ethanporcaro/eric-fulltext-meta huggingface dataset:
The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota. Appendixes. REL 2021-087
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,High School Graduates,Graduation,Postsecondary Education,College Attendance,College Graduates,Time to Degree,Occupations,Educational Certificates,Academic Degrees,Associate Degrees,Bachelors Degrees,Student Characteristics,Majors (Students),Course Selection (Students)

This is the appendixes for the report, &quot;The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota.&quot; Education leaders in Nebraska and South Dakota partnered with the Regional Educational Laboratory Central to examine how completing a sequence of career and technical education (CTE) courses in high school affects students' rates of on-time high school graduation and their rates of postsecondary education enrollment and completion within two and five years. Five appendixes are included in the document: (1) Study background; (2) Methods; (3) Detailed analysis results; (4) Nebraska analyses; and (5) South Dakota. [For the full report, see ED612630; for the study brief, see ED612632; for the study snapshot, see ED612633.]
The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota. Study Brief. REL 2010-087
Author: Brodersen, R. M.
Date: 2021-05-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,High School Graduates,Graduation,Postsecondary Education,College Attendance,College Graduates,Time to Degree,Occupations,Educational Certificates,Academic Degrees,Associate Degrees,Bachelors Degrees,Student Characteristics,Majors (Students),Course Selection (Students)

Education leaders in Nebraska and South Dakota partnered with the Regional Educational Laboratory Central to examine how completing a sequence of career and technical education (CTE) courses in high school affects students' rates of on-time high school graduation and their rates of postsecondary education enrollment and completion within two and five years. The study found that CTE concentrators (students who complete a sequence of CTE courses aligned to a specific career field such as manufacturing or education and training) were 7 percentage points more likely than non-CTE concentrators to graduate from high school on time and 10 percentage points more likely to enroll in any type of postsecondary education within two years of their expected high school graduation year. The study also found that CTE concentrators were 3 percentage points more likely than non-CTE concentrators to earn a postsecondary award, such as a professional certificate, diploma, or associate's or bachelor's degree, within five years of their expected high school graduation year. CTE concentrators were 4 percentage points more likely than non-CTE concentrators to obtain up to an associate's degree as their highest postsecondary award within five years of their expected high school graduation year but 1 percentage point less likely to obtain a bachelor's degree or higher. [For the full report, see ED612630; for the appendixes, see ED612631; for the study snapshot, see ED612633.]
The Impact of Career and Technical Education on Postsecondary Outcomes in Nebraska and South Dakota. Study Snapshot. REL 2021-087
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Vocational Education,High School Students,High School Graduates,Graduation,Postsecondary Education,College Attendance,College Graduates,Time to Degree,Occupations,Educational Certificates,Academic Degrees,Associate Degrees,Bachelors Degrees,Student Characteristics,Majors (Students),Course Selection (Students)

This Study Snapshot highlights key findings from a report that explores the short- and longer-term education impacts of career and technical education (CTE) participation among students in Nebraska and South Dakota who become CTE concentrators. A CTE concentrator is a student who takes a sequence of two or three CTE courses aligned to a specific career field such as manufacturing or education and training. The study team used a quasi-experimental design (that is, a study design that does not assign students to groups randomly) to compare the education outcomes of CTE concentrators and non-CTE concentrators who had similar demographic characteristics and grade 8 state assessment results. To examine the impact of being a CTE concentrator on high school graduation, postsecondary enrollment and completion, and type of postsecondary award attained, the study included data collected for students in Nebraska and South Dakota whose four-year expected high school graduation year was between 2012/13 and 2016/17. [For the full report, see ED612630; for the appendixes, see ED612631; for the study brief, see ED612632.]
KReC-MD: Knowledge Revision with Multiple Documents
Author: Butterfuss, Reese
Date: 2021-03-00
Type: Reports - Research
Subjects: Reading Comprehension,Cognitive Processes,Conflict,Misconceptions,Learning,Knowledge Representation,Models,Prior Learning

The aim of this paper is two-fold. The first aim is to review the core representational and processing aspects of influential accounts of single-document and multiple-document comprehension with a particular emphasis on how readers negotiate conflicting information during reading. This review provides the groundwork for the second aim--to expand our current account of knowledge revision during reading of &quot;single documents&quot; to &quot;multiple documents&quot;. The product of this expansion is an initial conceptualization of the Knowledge Revision Components Framework--Multiple Documents (KReC-MD). This initial conceptualization presents the theoretical foundation necessary for future empirical work and further refinement. [This is the online version of an article published in &quot;Educational Psychology Review.&quot;]
Conjoint Analysis of Attitudes of Psychological Counselors toward People with Disabilities
Author: Dengiz, Güney
Date: 2020-00-00
Type: Journal Articles
Subjects: Counselor Attitudes,School Counselors,Attitudes toward Disabilities,Students with Disabilities,Physical Disabilities,Visual Impairments,Hearing Impairments,Intellectual Disability,Psychological Services,Severity (of Disability),Age Differences,Gender Differences,Ethnicity,Foreign Countries

Using a conjoint analysis design, this study aims to examine the importance of disability type, disability level, age, gender, and ethnic origin of individuals with disabilities in the attitude/preference formation of school counselors working with students with disabilities. Two hundred and ninety-one school counselors working in Mersin and Gaziantep, two big cities in Turkey, participated in the study. The results show that the most important factor influencing the attitudes of school counselors is disability type, which is followed by disability level, and the age of the individual with the disability and that ethnic origin and gender are the least important factors. As far as the specific categories of these factors, an orthopedic disability for the disability type, a mild level of disability for the disability level, 7-12 age year range for the age, female for gender and no difference for the ethnic origin were found to result in the most positive attitudes. Furthermore, school counselors' attitudes were found to be more positive toward individuals with disabilities of the same gender and formal education age.
Ensuring a More Equitable Future: Addressing Skills Gaps through Multiple, Nuanced Solutions
Author: Collins, Michael
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Job Skills,Education Work Relationship,Employment Potential,Higher Education,Best Practices,Citizen Participation,Labor Force Development,Educational Attainment,Achievement Tests,Community Colleges,Apprenticeships,Internship Programs,Employment Services,School Business Relationship

Debate over the &quot;skills gap&quot; and how to address it has consumed considerable space in discussions about U.S. higher education, workforce development, and economic strength. The conventional narrative describes a fundamental mismatch between the skills that employers say they need in their employees and the skills that jobseekers possess, most often in what are called STEM fields. The resulting problem is clear: employers can't get the talent they want, and individuals can't get the jobs they want. The implication about higher education is equally clear: U.S. colleges and universities are failing to prepare their students for the workforce. This paper briefly reviews the emergent understanding of skills gaps, examines what some in higher education are doing to address these problems, and then turns to what more can be done to provide equitable access to strategies that improve students' employability, shore up the talent pipeline, and ultimately increase the value of postsecondary credentials for all.
AB 705 in the Los Angeles Community College District: Results from Fall 2019
Author: Melguizo, T.
Date: 2021-01-00
Type: Reports - Research
Subjects: Educational Legislation,State Legislation,Educational Change,Community Colleges,Two Year College Students,College Transfer Students,Enrollment,African American Students,Hispanic American Students,Graduation Rate,College English,College Mathematics

Assembly Bill 705 (AB705) is one of the most ambitious reforms in California higher education to date, as it directs all community colleges in the state to maximize the number of students completing transfer-level math and English courses in one year's time. This report describes outcomes in the Los Angeles Community College District after Fall 2019 -- the first semester of full AB705 implementation -- and the only &quot;pre-COVID&quot; semester. The authors examine enrollment and completion of transfer-level courses among first-time-in-college (FTIC) students entering in Fall 2017, Fall 2018, and Fall 2019, finding increased access and completion of transfer-level math and English courses, but significant variation by race/ethnicity. The report highlights seven primary findings and concludes with a discussion of implications and future research. [This research was conducted in a research-practitioner partnership between the University of Southern California and the Los Angeles Community College District.]
The Monetary Value of Economic and Racial Justice in Postsecondary Education: Quantifying the Potential for Public Good. Executive Summary
Author: Carnevale, Anthony P.
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Cost Effectiveness,Equal Education,Educational Attainment,Ethnicity,Gender Bias,Racial Bias,Social Bias,Role of Education,Income,Taxes,Economic Impact,Correctional Institutions,Institutionalized Persons,Public Health,Expenditures,Adults,Debt (Financial),Student Loan Programs,Whites,Minority Groups,Academic Degrees,Welfare Services,Low Income Groups,Wages,Postsecondary Education,Family Structure,Critical Thinking,Thinking Skills,Citizen Participation,Authoritarianism,Diversity,Consciousness Raising,Empowerment,Psychological Patterns

Many Americans would agree that all people should have equal educational opportunity and equal pay for equal work. And yet, inequality in postsecondary education access, college completion, and post-college outcomes such as wages stubbornly persists, along with the impression that achieving equal outcomes would be too expensive and would take too much time to accomplish. A thought experiment that the authors conducted in partnership with the Postsecondary Value Commission demonstrates that equality in postsecondary education would have considerable value to society. While equalizing educational attainment would be costly and time-intensive, balancing the costs with the potential societal benefits shows that an investment in postsecondary equality is money well spent. The top-line finding of the analysis is that equalizing postsecondary educational attainment by economic status and race/ethnicity would require an initial public investment of $3.97 trillion. The fiscal case for the societal value of economic and racial/ethnic justice in postsecondary education is even stronger today than it was before COVID-19 devastated American life. As higher education is forced to rethink its business model, it has the opportunity to more fully realize the potential of educational equity and recommit to enhancing the public good. Racial and economic justice need to be central goals, not secondary concerns or politically correct conceits unsupported by action, as postsecondary institutions reinvent themselves for the current era. [For the full report, see ED612641.]
Technology and College Access: Understanding the Unique Challenges and Opportunities Black Students Face
Author: Berry, Sharla
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: African American Students,Barriers,College Attendance,Access to Education,Educational Technology,Technology Uses in Education,College Readiness,At Risk Students,Internet,Access to Computers,Cultural Influences,Racial Bias,Racial Differences,Ethnicity,Technological Literacy,Social Media,Student Needs,Web Sites,Adolescents,Administrator Role,Teacher Role,Elementary Secondary Education,Postsecondary Education,School Role

Black youth are less likely to enroll in college than youth of other races. The disparity in college access, and subsequently, in degree attainment, is due to many systemic and structural factors. Information gaps about how to research, prepare for, and finance a college degree also lead to racial disparities in college access. Technology, including computers, the Internet, and social media, has increasingly become a vector for college knowledge. In this report I argue that educators might leverage Black students' significant use of and innovation with technology to expand opportunities to cultivate college knowledge and expand college access. In this brief, I highlight the relationship between technology and college knowledge, explore the barriers that Black youth may encounter in using technology to research and prepare for college, and offer an assets-based approach to understanding how Black youth learn, innovate, and create with technology. I conclude with recommendations for policymakers and practitioners who seek to expand Black students' college access.
42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020
Author: Office of Special Education and Rehabilitative Services (ED)
Date: 2021-01-00
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,Students with Disabilities,Equal Education,Disabilities,Educational Quality,Program Implementation,Early Intervention,Access to Education,Infants,Toddlers,Childrens Rights,Student Rights,Program Effectiveness,Special Education,Educational Finance,Special Education Teachers,Federal Government,Paraprofessional School Personnel,Age Differences,Educational Attainment,Developmental Delays,Compliance (Legal),Geographic Location

This is the &quot;42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020.&quot; Section 664(d) of the &quot;Individuals with Disabilities Education Act&quot; (&quot;IDEA&quot;), as reauthorized in 2004, requires that the Department of Education report annually on the progress made toward the provision of a free appropriate public education to all children with disabilities and the provision of early intervention services to infants and toddlers with disabilities. The &quot;42nd Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2020&quot; describes our nation's progress in: (1) providing a free appropriate public education (FAPE) for children with disabilities under IDEA, Part B and early intervention services to infants and toddlers with disabilities and their families under IDEA, Part C; (2) ensuring that the rights of these children with disabilities and their parents are protected; (3) assisting states and localities in providing for the education of all children with disabilities; and (4) assessing the effectiveness of efforts to educate children with disabilities. The report focuses on the children and students with disabilities being served under &quot;IDEA,&quot; Parts C or B, nationally and at the state level. [For the &quot;41st Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2019,&quot; see ED605108.]
The Untapped Potential of the Principal Supervisor: How Support for School Leaders Should Change
Author: National Institute for Excellence in Teaching (NIET)
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Principals,Supervisors,Administrator Effectiveness,Capacity Building,Instructional Leadership,Administrator Role,Leadership Qualities,Expectation,Coaching (Performance),Feedback (Response),Cooperation,School Districts,Central Office Administrators,Barriers,Supervisory Methods

A recent synthesis of research from the last two decades confirms that principals can have a significant impact on student learning outcomes, accelerating annual student learning by more than two months. Effective principals focus on high-leverage instructional activities, build a productive culture and climate, facilitate collaboration and learning communities, and strategically manage personnel and resources. This paper focuses on the specific actions that principal supervisors can take to build the capacity of principals as leaders of instruction in their schools. A growing body of research points to principal supervisors as a key lever for change when they shift from a focus on compliance to a focus on coaching. Four solutions are described that principal supervisors in partner districts used to help principals address instructional leadership challenges: (1) Be a visible partner and model being a lead learner; (2) Develop a common vision and consistently use a shared language that describes expectations for principals around the instructional leadership aspects of their role; (3) Establish a coaching, feedback, and support system that is aligned with expectations in evaluation; and (4) Create opportunities for collaboration and capacity-building.
Ensuring a More Equitable Future: Colleges as Models for Equitable Employment
Author: DiBenedetto, Katelyn
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Equal Opportunities (Jobs),College Faculty,Diversity (Faculty),Disproportionate Representation,Minority Group Teachers,Women Faculty,Academic Rank (Professional),Tenure,Salary Wage Differentials,Employment Practices,Teacher Selection,Faculty Promotion,Higher Education

Many of the gender and racial wage gaps found in society are also seen within higher education, with less diversity among college administrators, faculty, and staff than the United States population as a whole. Postsecondary institutions alone cannot correct the systemic inequities that limit socioeconomic mobility and racial justice, but they can address these issues on their own campuses. Institutions must take responsibility for their own policies and practices, some of which perpetuate labor market discrimination. Indeed, as major employers in their communities, institutions can and should be leaders on equitable employment practices to build a fairer labor market for their students to enter. This paper first highlights racial and gender inequities in institutional hiring and compensation trends. It then points to ways in which postsecondary institutions can use data to identify and address their own hiring, payment, and promotion inequities that depress the value that many students of color and women receive from postsecondary education. Following this approach, institutions of higher education can transform themselves and &quot;walk the walk,&quot; rather than perpetuate the racial/ethnic, gender, and income injustices seen throughout our society.
College Acceleration &quot;in Action&quot;: Five School Perspectives
Author: Matthews, Lowell, Jr.
Date: 2021-01-00
Type: Reports - Research
Subjects: Acceleration (Education),College Preparation,High School Students,Dual Enrollment,Educational Trends,Equal Education,Access to Education,Advanced Placement,Eligibility,State Policy,Student Costs,Academic Advising,Postsecondary Education

The first College Acceleration Playbook, &quot;Accelerating Students from High School to College and Careers: A Playbook for State Policymakers&quot; (ED612490) identifies a series of non-negotiables that states, colleges, universities and schools can use to strengthen their college acceleration programs to benefit all students --especially those who have been traditionally underserved, including low-income students, rural students and students of color. &quot;College Acceleration in Action: Five School Perspectives&quot; examines how real schools are putting these non-negotiables into practice. This report is organized into three parts. Part 1 provides a quick review of the nine non-negotiables for college acceleration opportunities identifies how states can address challenges and improve outcomes for all students. Part 2 offers insights from school leaders operating five different college acceleration programs in five different states. Part 3 explores the two trends which emerged from the school leader interviews: (1) successful school leaders focus on what they can control--especially in the areas of student advisement, student eligibility, integration into college and career pathways, and educator training; and (2) school leaders need help from state policymakers to grow, promote and sustain college acceleration opportunities for students. This support includes data collection and analysis, funding and college credit acceptance and transfer. [For the executive summary, see ED612656.]
Ensuring a More Equitable Future: Exploring the Relationship between Wellbeing and Postsecondary Value
Author: Marken, Stephanie
Date: 2021-05-00
Type: Reports - Research
Subjects: Outcomes of Education,Higher Education,College Graduates,Well Being,Income,Adults,Educational Attitudes,Measures (Individuals)

Although extensive research exists about the short- and long-term outcomes of a college degree, researchers, leaders, and education consumers still lack a common definition of the value of postsecondary education. Creating an equity-focused definition of postsecondary value would provide important focus for education leaders, encouraging each of them to offer programmatic experiences that equitably deliver on the elements identified in the definition for students from all backgrounds. This paper informs the development of this definition by summarizing research on how U.S. adults perceive higher education and the value it provides them. The paper also explores a critical outcome of higher education--graduate wellbeing--and how this element combines with other economic measures such as income, to capture the complete value a postsecondary degree provides graduates. It is important to note that the research conducted for this paper uses data collected among those with a bachelor's degree or higher, and further research is needed among those who have no postsecondary experience, those who have completed some postsecondary education but not completed a degree, and those with other types of credentials and degrees.