lesson, thereby suggesting that EW functioned quite differently from its use in older youth and adults. These data suggest that emotion regulation skills may be an under-considered mechanism that underpins benefits of EW in older adolescents and adults. [This paper was published in &quot;Contemporary Educational Psychology&quot; v63 2020.]
The Spillovers of Employment Guarantee Programs on Child Labor and Education. Policy Research Working Paper 9106
Author: Li, Tianshu
Date: 2020-01-00
Type: Reports - Research
Subjects: Employment,Poverty,Child Labor,Human Capital,Program Descriptions,Enrollment Trends,School Districts,Academic Achievement,Indians,Foreign Countries,Dropout Rate,Elementary Secondary Education,Legislation,Rural Areas,Information Systems,Outcomes of Education,Institutional Characteristics

Many developing countries use employment guarantee programs to combat poverty. This paper examines the consequences of such employment guarantee programs for the human capital accumulation of children. It exploits the phased roll-out of India's flagship Mahatma Gandhi National Rural Employment Guarantee Scheme (MGNREGA) to study the effects on enrollment in schools and child labor. Introduction of MGNREGA results in lower relative school enrollment in treated districts. The authors find that the drop in enrollment is driven by primary school children. Children in higher grades are just as likely to attend school under MGNREGA, but their school performance deteriorates. Using nationally representative employment data, they find evidence indicating an increase in child labor highlighting the unintentional perverse effects of the employment guarantee schemes for Human capital.
The Ethic of Love: A Mixed-Methods Analysis of How Umoja Supports Its Students&apos; Academic and Life Success
Author: Purnell, Rogéair D.
Date: 2019-09-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,African American Students,Culturally Relevant Education,Program Evaluation,Academic Achievement,Educational Indicators,Outcomes of Education,Academic Persistence,College Mathematics,College English,Associate Degrees,College Transfer Students,Program Effectiveness,Grade Point Average

In response to the educational equity gaps for students of African descent on California Community College campuses, the Umoja Community Education Foundation (Umoja Community) seeks &quot;to transform, enrich and advance the lives of students by infusing culturally-relevant pedagogy and practices.&quot; The Research and Planning Group for California Community Colleges (RP Group) was funded by the Umoja Community Education Foundation to conduct a two-phase evaluation to explore the program landscape, determine the effectiveness of support that the Umoja Community offered to the Umoja program coordinators, and highlight the experiences and academic outcomes for Umoja students. Building on the first phase of the evaluation, this report summarizes the results from Phase II of the study, which included quantitative and qualitative research designed to explore the impact of Umoja programs on students. Overall, students who participated in Umoja outperformed their non-Umoja peers on a number of academic outcomes. Umoja participation appeared to positively affect students' performance on several first-year outcomes (leading indicators of success such as unit attainment, persistence, and transfer-level English completion), as well as certain long-term outcomes (lagging indicators of success such as three-year math and English completion, transfer-readiness, and degree completion). [The Umoja Community Education Foundation provided financial support to conduct this evaluation. For the report from Phase 1 of the evaluation, see &quot;Umoja Community: Insights and Feedback from Program Coordinators on Available Supports and Resources&quot; (ED608939).]
AB 705 Implementation Survey: Spring 2020 Summary of Results
Author: Kretz, Andrew
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Community Colleges,Program Implementation,Surveys,Educational Planning,College English,College Mathematics,Second Language Learning,English Language Learners,Alignment (Education),Student Placement,College Credits,State Legislation,Educational Legislation,Two Year College Students,Academic Support Services

This report provides a summary of the results of the AB 705 Implementation Survey, which was distributed in early February 2020 by the Research and Planning Group for California Community Colleges (RP Group) to California Community Colleges (CCC) chief instructional officers. The purpose of the survey is to help inform planning to best support colleges' efforts as they aim to achieve full implementation of AB 705. To reach this goal, the 25-item instrument addressed three main areas of inquiry. First, it sought to collect the experiences of CCC in their implementation of AB 705. Second, the survey aimed to determine what support colleges need to meet AB 705 requirements. Third, the survey gathered data that will inform the legislature of colleges' plans and actions after full implementation of AB 705 for English and math in fall 2019, and credit English as a Second Language (ESL) implementation in fall 2021. The results presented in this report are divided into five key sections that align with the domains of the survey instrument: (1) Current Landscape and Placement Practices; (2) Aligning Math, English, and ESL to AB 705 Requirements; (3) Student Support for AB 705 Implementation; (4) Needs Identified to Support the Field in Meeting AB 705 Requirements; and (5) Supports for Students Not Successful in Transfer-Level Math or English. The report begins with a high-level summary of responses within each of these five key topics. The next section provides disaggregated data by key area, offering detailed insight into colleges' progress, approaches, and needs. The appendix contains &quot;other&quot; responses categorized by theme.
Returns to Education in Azerbaijan: Some New Estimates. Policy Research Working Paper 9117
Author: Moreno, Vicente Garcia
Date: 2020-01-00
Type: Reports - Research
Subjects: National Surveys,Higher Education,Educational Finance,Educational Policy,Foreign Countries,Fuels,Economic Development,Elementary Secondary Education,Educational Development,Human Capital,Outcomes of Education,Cost Effectiveness,Labor Force Development,Comparative Analysis,Evaluation Methods,Employment,Participant Characteristics,Salaries,Work Experience,Tuition,Gender Differences,Salary Wage Differentials

This paper estimates private and social returns to investment in education in Azerbaijan, using the 2015 Azerbaijan Monitoring Survey for Social Welfare. The private rate of return to education is 6 percent; this is the first estimate of returns to schooling in Azerbaijan since 1995. The returns to schooling are 6 percent for men and 8 percent for women, even controlling for selection. In addition, the paper estimates the returns for higher education; for this level, the rate of return is 9 percent. Finally, using the full discount method, the private rate of return to tertiary education is 9 percent, and the social rate of return is 8 percent. One policy implication is to re-examine the funding of higher education and for its expansion. [This paper is a product of the Education Global Practice.]