ethanporcaro/eric-fulltext-meta huggingface dataset:
Destination Integration: Strategies to Improve Academic Advising. Part 1 of a Series on Academic Advising from the CSU Student Success Network
Author: Moore, Colleen
Date: 2018-12-00
Type: Reports - Research
Subjects: Academic Advising,State Universities,Change Strategies,Improvement,Advisory Committees,College Faculty,Faculty Development,Administrative Organization,Information Storage,Student Records,Program Effectiveness,Information Utilization

Many campuses across the California State University (CSU) system are seeking to improve academic advising as part of their efforts to increase student progress and graduation rates. In this exploratory study of efforts to improve academic advising at five CSU campuses, researchers at the Education Insights Center (EdInsights) working on behalf of the CSU Student Success Network identified a focus across the participating campuses on better coordinating advising services across colleges, divisions, and departments and improving their integration with other campus units, such as tutoring, career centers, and financial aid. Through their efforts, these campuses seek to better leverage their limited advising resources to improve student outcomes. This report, based on in-depth interviews with 36 administrators involved in improving advising, describes the campuses' efforts and the context in which they are occurring. Five primary improvement strategies were found across the CSU campuses studied: (1) the use of advising councils or committees; (2) the development and implementation of eAdvising tools; (3) the expansion of professional development opportunities for advisors; (4) the use of advisors in shared positions and teams; and (5) the creation of a new position on campus to coordinate advising across units. Most of these strategies are still in the early stages of implementation. This report describes the campuses' efforts and the context in which they are occurring.
District of Columbia Public Schools: School Year 2018-2019. Parental Right to Know Guide
Author: District of Columbia Public Schools
Date: 2019-00-00
Type: Guides - Non-Classroom
Subjects: Parent Rights,Public Schools,Access to Information,Guides,Educational Discrimination,Civil Rights,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Achievement,Student Records,School Safety,Violence,Victims of Crime,English Language Learners,Language Proficiency,Parent Participation,School Choice,Homeless People,Teacher Qualifications,Parent School Relationship,Family Involvement,Grievance Procedures

This District of Columbia Public Schools School Year 2018-2019 &quot;Parental Right to Know Guide&quot; informs parents on their rights with regard to the following: (1) Notice of Non-Discrimination and Non-Retaliation; (2) Teachers and Paraprofessionals; (3) Student Achievement (PARCC Data); (4) Student Records; (5) Unsafe School Choice Option; (6) English Learners (ELs); (7) Notice of Educational Rights for Homeless Children; (8) Title I Programs; (9) Parent and Family Engagement; and (10) Complaint Resolution.
The Steep Road to Resource Equity in California Education: The Local Control Funding Formula after Three Years. Executive Summary
Author: Education Trust-West
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Funding Formulas,Educational Finance,Educational Equity (Finance),Resource Allocation,Access to Education,School District Autonomy,Educational Opportunities,Poverty Areas,Elementary Secondary Education,Budgeting

California's Local Control Funding Formula (LCFF) promised to give more resources to the students who need the most: English learners, foster youth, and low-income students. So, how well is California's new education funding system delivering on that promise? The Education Trust-West's report, &quot;The Steep Road to Resource Equity in California Education: The Local Control Funding Formula After Three Years,&quot; seeks answers to these questions by digging into data on district spending, and access to courses, curriculum, and personnel. This executive summary presents recommendations to state leaders, policymakers, and districts. [For the full report &quot;The Steep Road to Resource Equity in California Education: The Local Control Funding Formula after Three Years,&quot; see ED588816.]
Tuition &amp; Fees Report, 2014-2015
Author: Iowa Department of Education, Division of Community Colleges
Date: 2014-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Costs,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses,Tuition,Fees,Two Year College Students,In State Students,Operating Expenses,Income,Public Colleges,Out of State Students,Geographic Regions

The community college tuition and fees report is prepared each fiscal year. The report includes trends in tuition and fees among Iowa's community colleges, as well as comparisons to Iowa's public universities and national comparisons. Average total in-state cost of enrollment for a full-time student enrolled in Iowa's community colleges will be $157.78 per semester hour in fiscal year 2015, up 2.9 percent from last year. Provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that average total enrollment costs per semester hour during FY 2013 were higher among community colleges in Illinois, Minnesota, and South Dakota than corresponding costs in Iowa. IPEDS data suggest average total enrollment cost per semester hour at Iowa's community colleges was about 14 percent lower than the regional average ($171.34 per semester hour) in FY 2013. In fiscal year 2015, average tuition of Iowa's community college will be almost 42 percent lower than average tuition at Iowa's public universities. In fiscal year 2013, tuition and fees accounted for over 55 percent of community colleges' unrestricted operating revenue. [For the 2013-2014 report, see ED593461.]
Tuition &amp; Fees Report, 2013-2014
Author: Iowa Department of Education, Division of Community Colleges
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Costs,Educational Finance,Educational Trends,Federal Aid,State Aid,Enrollment,Online Courses,Tuition,Fees,Two Year College Students,In State Students,Operating Expenses,Income,Public Colleges,Out of State Students,Geographic Regions

The community college tuition and fees report is prepared each fiscal year. The report includes trends in tuition and fees among Iowa's community colleges, as well as comparisons to Iowa's public universities and national comparisons. The average tuition for a full-time student enrolled in Iowa's community colleges will rise $113 to $4,210 in fiscal year 2014. The average tuition increase this year will be 2.8 percent. Since fiscal year 2005, tuition has grown an average of 4.8 percent per year. The average mandatory fee charged by the community colleges increased to $346.83. Five (5) community colleges do not charge students general fees. In comparing regional tuition rates across the surrounding states in the Midwest, Iowa remained in third position as having the third highest average tuition rate among the eight states surveyed for 2010-2011 (the most recent data available). Minnesota continues to have the highest average tuition rates in this region with South Dakota second. By law, community college tuition is not allowed to exceed the lowest resident tuition charged by Iowa's public universities. In fiscal year 2014, the average community college tuition will be 37 percent lower than the average public university tuition rate.
Experimental Impacts of the Ongoing Assessment Project on Teachers and Students. CPRE Research Report # RR 2018-1
Author: Supovitz, Jonathan A.
Date: 2018-09-00
Type: Reports - Research
Subjects: Mathematics Instruction,Formative Evaluation,Teacher Characteristics,Mathematics Achievement,Program Effectiveness,Elementary School Mathematics,Elementary School Teachers,Elementary School Students,Grade 3,Grade 4,Grade 5,Urban Schools,Improvement Programs

In this report, we describe the results of a rigorous two-year study of the impacts of a mathematics initiative called Ongoing Assessment Project (OGAP) on teacher and student learning in grades 3-5 in two Philadelphia area school districts. OGAP is a mathematics program which combines teacher formative assessment practices with knowledge of student developmental progressions to build deeper student understanding of mathematics content. OGAP includes teacher professional development, classroom resources, school-based routines for regular practice, and ongoing school-based supports. The study was conducted in 61 schools during the 2014-15 and 2015-16 school years, with OGAP randomly assigned to 31 schools and the remaining 30 serving as comparison sites. The results of this study showed that OGAP produced meaningful impacts on both teacher knowledge and student learning.
Seven Trends: The Transformation of the Teaching Force. Updated October 2018. CPRE Research Report # RR 2018-2
Author: Ingersol, Richard M.
Date: 2018-11-01
Type: Reports - Research
Subjects: Educational Trends,Elementary Secondary Education,Teacher Characteristics,Diversity (Faculty),National Surveys,Labor Force,Labor Market,Demography,Trend Analysis,Educational Change,Elementary School Teachers,Secondary School Teachers,Teacher Shortage,Age Differences,Aging (Individuals),Gender Differences,Racial Composition,Academic Ability,Public School Teachers,Teaching (Occupation),Faculty Mobility,Beginning Teachers,Teacher Background,Teacher Competencies

Has the elementary and secondary teaching force changed in recent years? And, if so, how? Have the types and kinds of individuals going into teaching changed? Have the demographic characteristics of those working in classrooms altered? This report summarizes the results of an exploratory research project that investigated what trends and changes have, or have not, occurred in the teaching force over the past three decades. Our main data source was the Schools and Staffing Survey (SASS) and its supplement, the Teacher Follow-Up Survey (TFS)--collectively the largest and most comprehensive source of data on teachers available. SASS/ TFS are collected by the National Center for Education Statistics (NCES), the statistical arm of the U.S. Department of Education. We took advantage of both the depth and duration of these data to explore what changes have taken place in the teaching force and teaching occupation over the three decades from 1987 to 2016. The results show that the teaching force has been, and is, greatly changing; yet, even the most dramatic trends appear to have been little noticed by researchers, policy makers, and the public. The report summarizes seven of the most prominent trends and changes; we found that teaching force to be: (1) Larger; (2) Grayer; (3) Greener; (4) More Female; (5) More Diverse, by Race-Ethnicity; (6) Consistent in Academic Ability; and (7) Unstable. For each of the trends, we explore two large questions: (1) Why? What are the reasons for and sources of the trend?; and (2) So what? What difference does it make? What are the implications and consequences of the trend? [For the previous report &quot;Seven Trends: The Transformation of the Teaching Force. Updated April 2014. CPRE Report. #RR-80,&quot; see ED566879.]
Do Methods Matter? PLA, Portfolio Assessment, and the Road to Completion and Persistence. A Study of Prior Learning Assessment and Adult Students&apos; Academic Outcomes at Four LearningCounts Partner Colleges
Author: Klein-Collins, Rebecca
Date: 2018-02-00
Type: Reports - Research
Subjects: Prior Learning,Recognition (Achievement),Student Evaluation,Adult Students,Portfolio Assessment,Outcomes of Education,Academic Persistence,Graduation,College Students

The Council for Adult and Experiential Learning (CAEL) has conducted several studies on the relationship between prior learning assessment (PLA) and adult student outcomes. Do Methods Matter? PLA, Portfolio Assessment, and the Road to Completion and Persistence presents the findings from a study that examines the relationship between PLA and student outcomes, while also exploring whether students might have different outcomes depending upon the specific method of PLA that they are using. To understand whether PLA is associated with better student outcomes, we analyzed data on degree completion and persistence+ (i.e., students who completed a degree or were still enrolled).
What Happens When Learning &quot;Counts&quot;? Measuring the Benefits of Prior Learning Assessment for the Adult Learner--A CAEL Self-Study of the Academic Outcomes of LearningCounts Students
Author: Klein-Collins, Rebecca
Date: 2017-09-00
Type: Reports - Research
Subjects: Prior Learning,Adult Learning,Adult Students,Outcomes of Education,Educational Benefits,Educational Attainment,Portfolio Assessment,College Credits,Educational Assessment,Student Evaluation,Evaluation Methods,College Students,Experiential Learning,Academic Persistence

In 2010, the Council for Adult and Experiential Learning (CAEL) conducted the first major multi-institutional study of the relationship between prior learning assessment (PLA) credit-earning and student academic outcomes, which found that adult students with PLA credit were two and a half times more likely to have earned a postsecondary degree than similar students with no PLA credit. These findings have prompted postsecondary institutions and systems to expand their PLA offerings. In addition, other organizations and institutions have conducted their own studies of PLA and students' outcomes that have resulted in similar findings. Responding to the increased interest in PLA, CAEL launched LearningCounts, an online portfolio assessment service designed to expand the capacity of institutions to offer portfolios as a method of implementing PLA in a standardized way. This report presents the findings of our study, which examined the enrollment patterns and degree completion of former LearningCounts students as reflected in data available through the National Student Clearinghouse, supplemented by the perspectives of the students themselves through survey responses.
Communicating Performance: A Best Practice Resource for Encouraging Use of State and School Report Cards
Author: Peltzman, Alissa
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Data Use,Educational Improvement,Equal Education,Decision Making,Stakeholders,Language Usage,Visual Aids,Access to Information,Reliability,Best Practices

State and school report cards provide a powerful avenue for states to reach families and the broader public as essential partners in improving student outcomes. The federal Every Student Succeeds Act (ESSA) and many state legislatures require states to publish an array of education data including measures at the state, district, and school levels. The report cards also go deeper, illuminating how these measures vary for students by race and ethnicity, income, language, disability, and other characteristics. State and school report cards that effectively communicate these data to the public can inform educators and families, help them ask better questions, and ultimately, drive school improvement to support all students. To answer questions about student performance, state education agencies have increased their capacity to collect, manage, analyze, and make decisions based on data over the last 15 years. While states have made substantial progress, too few families, community leaders, and other stakeholders regularly review and act on states' education data. The next frontier for state leadership is to advance beyond providing access to data to driving the use of data. Effective use of data is critical to more effectively support educators and students. When educators have comprehensive information about student performance and can consider that information for all students and based on different student populations, they can start to take critical steps towards addressing achievement gaps. This report includes several specific examples of how data can be used effectively to address equity issues: (1) Initiating conversations about equity with diverse stakeholders; (2) Publicly examining data on current performance and trends; (3) Disaggregating data in meaningful ways to identify disparities in opportunity and outcomes; and (4) Publicly sharing data on measures of students' progress after graduation and long-term success. With this resource, the authors highlight practices and questions to help state education agencies increase use of state and school report cards for decision-making and continuous school improvement. [For the companion report, &quot;Communicating Performance: A Best Practice Resource for Developing State Report Cards,&quot; see ED595053.]
Student Debt: Myths and Facts. Sixth Edition
Author: Council of Independent Colleges
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Student Loan Programs,Loan Default,Loan Repayment,Private Colleges,Public Colleges,Proprietary Schools,Undergraduate Students,Student Financial Aid,Tuition,Graduation Rate,Time to Degree,Family Income

With student loan debt reaching approximately $1.4 trillion, critics are concerned that student loans may be the next financial bubble to burst. They cite students with loans of more than $100,000 and ballooning loan default rates. They contend that borrowing for higher education may not be worth the financial risks, especially for students who attend private institutions. Some even argue that students should not incur debt to attend college. What is the truth? This presentation examines a number of myths about college students' indebtedness and sets the facts straight with the most recent data available.
Doubling Down: Repeat Degree Seeking among GME Graduates
Author: Graduate Management Admission Council (GMAC)
Date: 2018-11-00
Type: Reports - Research
Subjects: Graduate Students,College Graduates,Business Administration Education,Lifelong Learning,Masters Degrees,Professional Continuing Education,Business Schools,Alumni

More than ever, career success depends on lifelong learning, and even as new options for continuing education proliferate--including online courses, boot camps, and certificate programs--about 1 in 5 business school graduates (18%) are considering earning an additional graduate management education (GME) degree as a means of updating, advancing, or expanding their knowledge, skills, and abilities. Survey findings reveal that business master's graduates are more likely than MBA graduates to consider pursuing an additional GME degree. Findings come from a Graduate Management Admission Council (GMAC) survey of 5,391 individuals. Administered in the first half of 2018, the survey was designed to understand GME candidates' educational journey, including their progression through the GME pipeline and how they are furthering their learning after business school.
Demand for MBA and Business Master&apos;s Programs: mba.com Prospective Students Survey 2018. Market Intelligence
Author: Graduate Management Admission Council (GMAC)
Date: 2018-00-00
Type: Reports - Research
Subjects: Educational Demand,Business Administration Education,Masters Programs,Preferences,Graduate Students,Profiles,Program Design,Foreign Students,College Choice,Student Characteristics

This report assesses prospective student demand for specific graduate management education (GME) program types, both in terms of the program types they &quot;consider&quot; and the program types they &quot;prefer.&quot; Prospective student profiles highlight key differences among those who prefer different program types. The report also examines prospective students' program design and study destination preferences. The Graduate Management Admission Council® (GMAC®) surveyed 9,471 individuals who registered on mba.com--the Graduate Management Admission Test® (GMAT®) website for prospective graduate business students--between February and December 2017. Each month, a random sample of individuals who registered on the website three months earlier were invited to participate in this ongoing research study. Findings in this report are also based on analysis of data collected in calendar years 2009 through 2017 from more than 126,000 individuals. Key findings include: (1) The Master of Business Administration (MBA) remains the predominant credential sought by prospective students; (2) Business master's program types are experiencing growth and shifts in candidate consideration; (3) Most prospective students are considering alternatives and have reservations that could impact their decision to pursue business school; (4) There are distinct profiles of prospective students based on their program type preferences; (5) Prospective students' program design and course delivery preferences are diverse. One-size does not fit all; (6) Prospective students seek a varied curriculum in the classroom, and opportunities to grow their experience outside the classroom; and (7) Prospective students' desire to study internationally has leveled off, and fewer want to study in the US.
Campus-Based Student Financial Aid Programs under the Higher Education Act. Updated
Author: Fountain, Joselynn H.
Date: 2018-02-20
Type: Reports - Descriptive
Subjects: Student Financial Aid,Federal Aid,Student Loan Programs,Grants,Work Study Programs,College Students,Federal Programs,Student Participation,Educational Finance,Educational Legislation,Federal Legislation,Higher Education

Three Higher Education Act (HEA) student financial aid programs--the Federal Supplemental Educational Opportunity Grant (FSEOG) program, the Federal Work-Study (FWS) program, and the Federal Perkins Loan program--collectively are referred to as the campus-based programs. Under the campus-based programs, federal funding is provided to institutions of higher education for the provision of need-based financial aid to students. Institutions participating in the programs are required to provide matching funds equal to approximately one-third of the federal funds they receive. Each program provides students with a distinct type of aid. The FSEOG program provides grant aid only to undergraduate students. The FWS program provides undergraduate, graduate, and professional students the opportunity for paid employment in a field related to their course of study or in community service. The Perkins Loan program provided low-interest loans with favorable terms and conditions to undergraduate, graduate, and professional students. The programs are among the oldest of the federal postsecondary aid programs; however, they now operate amid a host of other aid programs and tax benefits, some of which are not need-based. At present, a relatively small proportion of all students receive campus-based financial aid. This report describes the FSEOG, FWS, and Federal Perkins Loan programs. It also presents historical information on appropriations provided for the programs and the federal student aid that has been made available to students through the programs.