ethanporcaro/eric-fulltext-meta huggingface dataset:
Caring for Students Playbook: Six Recommendations for Caring for Students
Author: Adams, S.
Date: 2021-06-08
Type: Guides - Classroom - Teacher
Subjects: Caring,Student Needs,Course Descriptions,Course Content,Teacher Student Relationship,Interpersonal Communication,Academic Support Services,Teacher Role,Teaching Methods,Barriers,Inclusion,Social Justice,Equal Education,College Students,College Faculty,Students with Disabilities,Accessibility (for Disabled),Difficulty Level,Cognitive Processes,Student Evaluation,Evaluation Methods,Feedback (Response),Educational Technology,Technology Uses in Education,Student Personnel Services,Stress Management,Student Diversity,Minority Group Students,Racial Bias,Social Bias,Gender Bias

This playbook contains resources that can be used by individual instructors to support putting student care into action or by institutions seeking guidance for incorporating caring for students into their campus strategy and instructional development programming. While the impetus for this playbook was the COVID-19 pandemic, the information and resources provided represent high standards of student support regardless of the environment. This playbook provides detailed recommendations broken out into six sections. These recommendations include: (1) Reimagine your syllabus content; (2) Review and revise your course content; (3) Assess your students with care; (4) Develop and enact a communication plan; (5) Integrate institutional supports; and (6) Take time for self-care. Each of these Six Recommendations for Caring for Students provides concrete strategies and resources to support instructors in operationalizing equity-focused, inclusive teaching strategies that put student care into practice by acknowledging student challenges while identifying student assets. [For the companion playbook, &quot;Caring for Students Playbook: Getting Started with Key Terms, Challenges, and Approaches,&quot; see ED613432.]
Caring for Students Playbook: Getting Started with Key Terms, Challenges, and Approaches
Author: Adams, S.
Date: 2021-06-08
Type: Guides - Classroom - Teacher
Subjects: Caring,Student Needs,Student Diversity,Inclusion,Equal Education,Students with Disabilities,Barriers,Paying for College,College Students,Social Development,Emotional Response,Culturally Relevant Education,Teaching Methods,Access to Education,Trauma,Gender Issues,Minority Group Students,Racial Bias,Gender Bias,Social Bias

This resource serves as a companion piece to the &quot;Caring for Students Playbook: Six Recommendations for Caring for Students&quot; (ED613431) and provides a foundation for the approaches and methods offered therein. The content offered in this playbook begins by setting the groundwork for rooting instruction in diversity, equity, and inclusion before focusing on the challenges students are experiencing as they pursue their education in our current climate. It concludes with offering approaches that support engaging culture, acknowledging trauma, and meeting the needs of all learners.
Knowing Our Students: Understanding &amp; Designing for Success. A Guidebook for Institutional Leaders
Author: Fladd, Laurie
Date: 2021-05-00
Type: Guides - Non-Classroom
Subjects: Instructional Leadership,Instructional Design,Holistic Approach,Higher Education,Data Collection,Data Use,Decision Making,Learning Analytics,Educational Strategies,Student Experience,Equal Education,Student Characteristics,Majors (Students),Parent Rights,Privacy,Student Records,Educational Legislation,College Students,Enrollment,Focus Groups,Concept Mapping,Brainstorming

This guidebook is designed for institutional leaders and student success teams who are ready to talk openly about the students they serve and who are eager to learn practical strategies from national experts and peer institutions. We cannot design an experience that meets our students where they are unless we holistically understand who they are. For the past few decades, institutions of higher education have been making strides in the collection and use of data to inform their decisions. From enrollment data to student surveys, outcome metrics to predictive analytics, institutions collect more information on how their students move through their educational journey than ever before. These data have informed decisions on almost every aspect of the institution, providing leaders with tangible evidence of what is working and what needs to be addressed to increase student success. [This guidebook was co-published with Advising Success Network.]
Using SAT® Scores to Inform Academic Major-Related Decisions and Planning on Campus
Author: Westrick, Paul A.
Date: 2021-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Majors (Students),Decision Making,Educational Planning,Validity,Grade Prediction,Regression (Statistics),School Holding Power,Academic Achievement,College Students,Grade Point Average

This study explored how the SAT and High School Grade Point Average (HSGPA) can work together to help institutions to confidently admit, place, and support students in their academic majors while promoting student opportunity and success as well as institutional health and success. In particular, this study examined the differential validity of the SAT for predicting second-year cumulative grade point average (SYCGPA) and students' chances of earning a SYCGPA of 3.0 or higher across 13 academic majors, with a special emphasis on STEM majors and STEM students who come from educationally disadvantaged environments. This information can be helpful for campus initiatives focused on major choice, academic success within major (as measured by grades), and retention within major. Subgroup analyses found that STEM students who came from educationally disadvantaged environments had lower probabilities of earning a SYGPA of 3.0 or higher even when they had the same SAT scores and HSGPAs of their peers, suggesting that these students may benefit from increased institutional support as colleges and universities seek to diversify the student body in the STEM fields. Paying attention to both SAT scores and environmental context information can help institutions to target instructional supports to the students that need them most to ensure that all students have the opportunity to be successful in their chosen major and have additional opportunities later on for graduate school and recruitment by top employers, that may in part be selected by cumulative GPA.
A Guide to Identifying Similar Schools to Support School Improvement. REL 2021-096
Author: Van Dine, Douglas
Date: 2021-07-00
Type: Guides - General
Subjects: Educational Improvement,Identification,Institutional Characteristics,Schools,Methods,Foreign Countries

To support school improvement efforts, school leaders and education agencies might need to identify groups of schools that are similar so that schools can compare their performance or share practices with other schools in the same group. This could also allow education agencies to provide tailored supports to schools in a group. This guide describes how an education agency can select a distance measure (a statistical rather than a geographic measure) to identify schools that are similar to a target school, using a variety of characteristics that enable school leaders to better understand their schools' relative performance. This guide is based on work done with the Nebraska Department of Education and is designed to help staff in other education agencies who are interested in implementing a similar approach to support school improvement.
Examining the Stability of SAT Predictive Relationships across Cohorts and over Time
Author: Marini, Jessica P.
Date: 2021-06-00
Type: Reports - Research
Subjects: College Entrance Examinations,Predictor Variables,Academic Achievement,Grade Point Average,Grouping (Instructional Purposes),College Freshmen,Predictive Validity

The purpose of this study is to understand how well the national SAT Validity Study results (Westrick et al., 2019), which is based on the entering class of 2017, generalize to other cohorts of students and how well the SAT predicts longer term outcomes beyond first-year grade point average (FYGPA) and second-year retention. Results show that the validity of the SAT for predicting FYGPA remains stable and strong, and that the SAT is as predictive of the longer-term college outcomes (cumulative GPA through second-year and retention to thirdyear) analyzed in this study as it is of first-year college outcomes. Findings support the continued use of SAT scores in understanding student readiness for college and for making more informed decisions related to admissions, placement, scholarship/honors program, instructional support, and advising on campus.
Postsecondary Success. Issue Brief. Revised
Author: Light, Noreen
Date: 2015-12-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Educational Attainment,College Bound Students,Enrollment,Barriers,Racial Differences,First Generation College Students,College Readiness,Student Placement,College Freshmen,Socioeconomic Status,English Language Learners,Students with Disabilities,Foster Care,Institutionalized Persons,Reentry Students,Adult Students,Veterans,Military Personnel,Access to Education

The Washington Student Achievement Council is charged with setting educational attainment goals to meet the needs of Washington's residents and its workforce. The Council is also charged with developing a ten-year Roadmap to identify key strategies for meeting those goals. In 2013, the Council created the first Ten-year Roadmap, including two overarching educational attainment goals. In 2014, the Washington State legislature adopted these goals, which state that, by 2023: (1) all adults in Washington, aged 25-44, will have a high school diploma or equivalent; and (2) at least 70 percent of Washington adults, aged 25-44, will have a postsecondary credential. The Ten-Year Roadmap is updated in odd-numbered years, beginning in 2015. This issue brief provides context for updates to the 2013 Roadmap. The brief also provides specific examples of the challenges Washington faces and the efforts currently underway to achieve these goals. In order for Washington to meet its goal of 70 percent postsecondary attainment among adults by 2023, educational systems and staff must be prepared to serve a population with shifting demographics. To provide the best support for students enrolled in postsecondary education, the barriers students face as they transition into and complete college must be understood. Traditionally, higher education institutions were designed to serve younger students who had recently completed high school. This traditional design poses barriers for today's students, the majority of whom are older and may be juggling work, school, and family. This brief will address barriers--faced by both traditional age and returning adult students--to successful college transition and completion.
Study of the Teacher Education Assistance for College and Higher Education (TEACH) Grant Program
Author: Barkowski, Elizabeth
Date: 2018-03-00
Type: Reports - Research
Subjects: Student Financial Aid,Grants,Teacher Education,Undergraduate Students,Graduate Students,Federal Aid,Student Attitudes,Student Characteristics,Program Administration,Standards,Career Choice,Student Loan Programs,Teacher Certification,Teacher Employment

The U.S. Department of Education's Teacher Education Assistance for College and Higher Education (TEACH) Grant aims to increase the number of teachers in high-need fields and schools by providing up to $4,000 per year to undergraduate and graduate students enrolling in coursework to become a teacher. To meet the requirements of the TEACH Grant, recipients must teach in a high-need field such as reading specialist, mathematics, or science, at a high-need school, for at least four years in an eight-year period and annually certify that they intend to meet this requirement. A 2015 Government Accountability Office (GAO) report found that large numbers of TEACH Grant recipients did not meet the grant requirements (GAO 2015). If a recipient does not meet the grant requirements or the annual certification requirements, the grant converts to an unsubsidized loan (U.S. Department of Education 2016a). The purpose of this study was to answer three main questions: (1) How do TEACH Grant recipients view grant requirements and to what extent do recipients fulfill those requirements?; (2) What factors are associated with TEACH Grant recipients not meeting the grant requirements?; and (3) How do institutions of higher education administer TEACH Grants and support grant recipients? This study was conducted in 2016 and included a survey of institutions of higher education, a survey of grant recipients, interviews with institution staff, federal student aid data, and institutional data obtained from the loan servicer. This report initially presents the key findings across the study as a whole; then it presents the key findings from the three research questions. [For the results in brief, see ED613395.]
Advanced Placement® Calculus and Physics and TIMSS Advanced 2015: Performance Report
Author: Lazzaro, Christopher C.
Date: 2021-06-00
Type: Reports - Research
Subjects: Foreign Countries,Achievement Tests,International Assessment,Mathematics Tests,Mathematics Achievement,Science Tests,Science Achievement,Advanced Placement Programs,Calculus,Physics,High School Seniors,Technology Uses in Education,Mathematics Education,Science Education,Teacher Characteristics,Mathematics Teachers,Science Teachers,Student Attitudes,Aspiration,Student Characteristics

This study examined outcomes for AP® Calculus and AP Physics students on the 2015 Trends in International Math and Science Study (TIMSS) relative to other participating countries and other advanced math and science students in the United States. Compared to other countries in the study, AP Calculus BC and AP Physics C: EM students outperformed all participating education systems and other AP groups. Data also show that higher percentages of AP Calculus and Physics students reached international benchmarks, earned higher average content domain scores, and spent more time engaged in math and science than other advanced math and science students in the U.S. who did not take AP.
Results in Brief: Higher Education Articulation Agreements--A Study of State Policies Covering the Early Care and Education Workforce
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2019-09-00
Type: Reports - Research
Subjects: Higher Education,Articulation (Education),Transfer Policy,College Transfer Students,Early Childhood Education,Child Care,Early Childhood Teachers,Child Caregivers,State Policy,Governance,College Admission,General Education,Transfer Programs,Two Year Colleges,College Faculty,Teacher Role

A barrier that students and mid-career professionals often face in attempts to advance their education level is that the coursework completed and credits earned in one institution of higher education (IHE) may not transfer to another. To address this issue, states have developed a variety of articulation policies and agreements to facilitate the transfer of credits and coursework between degree programs. Articulation policies are particularly important for individuals who begin their higher education coursework in a two-year college and later seek to transfer their credits to obtain a bachelor's degree, which often is the case for teachers and caregivers in the early care and education (ECE) workforce. This study provides an in-depth examination of how six states and their IHEs have implemented articulation policies that include provisions specific to the ECE field, including approaches to articulation, governance structures, roles played by various stakeholders, and supports provided to transfer students. [For &quot;Higher Education Articulation Agreements: A Study of State Policies Covering the Early Care and Education Workforce. Volume 1 -- Final Report,&quot; see ED613452. For &quot;Higher Education Articulation Agreements: A Study of State Policies Covering the Early Care and Education Workforce. Volume 2 -- Final Report,&quot; see ED613451.]
Higher Education Articulation Agreements: A Study of State Policies Covering the Early Care and Education Workforce. Volume 2 -- Final Report
Author: Holod, Aleksandra
Date: 2019-09-00
Type: Reports - Research
Subjects: Higher Education,Articulation (Education),Transfer Policy,College Transfer Students,Early Childhood Education,Child Care,Early Childhood Teachers,Child Caregivers,State Policy,Governance,College Admission,General Education,Transfer Programs,Two Year Colleges,College Faculty,Teacher Role

This volume contains the technical appendices for &quot;Higher Education Articulation Agreements: A Study of State Policies Covering the Early Care and Education Workforce.&quot; The study provides an in-depth examination of how six states and their institution of higher educations (IHEs) have implemented articulation policies that include provisions specific to the ECE field, including approaches to articulation, governance structures, roles played by various stakeholders, and supports provided to transfer students. Appendices include: (1) Profiles of the Six Case Study States; (2) Study Design and Methodology; (3) Interview and Focus Group Protocols; and (4) Analysis Codebook. [For &quot;Higher Education Articulation Agreements: A Study of State Policies Covering the Early Care and Education Workforce. Volume 1 -- Final Report,&quot; see ED613452. For &quot;Results in Brief: Higher Education Articulation Agreements--A Study of State Policies Covering the Early Care and Education Workforce,&quot; see ED613450.]
Statewide Indicators of Education System Health: 2020 Summary Report and Recommendations
Author: Washington State Board of Education
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Educational Indicators,Elementary Secondary Education,School Readiness,Reading Achievement,Mathematics Achievement,Grade 4,Grade 8,Graduation Rate,High School Graduates,College Readiness,Educational Attainment,Employment,Young Children,Access to Education,Educational Change,COVID-19,Pandemics,School Closing,Racial Differences,Socioeconomic Status,Educational Quality

Every two years, the Washington State Board of Education (SBE) reports on the health of Washington's educational system. Established in 2013 by the Washington State Legislature, the Indicators of Educational System Health create a common framework upon which to evaluate the overall health of the educational system. The Board has two important responsibilities in this report. First, to report on the state's progress in meeting the goals established for each indicator and second, to recommend appropriate reforms to bolster the outcomes of the indicators not on track to achieving the goals. The report and the supplemental data tables offer plenty of data showing that Washington's educational system is underperforming in two important ways. First, the rate of improvement is not nearly enough to achieve the long-term goals, and second, disparate measures are evident as children enter kindergarten and persist all the way through the post-secondary engagement data. In some cases, gaps between cohorts are getting wider over time, and in some cases, the gaps are noticeably wider than what is observed in other states. The report instills a sense of urgency about addressing the size and scope of achievement and opportunity gaps. The report includes recommendations framed around three overarching questions about Washington's education system that drive the SBE strategic plan: (1) Are young children prepared to learn as they transition into the K-12 system? (2) Do students have access to quality schools and programs? and (3) Do students have the opportunity to develop the skills and knowledge to be prepared for civic engagement, careers, postsecondary education, and lifelong learning? [For the 2018 report, see ED592952.]
Evaluation of Title I Accountability Systems and School Improvement Efforts: Findings from 2002-03. Report Highlights
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Program Evaluation,Accountability,Educational Legislation,Federal Legislation,Disadvantaged Schools,Educational Improvement,Program Implementation,School Choice,Educational Planning,Alignment (Education),Educational Change,Supplementary Education

&quot;Evaluation of Title I Accountability Systems and School Improvement Efforts: Findings from 2002-03&quot; examines the implementation of Title I accountability systems and school improvement efforts at the state, district and school levels. Based on surveys of all states, a nationally representative sample of districts, and a sample of schools, this report presents findings on the implementation of key accountability requirements under Title I of the No Child Left Behind Act (NCLB) during the 2002-03 school year. As the first full year that NCLB was in effect, the 2002-03 school year represented a period of transition for state and local educators as they worked to implement accountability systems aligned with NCLB. This brief document highlights the study's findings in the following areas: (1) Title I Schools and Districts Identified for Improvement; (2) School Improvement and Assistance for Identified Schools; (3) Public School Choice and Supplemental Services Under Title I; and (4) Corrective Actions and Restructuring. [For the full report &quot;Evaluation of Title I Accountability Systems and School Improvement Efforts: Findings from 2002-03,&quot; see ED606840.]
Effective and Equitable Transfer Practices in the California Community Colleges. Position Paper. Adopted Fall 2020
Author: Academic Senate for California Community Colleges
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Transfer Students,Transfer Policy,State Legislation,Educational Legislation,Minority Group Students,Partnerships in Education,Role,Responsibility,Alignment (Education),Associate Degrees,State Universities,Equal Education

As the California Community Colleges system strives to meet the needs of students, one important part of its mission is transfer, as this goal is the one most identified by community college students. In order to address the needs and goals of so many students, community colleges throughout the state must provide resources that can guide students through the process. It is focused on removing barriers to a college education and providing a wide array of opportunities for underrepresented students throughout the state. The California Community Colleges Chancellor's Office &quot;Vision for Success&quot; lists as one of its goals that the system will &quot;Over five years, increase by 35% the number of California Community College students transferring annually to a UC or CSU.&quot; This goal is critical in order for California to meet demand of an educated workforce and close the equity gap created by systemic barriers. Equity in a transfer world involves removing barriers in transfer pathways, aligning curriculum across the California Community Colleges, the University of California, and California State University systems, and successfully supporting students from underrepresented backgrounds to achieve their goal of transfer. [For &quot;Vision for Success Diversity, Equity and Inclusion Task Force,&quot; see ED610507.]