ethanporcaro/eric-fulltext-meta huggingface dataset:
Review of International Research on Factors Underlying Teacher Absenteeism. REL 2015-087
Author: Lee, Mary
Date: 2015-04-00
Type: Reports - Research
Subjects: Teacher Attendance,Teacher Salaries,Case Studies,School Administration,Teaching Conditions,Work Environment,Cultural Influences,Social Influences,Predictor Variables,Family Work Relationship,Proximity,School Location,Correlation,School Culture,Foreign Countries,Academic Rank (Professional),Cross Cultural Studies,Community Characteristics,Cultural Context,Accountability,Sanctions,Institutional Characteristics,Elementary School Teachers

Throughout the U.S.-affiliated Pacific Region, teacher absenteeism has posed a long-standing challenge. This report draws on research literature from international contexts and case studies to identify the underlying factors that may relate to teacher absenteeism. Resources included in this report were selected with a focus on non-U.S. Pacific entities and emerging economy contexts that might be most relevant to the U.S.-affiliated Pacific Islands. Different search parameters were used to determine the scope of U.S./international literature to include in the review. The report found five main themes to consider in relation to teacher absenteeism: pay structure (for example, direct or indirect working relationship with the school), management (for example, school governance), working conditions (for example, school culture or single- vs. multi-grade classroom structure), community conditions (for example, teachers' proximity to the school), and social and cultural responsibilities (for example, illness, funeral attendance, and care of family members). Predictors of absenteeism vary across place and context. Given the diversity of Pacific Region communities, stakeholders should examine the extent to which the context and results of the research in this review correspond to the social, structural, cultural, and environmental characteristics of their own contexts. The following are appended: (1) Data and methodology; and (2) Viewing absenteeism through an international lens. A list of selected literature on teacher absenteeism in the United States is also included.
A Matter of Equity: Preschool in America
Author: Department of Education (ED)
Date: 2015-04-00
Type: Reports - Evaluative
Subjects: Preschool Education,Equal Education,Access to Education,School Readiness,Outcomes of Education,Public Education,Federal Programs,Special Education,State Programs,Educational Needs,State Aid,State Action,Federal Aid,Grants,Federal Legislation,Educational Legislation

Each year, about 4 million children enter kindergarten in the United States. All parents hope their child will start school ready for success, and many parents turn that hope into action, seeking out supportive and high-quality early learning opportunities. Unfortunately, not every parent finds those opportunities, and access differs based on geography, race, and income. As a result, too many children enter kindergarten a year or more behind their classmates in academic and social-emotional skills. For some children, starting out school from behind can trap them in a cycle of continuous catch-up in their learning. As a nation, we must ensure that all children, regardless of income or race have access to high-quality preschool opportunities. This year, as Congress seeks to reauthorize the Elementary and Secondary Education Act (ESEA), our nation is at critical moment. Congress can honor this important legacy and moral imperative--as our nation observes ESEA's 50th anniversary--by reauthorizing a strong education law. This new law must reflect real equity of opportunity, starting with our youngest children. Significant new investments in high-quality early education are necessary to help states, local communities, and parents close the school readiness gaps between disadvantaged children and their more advantaged peers. Across the country, we must expand access to high-quality early learning to ensure that all children graduate from high school prepared to succeed in college, careers, and life. Studies also reveal that participating in quality early learning can boost children's educational attainment and earnings later in life. Children who attend high-quality preschool programs are less likely to utilize special education services or be retained in their grade, and are more likely to graduate from high school, go on to college, and succeed in their careers than those who have not attended high-quality preschool programs. Research also suggests that expanding early learning--including high-quality preschool--provides society with a return on investment of $8.60 for every $1 spent. About half of the return on investment originates from increased earnings for children when they grow up. Providing children with quality early education experiences is not only the right thing to do for America's youngest learners, it is an imperative for strengthening our nation's economy.
A New Majority: Low Income Students Now a Majority in the Nation's Public Schools. Research Bulletin
Author: Southern Education Foundation
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Low Income Groups,National Surveys,Poverty,Geographic Location,Enrollment Trends,Trend Analysis,At Risk Students,Elementary Secondary Education

For the first time in recent history, a majority of the schoolchildren attending the nation's public schools come from low income families. The latest data collected from the states by the National Center for Education Statistics (NCES), evidence that 51 percent of the students across the nation's public schools were low income in 2013. The pattern was spread across the nation. Half or more of the public schoolchildren in 21 states were eligible to receive free or reduced-price lunches, a benefit available only to families living in poverty or near-poverty in 2013. In 19 other states, low income students constituted between 40 percent and 49 percent of the states' public school enrollment. In other words, very high proportions of low income students were evident in four-fifths of the 50 states in 2013. While found in large proportions throughout the United States, the numbers of low income students attending public schools in the South and in the West are extraordinarily high. Thirteen of the 21 states with a majority of low income students in 2013 were located in the South, and six of the other 21 states were in the West. The following are appended: (1) State Rankings by Percentage of Low Income Students in Public Schools: 2013; and (2) Percentage of Low Income Students by Region and by State: 2013.
Enrollment in Distance Education Courses, by State: Fall 2012. Web Tables. NCES 2014-023
Author: National Center for Education Statistics (ED)
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: College Students,Distance Education,Enrollment Trends,Enrollment Rate,Tables (Data),Online Courses,Large Group Instruction

Postsecondary enrollment in distance education courses, particularly those offered online, has rapidly increased in recent years (Allen and Seaman 2013). Traditionally, distance education offerings and enrollment levels have varied across different types of institutions. For example, researchers have found that undergraduate enrollment in at least one distance education course is most common at public 2-year institutions, while undergraduate enrollment in online degree programs was most common among students attending for-profit institutions (Radford 2011). The 2012 Fall Enrollment component of the Integrated Postsecondary Education Data System (IPEDS) survey collected data for the first time on enrollment in courses in which instructional content was delivered exclusively through distance education, defined in IPEDS as &quot;education that uses one or more technologies to deliver instruction to students who are separated from the instructor and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously.&quot; The Web Tables in this report provide a current profile of enrollment in distance education courses across states and in various types of institutions. They are intended to serve as a useful baseline for tracking future trends, particularly as certain states and institutions focus on MOOCs and other distance education initiatives from a policy perspective. Tables 1-10 of these show the numbers and percentages of students at Title IV institutions in fall 2012 who were enrolled exclusively in distance education courses, enrolled in some distance education courses, and not enrolled in any distance education courses, by state and across different types of institutions. Tables 11-19 present new IPEDS data on the location of students enrolled exclusively in distance education courses in fall 2012. These Web Tables were authored by Scott Ginder and Christina Stearns of RTI International. A Glossary is included.
Where Students Are Pursuing Graduate Business School and Why. 2014 Data to Go
Author: Briggs, Tracey
Date: 2014-04-00
Type: Reports - Research
Subjects: Foreign Countries,Graduate Students,Graduate Study,Business Administration Education,Demography,Career Planning,Student Surveys,Scores,School Location,College Choice,Higher Education

This latest report in the GMAC® Data-to-Go Series looks at regional differences in demographics, motivations, and preferred study destinations of individuals pursuing graduate management education around the world. Key themes of student demographics, GMAT score-sending destinations, program preferences, and career intentions appear in data throughout. Findings in this Data-to-Go brief are derived primarily from two sources of information, including: (1) A total of 238,356 GMAT exams taken by prospective business school students worldwide, and the 675,733 GMAT score reports they sent to business schools in testing year 2013; and (2) Responses from 12,328 prospective graduate management students worldwide who registered on mba.com and participated in the GMAC mba.com Prospective Students Survey in calendar year 2013. Select county/regional examples discussed in this Data-to-Go include: (1) United States; (2) Canada; (3) China; (4) India; (5) Africa; (6) Europe; and (7) Emerging Markets for Students: Saudi Arabia, Vietnam, Mexico, and Brazil.
In the Best Interests of the Child: Individualized Education Program (IEP) Meetings When Parents Are in Conflict
Author: Feinberg, Edward
Date: 2014-02-00
Type: Reports - Research
Subjects: Individualized Education Programs,Meetings,Parents,Conflict,Family Relationship,Planning,Conflict Resolution,Arbitration,Surveys,Interviews,Federal Legislation,Educational Legislation,Disabilities,Self Evaluation (Groups),School Districts,Check Lists,Elementary Secondary Education

Individual Education Program (IEP) teams are composed of diverse individuals, each bringing a unique set of experiences, knowledge, and skills to the table. Given this, it is not uncommon for team members to have different views on the special education and related services needs of the student whose plan is being developed. When divergent views between families and local educational agency (LEA) staff cause deadlock in the IEP process, the Individuals with Disabilities Education Act (IDEA) makes available a continuum of dispute resolution options. These options range from collaborative approaches, e.g., mediation, to more adversarial ones, such as written State complaints and due process hearing requests. These processes focus primarily on anticipated dissension across the table between families and educators. IDEA does not address instances when the child's parents are disputing with each other. What happens when tensions between the child's parents undermine the IEP process? The purpose of this publication is twofold: (1) to assist the reader in better understanding the problem; and (2) to highlight both preventative and responsive strategies for IEP teams when parents or caregivers are having difficulty working together. Children's best interests are served when all members of the IEP team cooperate to design the IEP. Properly prepared and appropriately skilled IEP team members--administrators, educators, related service providers, the student, and parents alike--can improve the dynamics and interactions among team members in service of this goal. The information, strategies, and approaches presented herein were drawn from a variety of sources, including research on the effects of parenting a child with a disability on parent and family relationships, literature on conflict resolution practices, and data collected through surveys and interviews with a cross-section of IDEA stakeholders from around the United States. The following are appended: (1) Parental Conflict and Special Education Decision Making Survey; (2) Individuals Interviewed; (3) Contending with Family Conflicts in Part C of IDEA; (4) LEA Self-Assessment--Suggested Steps; (5) CADRE Publications; (6) Consensus Development Conference; (7) Checklist for IEP Meeting Preparation For LEA Staff; (8) Checklist for IEP Meeting Preparation For Family Members; (9) Checklist for IEP Meeting Preparation For Advocates &amp; Attorneys; (10) Checklist for IEP Meeting Preparation For Facilitators; and (11) References.
Advancing Excellence, Enhancing Equity: Making the Case for Assessment at Minority-Serving Institutions
Author: Beld, Jo Michelle
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Minority Group Students,Equal Education,Educational Quality,Higher Education,Expectation

In recent years the higher education community has wrestled more intensely with the challenge of producing better, more robust, assessments of student learning. In addition to the national push to dramatically increase the number of Americans with post-secondary credentials, there is also considerable concern about being able to assure the quality of college degrees and institutional effectiveness--hence the focus on assessing student learning outcomes. It is safe to say that the demands for better assessment data were ahead of a clear path for institutions tasked with actually doing the work. Some questioned the reliability of the tools used for assessment; reaching consensus about what constitutes learning and which aspects of it should be measured proved arduous; and determining the organizational choreography required for success was challenging given the competing demands of any institution. Many campuses, especially those serving &quot;less-traditional&quot; students, have struggled with the necessary task of assessing student learning. Minority-Serving Institutions (MSIs) have a vital role to play in realizing the potential benefits of assessment, both for themselves and for higher education as a whole. The students MSIs serve are the students of the future for all colleges and universities. Consequently, MSI assessment efforts matter both for their own students and for students at other institutions. Yet for assessment to be undertaken at all, much less to serve its intended purposes, faculty must be persuaded that assessment is worth the investment--both institutionally and personally. This brief is addressed to anyone in the MSI community who has a role to play in leading assessment. It aims to assist the reader in framing assessment as a tool for advancing excellence and enhancing equity within and beyond one's own institution. A list of references and resources is included.
Women and Graduate Management Education. 2015 Data to Go
Author: Graduate Management Admission Council (GMAC)
Date: 2015-03-00
Type: Numerical/Quantitative Data
Subjects: Womens Education,Graduate Students,Business Administration Education,Student Surveys,College Entrance Examinations,Graduate Surveys,Employer Attitudes,College Admission,Student Records,Student Characteristics,Geographic Distribution,Geographic Location,Masters Degrees,Specialization,Employment Potential,Entrepreneurship,Preferences,Salary Wage Differentials,Educational Benefits,Career Development,Statistical Data,Statistical Distributions,Foreign Countries

To commemorate International Women's Day on March 8, 2015, GMAC prepared this Data-to-Go brief as a summary of current GMAT test taker and research data about women in the business school pipeline. Findings in this Data-to-Go report are derived from several sources of GMAT test taker data and GMAC surveys conducted in 2014 and 2015. In testing year 2014, a total of 105,476 exams (43%) were taken by women worldwide, representing 43.3 percent of the global business school pipeline in the testing year ending June 30, 2014 (TY 2014). This marks the sixth year in a row that women broke the 100,000 mark in the number of GMAT exams taken. More than 45,000 female GMAT examinees, or 54 percent of all women who took the GMAT exam in TY 2014, intend to pursue an MBA degree. The vast majority (90%) of graduate business school alumnae across the globe and across class years 1959 to 2014 said they were employed: 80 percent work for an employer, and 10 percent reported they are business owners (self-employed).
The Degree Qualifications Profile: A Learning-Centered Framework for What College Graduates Should Know and Be Able to Do to Earn the Associate, Bachelor's or Master's Degree
Author: Adelman, Cliff
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Academic Degrees,Degree Requirements,Higher Education,Minimum Competencies,Knowledge Level,Ethics,Communication Skills,Profiles,Alignment (Education),Benchmarking,Qualifications,Academic Standards,College Curriculum,College Graduates,Thinking Skills,Logical Thinking,Mathematics Skills,Global Education,Research

Since its publication in January 2011 as the beta Degree Qualifications Profile (see ED515302), the DQP has proved its usefulness to higher education institutions and associations from coast to coast. More than 400 colleges and universities have used the DQP. Its applications have been as diverse as the variety of missions of higher education. Though this formal release of the DQP reflects much that has been learned through experience with the earlier beta version, this document is more an enhancement than a revision. The fundamental strength of the DQP --succinct, active definitions of what degree recipients should know and be able to do at each degree level--remains unchanged. Those engaged in implementation or adaptation of the DQP may be confident that its structure and contents have not been substantially altered. What has changed since the beta version of the DQP was issued in 2011? Informed by significant feedback from the field, this edition includes new proficiencies addressing ethical reasoning and global learning, strengthened statements on quantitative reasoning, and more explicit attention to research. It now highlights analytical and cooperative approaches to learning that transcend specific fields of study. It provides guidance on integrating the development of students' intellectual skills with their broad, specialized, applied, and civic learning. And, in response to explicit requests from the field, it points to resources that support the assessment of DQP proficiencies. This edition of the DQP thus builds on the success of its beta edition--to offer an even more useful, flexible and practical guide for what college graduates should know and be able to do when awarded the associate, bachelor's or master's degree. Future editions of the DQP will be published on a regular basis, as revisions are called for by the field, but the goal of the DQP throughout future editions will continue unchanged--to be a useful, flexible, and practical tool to define postsecondary degrees in the U.S. through the demonstration and documentation of student learning, regardless of the student's field of study. The following are appended: (1) Why &quot;proficiency&quot;?; (2) The DQP and Tuning; (3) More on assignments and assessment; (4) Examples of DQP use; (5) Definitions of key DQP terms; (6) Questions and concerns; and (7) Sources consulted.
Student Financing of Undergraduate Education: 2011-12. Web Tables. NCES 2015-173
Author: National Center for Education Statistics (ED)
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Undergraduate Students,Paying for College,Student Financial Aid,Tuition,Fees,Costs,Enrollment Trends,Student Characteristics,Family Income,Full Time Students,Institutional Characteristics,Federal Aid,State Aid,Veterans,Gender Differences,Racial Differences,Ethnic Groups,Military Personnel,Student Loan Programs,Work Study Programs,Grants,National Surveys,Higher Education,Postsecondary Education,Graduate Students,Statistical Analysis,Private Colleges,Public Colleges,College Housing

Approximately 23 million students enrolled in undergraduate postsecondary education in the United States during the 2011-12 academic year (Simone et al. 2013). The Web Tables in this report provide a comprehensive source (2011-12 National Postsecondary Student Aid Study [NPSAS:12]) of information on the financial aid that was awarded to these students. The tables include estimates of tuition and fees, price of attendance, and financial aid shown by the enrollment and demographic characteristics of students. The tables are similar to those based on the 1995-96, 1999-2000, 2003-04, and 2007-08 National Postsecondary Student Aid Studies (Bersudskaya and Wei 2011) and are grouped into five separate sections. Section 1 (Tables 1.1 to 1.2) shows the percentile distribution of family income, tuition and fees, and price of attendance among all undergraduates and separately among those who attended school full time for the full year. Section 2 (Tables 2.1A to 2.2D) presents undergraduates' average tuition and fees and average total price of attendance by institution type and selected student characteristics. Section 3 (Tables 3.1A to 3.9D) looks at the various types and average amounts of financial aid that undergraduates received--federal, state, and institutional aid, including Veterans' benefits--also by type of institution attended and selected student characteristics. Section 4 (Tables 4.1A to 4.4B) reports the average out-of-pocket net price (total price of attendance minus total aid); average net price of attendance (total price of attendance minus all grants); and average net tuition (tuition and fees minus all grants) by institution type and selected student characteristics. Section 5 (Tables 5.1 to 5.4B) presents estimates related to students' expected family contribution (EFC), financial need, and remaining need after financial aid is taken into consideration by such characteristics as attendance status, race/ethnicity, sex, family income, and military status. These Web Tables were authored by Jonathan Paslov and Paul Skomsvold of RTI International.
IDEA Special Education Resolution Meetings. A Guide for Parents of Children &amp; Youth (Ages 3-21)
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2014-01-00
Type: Guides - General
Subjects: Federal Legislation,Educational Legislation,Disabilities,Equal Education,Conflict Resolution,Special Education,Civil Rights,School Districts,Parents,Cooperation,Meetings,Decision Making,Guides,Legal Responsibility

A resolution meeting is a dispute resolution process that takes place after a parent files a due process complaint. Resolution meetings offer parents and school districts the opportunity to resolve issues before a due process hearing happens. This publication describes Resolution Meetings generally for Part B of the Individuals with Disabilities Education Act (IDEA). This guide covers the following topics: (1) What Is A Resolution Meeting?; (2) How Does A Resolution Meeting Happen?; (3) Benefits Of Resolution Meetings; (4) Helpful Tips To Prepare For A Resolution Meeting; (5) Frequently Asked Questions About Resolution Meetings; (6) Important Things To Consider About Resolution Meetings; and (7) Sources Of Important Information.