ethanporcaro/eric-fulltext-meta huggingface dataset:
Student and Graduate Profiles. 2021 Environmental Scan
Author: Colleges Ontario (Canada)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Applicants,College Students,College Graduates,Student Characteristics,Student Attitudes,Apprenticeships,Continuing Education,Educational Indicators,Enrollment,Nursing Students,Foreign Students,Adult Students,Educational Attainment,Indigenous Populations,Minority Group Students,Geographic Regions

This report shares data relating to Ontario student and graduate profiles in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Domestic learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Notes on data sources are included. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's public colleges. Of this group, more than 260,000 are full-time post-secondary students; (2) There were 193,823 distinct applicants for the 2019-20 academic year; (3) Fifty-five per cent of new fall 2020 entrants to Ontario post-secondary institutions enrolled in a college; (4) In 2019-20, total funded, full-time equivalent (FTE) post-secondary enrolment in the colleges was 211,441 (including funded full-time, part-time and tuition-short programs); (5) More than 95,000 international students were studying at Ontario's colleges in fall 2020; (6) Colleges delivered 82 per cent of the in-school training for new apprentices in 2019-20; and (7) Eighty-six per cent of graduates in the labour force were working six months after graduation. [For the 2020 report, see ED607159.]
Website Continuous Improvement Plan. Brief
Author: Flynn, Jennifer
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Web Sites,Improvement,Efficiency,Data Collection,Feedback (Response),Usability,Users (Information)

An effective website continuously improves to meet its users' needs, constantly measures progress, and implements incremental changes toward desired goals. In the summer of 2020, the client requested that the Region 5 Comprehensive Center develop a plan to continuously improve a new website. On this website, the client teachers can upload, download, comment upon, and share instructional materials with other teachers. This continuous improvement plan, describes how feedback from teachers can improve the website's efficiency and advance the client's goals for a new initiative. As a result of this plan, the client will be able to identify continuous, incremental changes to make to the website based upon site analytics, performance metrics, and direct feedback from teachers. The plan was designed to be implemented by a single individual (i.e., the client staff member running the website) who may not have access to additional staff or funding. This brief describes four simple steps of continuous improvement for a website: (1) identifying goals for the website; (2) identifying sources of feedback; (3) regularly obtaining feedback; and (4) using the feedback in meaningful ways.
Income-Driven Repayment Plans for Student Loans. Working Paper 2020-02
Author: Karamcheva, Nadia
Date: 2020-04-00
Type: Reports - Evaluative
Subjects: Income,Loan Repayment,Student Loan Programs,Federal Aid,Budgets,Enrollment,Costs,Taxes,Loan Default,Debt (Financial),Undergraduate Students,Graduate Students,Federal Legislation,Student Characteristics

In February 2020, the Congressional Budget Office released a report on the budgetary effects of student loans repaid through income-driven plans. This paper provides additional information on the analysis the agency conducted on the characteristics of borrowers in those plans and the methods the agency used to project borrowers' earnings, repayment, and resulting forgiveness. The results show that income-driven repayment plans are heavily used by borrowers with large balances and low earnings. The typical borrower in income-driven repayment is negatively amortizing, and substantial forgiveness is projected for low-income borrowers in such plans. Overall, increased take-up of income-driven repayment and the negative amortization in those plans explain much of the decline in student loan repayment rates between 2008 and 2017. [This technical paper complements the report &quot;Income Driven Repayment Plans for Student Loans: Budgetary Costs and Policy Options&quot; (ED607182).]
Education Matters: Invest in Learning for Military Readiness
Author: Committee for Education Funding (CEF)
Date: 2015-04-29
Type: Reports - Descriptive
Subjects: Military Personnel,Readiness,Public Education,Military Service,Educational Quality,Early Childhood Education,Elementary Secondary Education,Physical Education,National Security,Racial Differences,High School Graduates,Armed Forces,Grade Repetition,Developmental Delays

Mission: Readiness, the nonpartisan national security organization of over 500 retired admirals, generals, and other retired senior military leaders has articulated the national security case for investments in education. A successful military needs Americans who have graduated from high school, can pass the military entrance exam, are physically prepared for military training and service, and do not have a criminal record. Unfortunately, according to the U.S. Department of Defense, the public education system is failing to adequately prepare youth for military service. This report discusses why investing in education is essential to building a strong and capable military.
Higher Education Tax Benefits: Brief Overview and Budgetary Effects. CRS Report R41967, Version 51. Updated
Author: Crandall-Hollick, Margot L.
Date: 2021-05-26
Type: Reports - Descriptive
Subjects: Higher Education,Tax Credits,Federal Aid,Incentives,Student Financial Aid,Student Costs,Paying for College,Money Management,Tuition,Scholarships,Grants,Loan Repayment

The federal government provides financial assistance to individuals for higher education expenses in two major ways: tax benefits and traditional student aid (loans, grants, and work-study assistance). Since 1997, education tax benefits have become an increasingly important component of federal higher education policy. In 2021, 11 higher education-related tax benefits are available. The available tax benefits are a mixture of credits, deductions, exclusions, and other incentives. The Joint Committee on Taxation (JCT) estimates higher education-related tax benefits will cost an average of $25 billion per year over the FY2020-FY2024 budgetary window. These tax benefits can be divided into three groups: (1) incentives for current-year expenses; (2) incentives related to the preferential tax treatment of student loan expenses; and (3) incentives for saving for college. This report provides a brief overview of the higher education tax benefits that are currently available to students and their families.
The Rural Education Achievement Program: Title V-B of the Elementary and Secondary Education Act. CRS Report R44906, Version 4. Updated
Author: Kuenzi, Jeffrey J.
Date: 2021-02-22
Type: Reports - Descriptive
Subjects: Rural Education,Federal Programs,Academic Achievement,Educational Legislation,Federal Legislation,Elementary Secondary Education,Rural Schools,Grants,Federal Aid,Low Income Students,Eligibility,Program Implementation

The Rural Education Achievement Program (REAP) is authorized by Part B of Title V of the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA, P.L. 114-95) in 2015. Congress created this program to address the unique needs of rural schools that disadvantage them relative to non-rural schools. To compensate for the challenges facing rural schools, REAP awards two types of formula grants. The Small, Rural School Achievement (SRSA) program provides funds to rural local educational agencies (LEAs) that serve small numbers of students. The Rural and Low-Income School (RLIS) program provides funds to rural LEAs that serve high concentrations of low-income students, regardless of the LEA's size. Funds appropriated for REAP are divided equally between the SRSA and RLIS programs and LEAs may receive funds from only one of the two programs. The ESSA reauthorization of the REAP statute made major changes to the program by: (1) updating the locale codes used for determining the eligibility of LEAs; (2) clarifying that LEAs within educational service agencies are to be considered for SRSA eligibility; (3) extending to RLIS the alternative state certification option for meeting the rural criterion that already existed for SRSA; and (4) giving LEAs the option to choose which program to receive funds under if eligible for both SRSA and RLIS. This report discusses the challenges facing rural schools and the manner in which REAP attempts to address these challenges.
Supplemental Nutrition Assistance Program Education through the Land-Grant University System. SNAP-Ed FY2019: A Retrospective Review of Land-Grant University SNAP-Ed Programs and Impacts
Author: Yetter, Dylan
Date: 2020-11-00
Type: Reports - Research
Subjects: Federal Programs,Low Income Groups,Food,Nutrition,Hunger,Health Promotion,Extension Education,Nutrition Instruction,Cooking Instruction,Life Style,Physical Activity Level,Foods Instruction,Evidence Based Practice,Land Grant Universities,Program Effectiveness,Grants,Direct Instruction,Marketing,Social Change,Public Policy,Expenditures,Needs Assessment,Institutional Cooperation,Instructional Materials,COVID-19,Pandemics

The Supplemental Nutrition Assistance Program (SNAP) is a signature federal program that in FY2019 provided financial assistance to 35 million low-income Americans. SNAP is a focused program that increases food access, reduces hunger, and improves the nutrition and health of low-income American families. It is in the interest of the nation and individuals that SNAP recipients be equipped with evidence-based information to guide the selection of healthy food purchases with their SNAP benefits and to engage in food preparation practices and behaviors that lead to improved health and quality of life outcomes. The provision of this information is accomplished through a formal SNAP-Education (SNAP-Ed) program. The United States' unique system of land-grant universities plays a central role in the delivery of SNAP-Ed across the nation. Land-grant universities (LGUs) are the home to Cooperative Extension, a long-standing outreach system that delivers educational content and best-practice knowledge to individuals and families at a local level. The report are the results of a detailed survey administered to the LGUs engaged in SNAP-Ed. The Community Nutrition Education (CNE) Logic Model was used as the foundation for collecting data for this report, similar to the previous reports generated for the LGU System. The goal of the FY2019 report is to provide a national &quot;snapshot&quot; of SNAP-Ed programs implemented through the LGU system. [The report was prepared by TEConomy Partners, LLC. It was prepared at the request of Cooperative Extension Service Directors/Administrators through the National Land-Grant University SNAP-Ed Assessment. Cover title varies: &quot;SNAP-Ed FY2019: Supplemental Nutrition Assistance Program Education through the Land-Grant University System. A Retrospective Review of Land-Grant University SNAP-Ed Programs and Impacts.&quot;]
School Meals and Other Child Nutrition Programs: Background and Funding. CRS Report R46234, Version 5. Updated
Author: Billings, Kara Clifford
Date: 2021-04-01
Type: Reports - Descriptive
Subjects: Federal Programs,Nutrition,Lunch Programs,Food,Federal Aid,Financial Support,Program Administration,Federal Government,State Government,Local Government,Eligibility,Breakfast Programs,Child Care,Summer Programs,After School Programs,Children,Federal Legislation,Educational Legislation,Food Standards,Child Health,Compensation (Remuneration),COVID-19,Pandemics,School Closing,Low Income Groups,Social Services,Wellness,Day Programs,Adults

The federal government has a long history of investing in programs for feeding children, starting with federal aid for school lunch programs in the 1930s. Today, federal child nutrition programs support food served to children in schools and a variety of other institutional settings. The child nutrition programs support meals and snacks served to children in schools, child care, summer programs, and other institutional settings in all 50 states, the District of Columbia, and the U.S. territories. The programs are administered by the U.S. Department of Agriculture's (USDA's) Food and Nutrition Service (FNS), which provides federal aid to state agencies (often state departments of education) for distribution to school districts and other participating institutions. This report starts with an overview of child nutrition programs' funding and then provides detail on each program, including a discussion of how the programs are administered at the federal, state, and local levels; eligibility rules for institutions and participants; nutritional and other program requirements; and recent policy changes.
SBA Veterans Assistance Programs: An Analysis of Contemporary Issues. CRS Report R42695, Version 81. Updated
Author: Dilger, Robert Jay
Date: 2021-07-07
Type: Reports - Descriptive
Subjects: Veterans,Public Agencies,Small Businesses,Business Administration,Employment,Job Training,Military Service,Technical Assistance,Disabilities,Injuries,Federal Legislation,Financial Support,Program Descriptions,Entrepreneurship,Profiles,Fees

Several federal agencies, including the Small Business Administration (SBA), provide training and other assistance to veterans seeking civilian employment. In recent years, the unemployment rate among veterans as a whole has generally been similar to or lower than the unemployment rate for nonveterans 18 years and older. However, veterans who have left the military since September 2001 have experienced higher unemployment than other veterans and, in some years, higher unemployment than nonveterans. As a result, Congress has focused much of its attention on finding ways to assist veterans who have left the military since September 2001. The SBA provides management and technical assistance services to more than 100,000 veterans each year through its various management and technical assistance training partners. This report opens with an examination of the economic circumstances of veteran-owned businesses. It then provides a brief overview of veterans' employment experiences, comparing unemployment and labor force participation rates for veterans, veterans who have left the military since September 2001, and nonveterans. The report also describes employment assistance programs offered by several federal agencies to assist veterans in their transition from the military to the civilian labor force and examines, in greater detail, the SBA's veteran business development programs, the SBA's efforts to assist veterans' access to capital, and the SBA's service-disabled veteran-owned contracting program. It also discusses the SBA's Military Reservist Economic Injury Disaster Loan program and P.L. 114-38, the Veterans Entrepreneurship Act of 2015, which authorized and made permanent, under specified circumstances, the SBA's recent practice of waiving the SBAExpress loan program's one time, up-front loan guarantee fee for veterans (and their spouses).
The Influence of Teacher Leadership Programs on Teacher Leaders, Teachers, Schools, and Districts. CPRE Research Report
Author: Supovitz, Jonathan A.
Date: 2020-12-00
Type: Reports - Research
Subjects: Teacher Leadership,Leadership Training,Teacher Improvement,School Districts,Educational Practices,Program Design,Leadership Responsibility,Faculty Development,Leadership Role,Mentors,Literacy,Instructional Leadership,Social Networks,Social Capital,Teacher Attitudes,Capacity Building

Teacher leadership is increasingly recognized as a promising strategy to improve the quality of instruction in U.S. schools. Despite the rising number of teacher leadership programs in the country, there is a paucity of knowledge about the work that teacher leaders (TLs) engage in, how educators experience teacher leadership and the impacts of these efforts on teacher leaders themselves and on districts, schools, teachers, and students. In response, the Nellie Mae Education Foundation (NMEF) supported the Consortium for Policy Research in Education (CPRE) to investigate educators' experiences with teacher leadership and describe the impacts of this improvement strategy.
Veterans&apos; Benefits: The Veteran Readiness and Employment Program. CRS Report RL34627, Version 20. Updated
Author: Collins, Benjamin
Date: 2021-05-10
Type: Reports - Descriptive
Subjects: Veterans,Disabilities,Independent Living,Daily Living Skills,Readiness,Employment Services,Federal Programs,Eligibility,Vocational Rehabilitation,Federal Aid

Veterans Readiness and Employment (VR&amp;E) is an entitlement program that provides job training and related services &quot;to enable veterans with service-connected disabilities to achieve maximum independence in daily living and, to the maximum extent feasible, to become employable and to obtain and maintain suitable employment.&quot; The program is administered by the Veterans Benefits Administration (VBA) at the Department of Veterans Affairs (VA). The VR&amp;E program provides comprehensive services to enable veterans with service-connected disabilities and employment handicaps to become employable and maintain suitable employment. For severely disabled veterans for whom employment is not possible, the program strives to help them achieve the highest quality of independent living possible with a future chance of employment, given medical and technological advances. This report provides an overview of the VR&amp;E program. After a brief background section, it describes how the program establishes individual veterans' entitlements and the scope of benefits and services available to qualified veterans. The final section provides participation and outcome data.
2020 Annual Report: Every Chance for Every Child
Author: Colorado Children's Campaign
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Annual Reports,COVID-19,Pandemics,Preschool Education,Educational Policy,Educational Legislation,Policy Formation,Advocacy,Health Services,Elementary Secondary Education

Colorado Children's Campaign has continued to advance its mission of integrating the values of diversity, equity, and inclusion into its work. Especially as the pandemic has exacerbated inequality in numerous ways, Colorado Children's Campaign seeks to prioritize children who face the most barriers to success and wellbeing due to racist policies and systems. This 2020 Annual Report summarizes Colorado Children's Campaign's advocacy, research, development, and outreach efforts in 2020. [For the 2017 report, see ED603072.]
Potential Unfulfilled: COVID-19, the Rapid Adoption of Online Learning, and What Could Be Unlocked This Year
Author: Arnett, Thomas
Date: 2021-06-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,School Closing,Online Courses,Educational Technology,Technology Uses in Education,Elementary Secondary Education,Teaching Methods,Conventional Instruction,School Schedules,Time Factors (Learning),Blended Learning,Synchronous Communication,Asynchronous Communication,Individualized Instruction,Student Evaluation,Grading,Mastery Learning,Teacher Responsibility

After the COVID-19 pandemic forced school buildings to close, online learning became a lifeline for K-12 education. It let schools carry on in &quot;the cloud&quot; when they could not meet in person. But online learning's potential benefits for K-12 go well beyond providing stop-gap solutions during school closures. It offers an opportunity to transform school instruction to better serve the needs of all students. The foundational tenets of conventional instruction hinge on uniformity and compliance. Schools and classrooms, by and large, need students to conform to a common set of requirements in order for cohort-based learning to work. Unfortunately, nearly all students struggle to one degree or another to fit conventional instruction's norms. For example, conventional instruction requires students to show up to school ready to learn at times dictated by the school schedule, but for some students, life gets in the way. Conventional instruction moves all students through content at a uniform pace, but not all students master content in the time allotted. And conventional instruction often obliges students to sit and work or sit and listen for large portions of the day, yet some students struggle to sit quietly for extended periods of time. Fortunately, online learning offers the ability to replace many of these systemic rigidities with greater adaptability to students' needs. To learn from the unparalleled mass adoption of online learning, the Christensen Institute is conducting a series of nationally representative surveys during the 2020-2021 and 2021-2022 school years that document the programs, technologies, and instructional practices schools and educators turn to as they grapple with the effects of COVID-19. Our aim is to learn not just how educators use online learning, but whether online learning leads to the benefits we have long documented in our blended learning research. In this brief, we share some of our initial insights from 1,042 teacher responses collected in April and May of 2021. [The research underlying this report was conducted in partnership with Bay View Analytics.]
Esports and Independent Colleges: Ready Player 509 (and Counting). Research Brief
Author: Suggs, David Welch, Jr.
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Video Games,Private Colleges,Student Organizations,Extracurricular Activities,College Students,Misconceptions,Delivery Systems,Barriers

Esports are not a conventional fit with a traditional model of college life. However, this has not stopped them from becoming extraordinarily popular, particularly among independent colleges. In the broader culture, esports have an entire ecosystem supporting them. International events can draw crowds in the hundreds of millions, and professional teams are sprouting up across the country to pay players salaries on top of the prize money available in tournaments. Some colleges conduct esports in athletic departments alongside traditional sports, while other colleges house programs in student activities or operate them in conjunction with an academic program. This brief aims to provide college leaders with more information about the concept of esports and the benefits and challenges it presents. While esports could prove to be a significant draw for students--particularly male students--the complicated structure of competitions and leagues may or may not be a good fit on a given campus. Nonetheless, the rise of esports is a cultural phenomenon that may provide colleges with opportunities to innovate and connect with students as well as with potential sponsors and employers.