ethanporcaro/eric-fulltext-meta huggingface dataset:
Statement on Competencies in Mathematics Expected of Entering College Students. April 2010. Revised May 2013
Author: Academic Senate for California Community Colleges
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: Community Colleges,Two Year College Students,College Freshmen,Majors (Students),Mathematics Instruction,Mathematics Skills,State Standards,Mathematics Achievement,Problem Solving,Student Characteristics,College Preparation,Academic Standards

The goal of this&quot; Statement on Competencies in Mathematics Expected of Entering College Students&quot; is to provide a clear and coherent message about the mathematics that students need to know and to be able to do to be successful in college. While parts of this Statement were written with certain audiences in mind, the document as a whole should be useful for anyone who is concerned about the preparation of California's students for college. This represents an effort to be realistic about the skills, approaches, experiences, and subject matter that make up an appropriate mathematical background for entering college students. The first section describes some characteristics that identify the student who is properly prepared for college courses that are quantitative in their approach. The second section describes the subject matter that is an essential part of the background for all entering college students, as well as describing what is the essential background for students intending quantitative majors. Among the descriptions of subject matter there are sample problems. These are intended to clarify the descriptions of subject matter and to be representative of the appropriate level of understanding. The sample problems do not cover all of the mathematical topics identified. Appended are: (1) Some Mathematical Skills Necessary for College Work; and (2) Summaries of Subject Matter Topics with Related California and NCTM Standards.
Program Discontinuance: A Faculty Perspective Revisited. Adopted Fall 2012
Author: Academic Senate for California Community Colleges
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: College Administration,Community Colleges,Faculty College Relationship,Program Termination,College Curriculum,Governing Boards,Teacher Role,Educational Policy

The 1998 Academic Senate for California Community Colleges paper Program Discontinuance: A Faculty Perspective presented issues of program discontinuance and addressed principles and key factors for effective faculty participation in the development of fair and equitable program discontinuance processes. In 2009, an Academic Senate resolution called for an update to that paper to provide senates with information that reflects various changes regarding program discontinuance and related issues that have occurred since 1998. This paper responds to that resolution by incorporating changes that have taken place in the last decade and providing further guidance to local senates about faculty roles in the development and implementation of program discontinuance policies and procedures. This paper is intended to replace the earlier paper by building on its foundation. The following are appended: (1) Program Discontinuance Turnaround Survey 1996; (2) Program Discontinuance Survey Spring 2011; (3) Example Program Discontinuance Policies &amp; Procedure; and (4) Napa Valley College--Rubric for Budget-Driven Cuts.
The Labor Market Returns to For-Profit Higher Education: Evidence for Transfer Students. A CAPSEE Working Paper
Author: Liu, Yuen Ting
Date: 2014-01-00
Type: Reports - Research
Subjects: Labor Market,Private Colleges,Proprietary Schools,Community Colleges,Salary Wage Differentials,Statistical Data,Higher Education,College Transfer Students,Tuition,Outcomes of Education,Human Capital,Income,Enrollment,Computation,Statistical Analysis,Student Costs

This study examines the labor market gains for students who enrolled at for-profit colleges after beginning their post-secondary education in community college. We use student-level administrative record data from college transcripts, Unemployment Insurance earnings data, and progression data from the National Student Clearinghouse across full entry cohorts of community college students in two statewide systems between 2001 and 2006. We calculate the wage gains to attainment across different student transfer patterns. We find significant wage penalties to transfer to a for-profit college instead of a public or private nonprofit college. This earnings gap between higher education sectors is consistent but varies in size across subsamples of students. Importantly, it is only identifiable with a sufficient time window across which enrollment and earnings data are available. Students in for-profit colleges have lower opportunity costs in terms of foregone earnings while enrolled in college, but these do not sufficiently compensate for lower earnings growth post-college. The following tables and figures are appended: (1) Descriptive Frequencies for CCS-A Entrants, 2001-02 to 2004-05; (2) Descriptive Frequencies for CCS-B Entrants, 2004-2006; (3) Estimates as per Table 3 for CCS-A Using the Same Window as for CCS-B; (4) Propensity Score Matching: Transfers to For-Profit and Public College From CCS-A Among Male Students; (5) Propensity Score Matching: Transfers to For-Profit and Public College From CCS-B Among Male Students; (6) Propensity Score Matching: Transfers to For-Profit and Public College From CCS-A Among Female Students; and (7) Propensity Score Matching: Transfers to For-Profit and Public College From CCS-B Among Female Students.
Understanding the Charter School Special Education Gap: Evidence from Denver, Colorado
Author: Winters, Marcus A.
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Charter Schools,Special Education,Conventional Instruction,Elementary Schools,Middle Schools,Student Attitudes,Special Needs Students,Disability Identification,Student Mobility,Individualized Education Programs,Elementary School Students,Middle School Students

Center on Reinventing Public Education (CRPE) commissioned Dr. Marcus Winters to analyze the factors driving the special education gap between Denver's charter and traditional public elementary and middle schools. Using student-level data, Winters shows that Denver's special education enrollment gap starts at roughly 2 percentage points in kindergarten and is more than triple that in eighth grade. However, it doesn't appear to be caused by charter schools pushing students out. Instead, the gap is mostly due to student preferences for different types of schools, how schools classify and declassify students, and the movement of students without disabilities across sectors. Among the key findings: (1) Students with special needs are less likely to apply to charter schools in kindergarten and sixth grade: In the gateway grades, when students are most likely to choose schools, those with disabilities are significantly less likely to apply to charter schools than are students without disabilities. This difference explains the majority of the gap in middle school grades, particularly for certain categories of disability. (2) The gap grows significantly between kindergarten and fifth grade: 46% of the growth occurs because charter schools are less likely to classify students as special education, and more likely to declassify them; 54% is due to the number of new general education students enrolling in charter schools, not from the number of students with special needs going down. (3) Students with special needs in charter schools change schools less often than those in traditional public schools: Five years after enrolling in kindergarten, about 65 percent of charter students with special needs are still in their original schools, while only 37 percent of traditional public school students with special needs are still in their original schools. Many of the findings from Denver are consistent with CRPE's earlier study of New York City (also authored by Winters), suggesting there may be common features driving this gap in school systems nationwide. In both cities, charter elementary schools are much less likely than the traditional public schools to identify students as disabled, and students with identified disabilities are much less likely to apply to charter schools. Appended are: (1) Calculating the Factors Affecting the Special Education Gap; and (2) Deriving the Deconstruction Formula.
The Medium-Term Labor Market Returns to Community College Awards: Evidence from North Carolina. A CAPSEE Working Paper
Author: Belfield, Clive
Date: 2014-03-00
Type: Reports - Research
Subjects: Labor Market,Community Colleges,Outcomes of Education,Education Work Relationship,Educational Attainment,Academic Degrees,Student Certification,Research Methodology,Salary Wage Differentials,Gender Differences,Age Differences

In this paper, the authors examine the relative labor market gains for first-time college students who enrolled in the North Carolina Community College System in 2002-03. The medium-term returns to diplomas, certificates, and degrees are compared with returns for students who accumulated college credits but did not graduate. The authors also investigate the returns to credit accumulation, subject field, and transfer and the early trajectories of wages for different student subgroups during the 2000s. The analysis is based on student-level administrative record data from college transcripts, Unemployment Insurance wage data, and enrollment and graduation data from the National Student Clearinghouse across 830,000 community college students between 2001 and 2010. Findings from this study confirm those from earlier work: The returns to certificates and diplomas were weak, but associate and bachelor's degrees yielded very strong returns; even small accumulations of credits had labor market value; and the returns to health sector credentials were extremely high. Returns were much higher for female students than for male students. Despite the Great Recession, analysis reveals little evidence that the returns to college decreased over the latter half of the 2000s. However, medium-term estimates likely understate the full value of college credentials, particularly bachelor's degrees. The following table is appended: Descriptive Frequencies for 2002-03 NCCCS Cohort by Highest Award Earned.
Implementing Content Review for Communication and Computation Prerequisites. Adopted Spring 2011
Author: Academic Senate for California Community Colleges
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Program Implementation,Computation,Communications,Content Analysis,Community Colleges,Prerequisites,State Standards,College Governing Councils,Educational Practices,Admission Criteria,Data,Institutional Role,Research Committees,Counselor Role,Teacher Role,State Regulation,Freshman Composition,Transfer Policy,Educational Resources,Educational Policy,Educational Change,Evaluation Criteria

This paper is one of a collection of papers written by the Academic Senate for California Community Colleges (ASCCC) to support the use of content review as the basis for establishing communication and computation prerequisites. &quot;Student Success: The Case for Establishing Prerequisites Through Content Review&quot; was adopted at the Fall 2010 Academic Senate Plenary Session and provides the rationale for recommending a Title 5 change that would permit the use of content review as the primary means of validating communication and computation prerequisites. This paper serves as a follow-up to the earlier one, providing guidance for local colleges that wish to move from statistical validation of prerequisites to reliance on content review. While content review has always been a required component of the process of assessing the skills needed for student success in a given course, the use of content review absent statistical validation will require a review and possible modification of existing content review processes to ensure the necessary rigor. A third paper on the use of multiple measures, a component of the assessment for placement process is also planned. Any change in local prerequisite practices that increases the use of communication and computation prerequisites will require planning to ensure that resources are allocated to meet any increased demand for assessment and counseling services and basic skills course offerings. This paper provides not only an overview of effective practices relating to content review, but also suggestions regarding more global considerations. Because the use of prerequisites will likely increase in the future as reliance on content review as the means of validating prerequisites becomes more common, planning to minimize negative unintended consequences is critical. Assuring students on-going access to courses for which they are prepared must be a primary consideration as changes are made to further student success through the appropriate use of prerequisites. Five appendices are included: (1) Revised Title 5 Regulations; (2) Content Review Conversation Starter; (3) CB 21 Transfer Level Freshman Composition Rubric; (4) Content Review for Computational Prerequisite for Geology Lab; and (5) Resources.
Setting Course Enrollment Maximums: Process, Roles, and Principles. Adopted Spring 2012
Author: Academic Senate for California Community Colleges
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Enrollment,Community Colleges,Governing Boards,State Legislation,School Safety,Faculty Workload,College Administration

Appropriate course enrollment maximums are an essential aspect of guaranteeing the quality of instructional programs. Colleges must consider many factors in establishing these enrollment limits, including legal codes, student and instructor safety, instructor workload, and the fiscal viability of the institution. However, the primary basis of any determination regarding enrollment maximums should be the pedagogical factors that influence the success of the students in the course. Many different college constituencies have roles to play in establishing appropriate enrollment limits, including discipline faculty, curriculum committees, academic senates, bargaining units, and administration. This paper outlines the proper roles for each of these constituencies and offers suggestions for establishing clear processes through which decisions regarding enrollment maximums may be made. Four appendices include: (1) Course Enrollment Maximum Process Example from Cuesta College Maximums; (2) Course Enrollment Maximum Process Example from Mt. San Antonio College; (3) Check List for Curriculum Committee Use in Determining Course Enrollment; and (4) Mathematical Model for Determining Course Enrollment Maximums.
The Children Born in 2001 at Kindergarten Entry: First Findings from the Kindergarten Data Collections of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B). First Look. NCES 2010-005
Author: Flanagan, Kristin Denton
Date: 2009-10-00
Type: Reports - Research
Subjects: Child Development,Kindergarten,Longitudinal Studies,Cohort Analysis,Demography,Reading Achievement,Mathematics Achievement,Psychomotor Skills,Institutional Characteristics,Child Care,Infants,Toddlers,Young Children,Family Environment,Health Services,Child Health,Physical Health,Well Being,Statistical Significance,Early Reading,Parents,Interviews,Educational Assessment,Teachers,Questionnaires,Response Rates (Questionnaires),Reliability,Predictor Variables,Disadvantaged Schools,Educationally Disadvantaged,Minority Group Children,Error of Measurement

Using data from the final two rounds of the Early Childhood Longitudinal Study, Birth Cohort (ECLS-B), a longitudinal study begun in 2001, this First Look provides a snapshot of the demographic characteristics, reading and mathematics knowledge, fine motor skills, school characteristics, and before- and after-school care arrangements of the cohort at the time they first began kindergarten. Information has been collected from and about these children when they were 9 months old, 2 years old, 4 years old, and at kindergarten entry. This survey provides a comprehensive and reliable set of data about children's early development; their home learning experiences; their experiences in early care and education programs; their health care, nutrition, and physical well-being; and how their early experiences relate to their later development, learning, and success in school. Two appendixes include: (1) Survey Methodology and Glossary; and (2) Standard Error Tables.
Sound Principles for Faculty Evaluation. Adopted Spring 2013
Author: Academic Senate for California Community Colleges
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Teacher Evaluation,College Faculty,Faculty Development,Feedback (Response),Governing Boards,College Administration,Educational Legislation,Community Colleges,Collective Bargaining,Grievance Procedures,Distance Education,Electronic Learning,Online Courses,Evaluators,Peer Evaluation,Accreditation (Institutions)

This paper is a response to Academic Senate Resolution 19.05 F11, which called for an update of the 1990 Academic Senate Paper Guidelines for Developing a Faculty Evaluation Process. The current paper presents the position that faculty evaluations should be focused on professional development and on personal and professional growth and should provide meaningful, useful feedback to the evaluee. In order to make evaluation processes honest and meaningful, colleges must establish an environment in which faculty excellence and success are acknowledged and celebrated, in which suggestions for further improvement and growth are expected and welcomed, and in which both evaluators and evaluees are comfortable with candid discussion of areas for improvement. Academic senates, bargaining units, and college administration must work together to establish processes that are fair and consistent and that are not perceived by faculty as threatening or punitive. This paper is intended to update and replace the 1990 paper. Appended are: (1) Education Code Sections 87660-87683; and (2) Sample Documents.
Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time
Author: Del Razo, Jaime L.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Measures (Individuals),Educational Change,Blended Learning,Disproportionate Representation,Disadvantaged Schools,Disadvantaged Youth,Teacher Role,Educational Environment,School Community Relationship,Community Involvement,Partnerships in Education,Student Participation,Family Involvement,School Policy,Time Factors (Learning),Inclusion,Academic Persistence,Learner Engagement,Health,Well Being,Citizen Participation,Sustainability

Using standardized test scores as the main measure of educational achievement is not enough to capture the complexity of a student&apos;s or school&apos;s needs, challenges, and successes. &quot;Leveraging Time for School Equity: Indicators to Measure More and Better Learning Time&quot; presents a new set of comprehensive, rich, and meaningful measures of what matters to students, schools, and systems. The framework of twenty-four indicators emerged via extensive research and collaboration with school designers, community organizers, researchers, local funders, and other partners of the Ford Foundation&apos;s More and Better Learning Time (MBLT) initiative. The project aims to use learning time as a lever for improving educational opportunities for students in the nation&apos;s most underserved school systems. &quot;Leveraging Time for Equity&quot; is grounded in the work of the MBLT field, extensive research on education reform and indicators, and a commitment to social and educational equity for all. The report begins with an introduction to the goals and design of the MBLT initiative in the section &quot;About the More and Better Learning Time Initiative.&quot; The section &quot;Building a Shared Theory of Action&quot; discusses what factors guided the development of the indicator framework. In particular, the authors share an approach that highlights the collaborative efforts of multiple actors that need to engage in the work to reach scale. This section includes a review of existing research supporting the use of multiple educational measurements and evaluations in place of the traditional single assessments. The &quot;MBLT Indicators Framework&quot; section introduces the indicators. The section outlines the process for producing a parsimonious list of useful MBLT indicators and discusses why indicators are needed at three levels--student, school, and system. The section continues with the heart of this report: a description of indicators that align with MBLT principles and goals. This report will be accompanied by a website, due to launch in fall 2014, that will offer additional information, tools, and resources.
Teacher Attrition and Mobility: Results from the 2012-13 Teacher Follow-Up Survey. First Look. NCES 2014-077
Author: Goldring, Rebecca
Date: 2014-09-00
Type: Reports - Research
Subjects: Teacher Surveys,Elementary School Teachers,Secondary School Teachers,Questionnaires,Tables (Data),Statistical Significance,Statistical Analysis,Teacher Persistence,Faculty Mobility,Followup Studies,Public School Teachers,Teacher Characteristics,Career Change,Teaching Experience,Institutional Characteristics,Decision Making,Employment Level,Occupations,Teacher Attitudes,Age Differences,Teacher Salaries,Gender Differences,Racial Differences,Teacher Placement,Teacher Certification,Rural Schools,Urban Schools,Suburban Schools,Elementary Schools,Middle Schools,High Schools,Low Income Groups,Private Schools

This report presents selected findings from the Current Teacher and Former Teacher Data Files of the 2012-13 Teacher Follow-up Survey (TFS). TFS is a nationally representative sample survey of public and private school K-12 teachers who participated in the previous year's Schools and Staffing Survey (SASS). First fielded in school year 1988-89, TFS was designed as a component of SASS and was sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences within the U.S. Department of Education. The purpose of SASS is to collect information that can provide a detailed picture of U.S. elementary and secondary schools and their staff. This information is collected through questionnaires sent to districts, schools, principals, teachers, and library media centers. Information from all of the surveys can be linked. The purpose of this First Look is to introduce new data through the presentation of tables containing descriptive information. Selected findings chosen for this report demonstrate the range of information available on the 2012-13 TFS data files. The tables in this report contain counts and percentages demonstrating bivariate associations. All of the results have been weighted to reflect the sample design and to account for nonresponse and other adjustments. Comparisons drawn in the selected findings have been tested for statistical significance at the 0.05 level using Student's t statistics to ensure that the differences are larger than those that might be expected due to sampling variation. No adjustments were made for multiple comparisons. Many of the variables examined are related to one another, and complex interactions and relationships have not been explored. Statistical Analysis Software (SAS 9.3) and SUDAAN (11.0) were used to compute the statistics for this report. Appended are (1) Standard Error Tables; (2) Methodology and Technical Notes; and (3) Description of Variables.