ethanporcaro/eric-fulltext-meta huggingface dataset:
Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations. Policy Research. IERC 2017-2
Author: Holt, Janet K.
Date: 2017-00-00
Type: Reports - Research
Subjects: Disproportionate Representation,At Risk Students,Low Income Groups,First Generation College Students,Minority Group Students,Intervention,Debt (Financial),College Graduates,Graduation,College Administration,Administrator Role,Goal Orientation,Strategic Planning,Learner Engagement,Educational Environment,Caring,Student Personnel Services,Summer Programs,Transitional Programs,School Orientation,Student Financial Aid,Academic Support Services,Educational Policy,Interviews

In 2016, a higher education task force of St. Louis Graduates (STLG), a collaborative network whose mission is to increase degree completion for low income students, first-generation students, and students of color from St. Louis, commissioned this study from the Illinois Education Research Council (IERC). Through discussion, the following goals were established for this project: (1) identify those higher education institutions that are more successful in supporting and graduating underrepresented students from the St. Louis region: and (2) determine the strategies that institutions are using to graduate underrepresented students with less debt. This study was undertaken to determine successful college completion strategies for low-income students, first-generation students, and students of color. The ultimate goal is to identify promising practices for graduating underrepresented students with less debt and to share those strategies and practices with other institutions so they can be adopted and adapted. This would ultimately create a broad network of colleges and universities that are using evidence based strategies for affordable college completion for underrepresented students. Starting with a list of 20 four-year institutions in Missouri and Illinois where St. Louis students most often attend college, a Success metric was developed to determine which institutions were best supporting underrepresented students. From this study, a group of five institutions rose to the top. In the second phase of this project, administrators in the areas of academic and student affairs, enrollment management, and financial aid as well as a group of students, from each of these five institutions were interviewed to find the key ingredients of their &quot;secret sauce&quot; in supporting underrepresented students to graduation with less debt. [This study was funded from a grant from St. Louis Graduates through support from the Missouri Higher Education Loan Authority, MOHELA. For the executive summary, &quot;Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations. Executive Summary. IERC 2017-2,&quot; see ED574361. For the research highlights, &quot;Degrees with Less Debt: Effective Higher Education Strategies for Underrepresented Student Populations. Research Highlights. IERC 2017-2,&quot; see ED574360.]
Girls' Education and Gender in Education Sector Plans and GPE-Funded Programs
Author: Global Partnership for Education (GPE)
Date: 2017-05-00
Type: Reports - Research
Subjects: Womens Education,Gender Issues,Foreign Countries,Developing Nations,Global Approach,Equal Education,Gender Differences,Gender Discrimination,Strategic Planning,Inclusion,Program Implementation,Program Evaluation,Formative Evaluation,Statistical Data,Teacher Shortage,Barriers,Educational Demand,Supply and Demand,Educational Strategies,Educational Improvement,Partnerships in Education

Since the World Education Forum in Dakar in 2000, efforts and commitments at both national and international levels have brought significant progress in education systems with a view to reducing inequity between girls and boys. Among the Global Partnership for Education (GPE) partner developing countries, the primary Gross Enrollment Rate (GER) Gender Parity Index (GPI) increased from 0.82 in 2000 to 0.93 in 2013, and the Primary Completion Rate (PCR) GPI increased from 0.81 to 0.90, for the same period. Despite this progress, gender discrimination continues to keep millions of girls out of classrooms, depriving them of their fundamental right to a quality education. Given the persistence of gender inequalities, the latest 2012-2015 GPE Strategic Plan reaffirmed as a priority goal that &quot;all girls in GPE-endorsed countries successfully complete primary school and go to secondary school in a safe, supportive learning environment.&quot; This report was therefore commissioned by the GPE Secretariat to take stock of how girls' education and gender issues are included in education sector plans (ESPs), including their implementation or action plans, in 42 countries, as well as in GPE-funded programs in member developing countries. The objective of the report is to establish an information baseline based on a sector plan formative evaluation to improve consideration of this issue in the future sector plans in order to better promote the achievement of GPE Strategic Objective 2 on gender equality and inclusion. Key findings in this report include: (1) The presentation of gender-disaggregated statistical data in ESPs is a key first step in assessing the extent of gender disparities and identifying at what levels such disparities exist; (2) National statistical data may conceal significant regional disparities; and (3) The lack of female teachers was highlighted in 31% of ESPs as a barrier to girls' education. The following annexes are included: (1) Selected Countries for the Study; (2) Data Availability in ESPs; (3) Barriers to Girls' Education as Mentioned in ESPs; (4) Strategies; (5) Gender-Sensitive ESPs; and (6) Analysis Framework.
What&apos;s in a Name? Expectations, Heuristics and Choice during a Period of Radical School Reform. CEP Discussion Paper No. 1477
Author: Bertoni, Marco
Date: 2017-04-00
Type: Reports - Evaluative
Subjects: Educational Policy,Educational Improvement,Change Strategies,School Choice,Heuristics,School Based Management,Public Schools,Institutional Autonomy,Foreign Countries,Parent Attitudes,Preferences,Decision Making,Reputation,Institutional Characteristics,Attitude Measures,Statistical Analysis

Education policy worldwide has sought to incentivize school improvement and facilitate pupil-school matching by introducing reforms that promote autonomy and choice. Understanding the way in which families form preferences during these periods of reform is crucial for evaluating the impact of such policies. We study the effects on choice of a recent shock to the English school system--the academy programme--which gave existing state schools greater autonomy, but provided limited information on possible expected benefits. We use administrative data on school applications for three cohorts of students to estimate whether academy conversion changes schools' popularity. We find that families--particularly non-poor, White British ones--rank converted schools higher on average. Expected changes in composition, effectiveness and other school policies cannot explain this updating of preferences. Instead, the patterns suggest that families combine the signal of conversion with prior information on quality, popularity and proximity as a heuristic for assessing a school's expected future performance. The following are appended: (1) Robustness checks; and (2) Estimating Academies' Effectiveness using Legacy Enrolled Pupils. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Is Mathematics Education in England Working for Everyone? NFER Analysis of the PISA Performance of Disadvantaged Pupils
Author: Wheater, Rebecca
Date: 2016-12-00
Type: Reports - Research
Subjects: Foreign Countries,Mathematics Education,Outcomes of Education,Disadvantaged Youth,Economically Disadvantaged,Achievement Tests,International Assessment,Secondary School Students,Socioeconomic Background,Student Characteristics,Birth,Mathematics Achievement,Achievement Gap,Comparative Education,Resilience (Psychology),Self Esteem,Immigrants,Group Unity,Sense of Community,Truancy

The impact of socio-economic background on mathematics performance in England can be seen from the most to least disadvantaged. As socio-economic background of pupils increases, so does average mathematics performance; the gap between the most and least disadvantaged is equivalent to over three years' of schooling. However, many factors other than socio-economic background also affect performance, and these other factors are relatively more important to pupil performance in England than in other countries. Furthermore, the impact of socio-economic background is lower among the most disadvantaged half of the population. Examining other countries and the lack of change over time suggests that it is very difficult for countries to reduce the impact of socio-economic background on performance. Disadvantaged pupils who perform better than average, given their socio-economic background, tend to be autumn-born, are more confident in their abilities, and are less likely to truant. Our analysis shows that pupils would benefit from a more granular measure of deprivation; that summer-born pupils need a strategy to ensure they are not left behind; that further research would be beneficial to understand better the characteristics of pupils that perform better than their background would predict; and that schools should be further supported in tackling underperformance of disadvantaged pupils.
Providing for the Future: Providers' Views on Apprenticeship Reform
Author: McCrone, Tami
Date: 2016-11-00
Type: Reports - Research
Subjects: Apprenticeships,Educational Change,Foreign Countries,Guidelines,Standards,Administrator Attitudes,Employers,Decision Making,Financial Support,Program Content,Educational Finance,Educational Policy,Career Guidance,STEM Education,English,Educational Quality,Adolescents,Young Adults,Barriers,Evaluation Methods,Program Descriptions,Job Training,Semi Structured Interviews

Apprenticeships are currently undergoing reform in England. Funding mechanisms and the content of Apprenticeship programmes are being restructured. NFER and the Association of Employment and Learning Providers (AELP) have carried out a joint research project to inform future policy and practice with evidence on how providers of Apprenticeships are preparing for the reforms. More specifically, the objectives included: (1) to understand current knowledge of the new reforms amongst apprenticeship providers; (2) to explore areas of concern to providers, such as the move from Frameworks to standards; and the introduction of the Apprenticeship Levy in spring 2017; and (3) to establish providers' state of readiness and preparation for the reforms and what help they would welcome in preparing for them. This report, based on 15 in-depth interviews with senior leaders in Apprenticeships' providers, concludes that the current context of policy uncertainty and rapid change is putting considerable strain on the provider market. The methodology is appended.
Key Insights from PISA 2015 for the UK Nations. NFER Education Briefings
Author: National Foundation for Educational Research (NFER) (England)
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Comparative Education,Secondary School Students,Achievement Tests,International Assessment,Social Environment,Educational Practices,Academic Achievement,Science Achievement,Mathematics Achievement,Reading Achievement,Economically Disadvantaged,Low Income Students,Student Attitudes,Vocational Interests,Science Interests,Educational Environment,Teacher Shortage,Teacher Qualifications,Student Needs,Barriers,Curriculum,Educational Assessment

The Programme for International Student Assessment (PISA) is a worldwide research project involving schools and students in over 70 countries. It is run by the Organisation for Economic Co-operation and Development (OECD), takes place every three years, and is designed to examine how 15-year-olds can apply what they have learned in school to real life situations. This briefing provides an introduction to PISA 2015; its key findings in England, Northern Ireland, Scotland and Wales; and background information on social context and the education systems of the four nations.
Insights into the Role of Research and Development in Teaching Schools
Author: Walker, Matt
Date: 2017-01-00
Type: Reports - Research
Subjects: Research and Development,Evidence Based Practice,Educational Improvement,Educational Quality,Teacher Education,Professional Development Schools,Program Effectiveness,Foreign Countries,Educational Change,Teacher Surveys,Comparative Analysis,Educational Cooperation,Data Analysis

Evidence-informed practice is now regarded as instrumental to school reform efforts both in England and elsewhere (Greany, 2015). This is especially important given the focus on school self-improvement coupled with a drive for high-quality teaching within a devolved, and increasingly autonomous, education system. Teaching schools are outstanding schools that work with strategic partners, such as universities and private sector organisations, to provide high-quality training and development to new and to experienced school staff. Research and development or &quot;R&amp;D&quot; forms one of their six key areas of responsibility, often referred to as the &quot;big six&quot;. This report seeks to explore the effectiveness with which teaching schools are delivering their R&amp;D responsibilities. It provides new insights based on an analysis of a survey of 83 teaching schools and a comparison group of 80 outstanding schools. The report finds there is evidence to suggest that R&amp;D is becoming increasingly embedded within the other areas of the big six, and particularly within school-led initial teacher training (ITT) and continuing professional development (CPD). Despite this, many teaching school alliances (TSAs) report that R&amp;D is treated as an &quot;add-on&quot; and is considered less important compared to other concerns. The report also finds there are many challenges facing TSAs in delivering R&amp;D including the long time it can take to show the impact of R&amp;D and the fact there is still a need to build an expectation for teaching as an evidence-based profession. Additionally, there is some evidence to suggest that teaching school status does not necessarily enhance a teaching school's level of research activity, relative to other outstanding schools.
Iowa: Education and Workforce Trends through 2025
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Labor Market,Job Skills,Associate Degrees,Certification,Apprenticeships,Workplace Learning,Noncredit Courses,Occupations,Industry,Employment Projections,Technical Education,Business,Labor Force Development,Career Development,Employment Patterns,Majors (Students),Employment Qualifications

Economic projections show that skills-based technological change across industries and occupations will support rising demand for postsecondary education and training. By 2025, the Georgetown University Center on Education and the Workforce projects that 68 percent of the jobs in Iowa will require some level of postsecondary education. A key driver is the growing need for workers in healthcare, education, management, STEM, and other high-skill occupations. Many of the largest employers in the state--clustered in healthcare, finance and insurance, manufacturing, and education--need workers with at least some college education. Businesses that relocate to or expand in Iowa will also require an educated workforce. Setting a goal of having 68 percent of the workforce achieve a postsecondary degree, certification, or other industry-recognized credential with labor market value by 2025 would not just be reasonable, given demand-side projections, but also highly supportive of future economic growth in the state. Appended are: (1) National projections and why Georgetown Center on Education and the Workplace projections differ from Bureau of Labor Statistics projections; (2) Educational distribution of 2025 employment by occupation in Iowa (number); (3) Educational distribution of 2025 employment by occupation in Iowa (percent); (4) Job openings by occupation group and subgroup in Iowa, 2010-2025; (5) Distribution of occupations in top 20 industries by employment in Iowa; and (6) Career Pathways in Iowa.
Turbulent Times: Skills for a Global World
Author: Think Global (United Kingdom)
Date: 2016-00-00
Type: Reports - Research
Subjects: Global Approach,Skill Development,Job Skills,Labor Market,Employer Attitudes,Cultural Awareness,Futures (of Society),Coping,Foreign Countries,Surveys,Job Training,Education Work Relationship,Government Role,Employment Potential

In an increasingly turbulent and uncertain global world, it is vital that as a society we work together to maximise opportunities and mitigate threats. This report examines some of these emerging threats and opportunities from a skills perspective, looks at the role those stakeholder groups play and how we should all come together to prepare our young people for these fast changing times. Preparing today's young people to live and work within this global system is a major challenge confronting education and training systems. Of no less importance is ensuring that businesses and employers are aware of global factors affecting their sectors, and playing an active role in helping to ensure the young people who will eventually come to them as recruits are appropriately skilled and ready to work both domestically and within an international labour market. &quot;Think Global&quot; and Oxford Cambridge (OCR) and RSA (Royal Society of Arts) have worked together to examine the views of current UK employers on a series of questions related to how well we are coping, and are likely to cope in the future, with the unpredictable demands of a global world. Our key findings from this survey-based research fall into three main categories: (1) The Skills Gap Persists; (2) More needs to be done to prepare for future skills requirements in a global world; and (3) Employers themselves are out of touch. These findings point to the need for a concerted, coordinated push involving not only Government, but also from trainers and employers themselves, in finding a way better to prepare our young people from the reality of work and life in turbulent, global times. Recommendations are included: For Employers; For the Skills System; and For Government.
Learning While Earning: The New Normal
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Research
Subjects: College Students,Student Employment,Disadvantaged Youth,Age Differences,Paying for College,Educational Policy,Labor Market,Job Skills,Employment Experience,College Attendance,Wages,Debt (Financial),Education Work Relationship,Career Counseling,Bachelors Degrees,Competency Based Education

For decades, the popular conception of a college student in this country has been the full-time residential financially dependent student who enrolls in a four-year college immediately after graduating from high school. That student has not been the norm at U.S. postsecondary institutions for more than 30 years. Such students exist but they are greatly outnumbered by working learners: students who balance learning in college with earning a paycheck. This report examines the students who are combining work with ongoing learning. This report finds that: (1) Going to college and working while doing so is better than going straight to work after high school; (2) Working while attending college hurts disadvantaged students the most; (3) Working and learning simultaneously has benefits, especially when students work in jobs related to what they study; (4) Most students are working; (5) One-third of working learners are 30 or older; (6) More people are working full-time while in college; (7) You can't work your way through college anymore; and (8) Students are working and taking out more loans to pay for college. Policy implications include: (1) Working learners need stronger ties between the world of work and the world of education; (2) To improve the connections between work and learning, federal and state policymakers should fund postsecondary education, in part, based on performance measured by labor market outcomes; (3) Policymakers should also invest in competency-based education programs that teach skills with labor market value. Data sources are appended.
America's Divided Recovery: College Haves and Have-Nots
Author: Carnevale, Anthony P.
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Economic Climate,College Graduates,High School Graduates,Employment Qualifications,Job Skills,Occupations,Industry,Bachelors Degrees,Educational Attainment,Associate Degrees,Labor Market,National Surveys

The steady job growth and falling unemployment rate offer some reassurance that the economy is on the right track. Yet, the long-term structural changes accelerated by the cyclical impact of the Great Recession have resulted in a very unequal recovery. During the recession, the worst economic downturn since the Great Depression, workers without postsecondary education suffered tremendous job losses. The recovery has been virtually nonexistent for less-educated workers. Men without a college degree were traditionally able to make their way into the middle class through manufacturing and construction jobs, and women without a college degree could get middle class jobs in office and administrative support occupations. These pathways are increasingly closing down, leaving few opportunities to access the middle class without postsecondary education. By contrast, for most workers with a Bachelor's degree or higher, the recovery has resulted in a strong job market. These recent economic trends have made it clearer than ever that a college degree continues to be the most important economic asset for those who want to succeed in the labor market. The economy is seeing a continuing scouring out of low-skill jobs in favor of high-skill jobs. This makes the acquisition of postsecondary education an essential prerequisite to participate in the 21st century labor market. Workers with a high school diploma or less must attain postsecondary credentials if they want to compete effectively in growing high-skill career fields. The nation must face up to a need to train more of its workers for the growing high-skill jobs that play an increasingly central role in the post-Great Recession economy. A section on &quot;Data Sources and Methodology&quot; is found in the appendix.
The Association between Elementary School Start Time and Students' Academic Achievement in Wayzata Public Schools
Author: Dupuis, Danielle N.
Date: 2015-12-02
Type: Reports - Research
Subjects: Scheduling,Academic Achievement,Public Schools,Educational Improvement,Educational Research,Mathematics Achievement,Reading Achievement,Predictor Variables,School Schedules,Inferences,Elementary School Students,Grade 3,Grade 4,Grade 5

The Center for Applied Research and Educational Improvement (CAREI) conducted two analyses with the purpose of examining the association between elementary school start time and students' academic achievement in mathematics and reading in Wayzata Public Schools. The first analysis examined the association between elementary school start time and students' academic achievement in elementary school. The second analysis examined the association between elementary school start time and students' academic achievement in middle school. The results suggest that the association between school start time and elementary students' academic achievement is small to non-existent, particularly when controlling for student demographic characteristics, grade, and school. Non-statistically significant interactions indicated that the small effect of school start time was the same for all student subgroups examined. Similarly, the results suggest that there is no association between elementary school start time and middle school students' academic achievement.