ethanporcaro/eric-fulltext-meta huggingface dataset:
Are Mental Health and Neurodevelopmental Conditions Barriers to Postsecondary Access? Analytical Studies Branch Research Paper Series
Author: Arim, Rubab
Date: 2019-02-19
Type: Reports - Research
Subjects: Foreign Countries,Access to Education,Barriers,Postsecondary Education,Students with Disabilities,College Attendance,Correlation,Mental Health,Neurological Impairments,Chronic Illness,Mental Disorders,Gender Differences,Academic Achievement,Parent Background,Educational Attainment,Family Income,Attention Deficit Hyperactivity Disorder,Emotional Disturbances

The Canadian literature on postsecondary access has identified many of its key determinants including parental education and income, academic performance, and sex. However, relatively little work has investigated the independent role of disability in postsecondary enrollment. This study fills that gap by estimating the relationship between mental health and neurodevelopmental conditions diagnosed in childhood (available from the National Longitudinal Survey of Children and Youth [NLSCY]) and postsecondary enrollment during early adulthood (available from the tax credits on the T1 Family File [T1FF]). The study is possible as a result of the recent linkage between the NLSCY and T1FF. The findings suggest that 77% of youth who were not diagnosed with any long-term health condition in their school years (the comparison group) enrolled in postsecondary education (PSE) by their early 20s. In contrast, 60% of youth diagnosed with a neurodevelopmental condition (NDC) enrolled in PSE in the same time frame (a gap of 17 percentage points), while only 48% of youth diagnosed with a mental health condition (MHC) enrolled in PSE (a gap of 29 percentage points compared with youth in the comparison group). Youth diagnosed with both an NDC and an MHC were even less likely to enroll, with only 36% going on to PSE (41 percentage points behind youth in the comparison group). Differences in sex, academic performance and family background (e.g., parental income and education) explain only about one-third of these gaps. Among the MHCs, the most common diagnosis was Attention Deficit Hyperactivity Disorder (ADHD). Youth with an ADHD diagnosis were less likely to pursue PSE than youth diagnosed with other types of MHCs such as emotional, psychological or nervous difficulties. These findings suggest that youth diagnosed with NDCs and MHCs in their school years face barriers to enrolling in PSE that are distinct from those confronting other youth.
Persistence and Representation of Women in STEM Programs. Insights on Canadian Society
Author: Wall, Katherine
Date: 2019-05-02
Type: Reports - Research
Subjects: STEM Education,Females,Womens Education,Gender Bias,College Students,Academic Persistence,Gender Differences,Graduates,Majors (Students),Time to Degree,Foreign Countries,Disproportionate Representation

The underrepresentation of women in STEM (science, technology, engineering, and mathematics and computer science) has attracted considerable attention, and many have wondered whether women are more likely than men to quit STEM programs at university. Using data from the Education and Labour Market Longitudinal Platform (ELMLP), this study follows a cohort of students who enrolled in a STEM program in 2010 over a number of years, in order to see the extent to which women and men persist in and eventually graduate from STEM programs. Findings from the study include: (1) Women made up 44% of first-year STEM students aged 19 or less in undergraduate degree programs in 2010, whereas they accounted for more than 64% of students in BHASE, or non-STEM, programs (including business, humanities, health, arts, social science and education, among others); (2) Among those who were first-year students in a STEM undergraduate program in 2010, 66% of women and 72% of men remained in a STEM program (as students or graduates) as of 2015. About 23% of women and 12% of men transferred from a STEM to a BHASE program, and 11% of women and 16% of men left undergraduate studies; (3) Some women who were initially in a BHASE program also switched into a STEM program; as a result, the proportion of women among STEM graduates or sixth-year students in 2015 was similar (43%) to that of first-year STEM students in 2010 (44%); (4) Women who transferred from a STEM to a BHASE program generally chose BHASE fields related to their initial STEM major: for example, transferring from biological sciences to health care, or from mathematics and related studies to finance; (5) Persistence varied across STEM programs. About 82% of women and 77% of men in engineering remained in the same program over the period. This compared with 9% of women and men in general and integrated sciences, where many students eventually moved to a more specific STEM program or a BHASE program; and (6) Women graduated faster than men from STEM programs, regardless of field of study. For example, 27% of women and 16% of men who started out in computer and information sciences completed a STEM degree within four years.
The Educational Advancement of Canadian Farm Operators. Canadian Agriculture at a Glance
Author: Tran, Kevin
Date: 2019-03-21
Type: Reports - Research
Subjects: Foreign Countries,Agricultural Education,Agricultural Occupations,Educational Attainment,Technology,Farm Management,Skill Development,Outcomes of Education,Income

As the modern farm becomes increasingly automated and technologically driven, results from the 2016 Census of Agriculture along with data from the 2016 Census of Population show that farm operators are placing a greater emphasis on educational attainment, specifically at the trades and college level. This emphasis on formal education is equipping farm operators with the knowledge and ability required to use new technology when farming. From 1996 to 2016, the educational attainment of farm operators increased at the high school, trades and college, and university levels. The largest increase in educational attainment was at the trades and college level. In 1996, 26.3% of farm operators reported an apprenticeship, other trades, college, CEGEP or other non-university certificate as their highest level of educational attainment. By 2016, this figure had increased to 35.0%. One possible reason for the increase in farm operators with a trades- or college-level education is the two-pronged educational approach these programs provide to farm operators: they can acquire the technical skills required to repair and operate sophisticated machinery, such as advanced machinery controls and automated feeding systems, while also acquiring the business management principles necessary for running a farm. They can learn about staff and labour relations management, hedging contracts, crop insurance, and marketing strategies.
Rhode Island Model Evaluation &amp; Support System: Support Professional. Edition III
Author: Rhode Island Department of Education (RIDE)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,School Personnel,School Nurses,Media Specialists,Reading Teachers,Consultants,Specialists,Mathematics Teachers,Language Teachers,English (Second Language),Leaders,School Counselors,School Psychologists,Speech Language Pathology,Social Work,Caseworkers,Evaluation Methods,Personnel Evaluation,Models,Responsibility,Competence,Employment Qualifications,Delivery Systems,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education)

Rhode Island is committed to ensuring that all educators receive fair, accurate, and meaningful educator evaluations that provide information that can help all support professionals improve and refine their practice. This document describes the process and basic requirements for the Rhode Island Model Support Professional Evaluation and Support System (Rhode Island Model), one of two approved models. Through this model, the hope is to help create a culture where all support professionals have a clear understanding of what defines excellence in their work; receive prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working. In the guidebook, aspects of the model that local education agencies (LEAs) can customize as Flexibility Factors are clearly separated and labeled. Throughout the guidebook, corresponding resources available on the RIDE website are indicated. These resources aim to help educators understand how to best implement various aspects of the Rhode Island Model. Resources include online training modules, sample Student Learning/Outcome Objectives, and a suite of calibration protocols designed to help school and LEA leaders facilitate ongoing calibration exercises. The Rhode Island Model Support Professional Evaluation and Support System should be used to evaluate library media specialists, school nurse teachers, reading specialists/consultants, mathematics specialists/consultants, English as a second language specialists/consultants, instructional leaders, school counselors, school psychologists, speech language pathologists, and school social workers. For individuals who spend time instructing students, the second of the two approved models, the Teacher Evaluation and Support System, may be a better fit. [For Edition II, see ED561963.]
Rhode Island Model Evaluation &amp; Support System: Building Administrator. Edition IV
Author: Rhode Island Department of Education (RIDE)
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Public Schools,Educational Objectives,Evaluation Methods,Models,Cooperation,Academic Achievement,Evaluators,Conferences (Gatherings),Performance,Professional Development,Feedback (Response),Alignment (Education),Students with Disabilities,Administrator Evaluation,Principals,Instructional Leadership,Administrator Responsibility,Administrator Qualifications,School Based Management,English Language Learners,Administrator Effectiveness

Rhode Island educators believe that implementing a fair, accurate, and meaningful educator evaluation and support system will help improve teaching, learning, and school leadership. The primary purpose of the Rhode Island Model Building Administrator Evaluation and Support System (Rhode Island Model) is to help all building administrators improve. The goal of the Rhode Island Model is to create a culture where all building administrators have a clear understanding of what defines excellence in their work; are provided with prioritized, specific, and actionable feedback about their performance; and receive support to continuously improve their effectiveness, regardless of the number of years they have been working as a building administrator. The purpose of this Guidebook is to describe the process and basic requirements for evaluating and supporting building administrators with the Rhode Island Model. For aspects of the Rhode Island Model that have room for flexibility and school/district-level discretion, the different options have been clearly separated and labeled with a &quot;Flexibility Factor.&quot; For the purposes of the Rhode Island Model, &quot;building administrator&quot; means any public school employee working under a Building Level Administrator certification. To help educators better understand &quot;how&quot; to best implement various aspects of the Rhode Island Model, additional resources are available on the Rhode Island Department of Education (RIDE) website, including online training modules, sample Student Learning Objectives, and a suite of calibration protocols designed to help school and district leaders facilitate ongoing calibration exercises. [For Edition III, see ED561961.]
Measures of Student Learning (Revised), 2013-14
Author: Rhode Island Department of Education (RIDE)
Date: 2014-00-00
Type: Guides - Non-Classroom
Subjects: Educational Objectives,English Language Learners,Students with Disabilities,Scoring,Public Schools,Special Education Teachers,Educational Improvement,Learning,Measurement Techniques,Teacher Role,Teacher Collaboration,Standards,Data Collection,Alignment (Education),Goal Orientation,Student Evaluation,Evaluation Methods,Decision Making,Teacher Effectiveness,Elementary Secondary Education

New Teacher Evaluation and Support Systems were fully implemented in every public school during the 2012-13 school year. Rhode Island educators have had a significant voice in revising the Student Learning Objective (SLO) process for the 2013-14 school year. Through surveys, focus groups, working groups, principal shadows, regional meetings, and countless discussions, valuable feedback and suggestions were collected. The purpose of this updated Guidebook is to describe changes to the SLO process and clarify guidance. It is designed to replace the &quot;Measures of Student Learning Guidebook.&quot;
Are the Career Prospects of Postsecondary Graduates Improving? Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2019-01-23
Type: Reports - Research
Subjects: Foreign Countries,Education Work Relationship,College Graduates,Income,Labor Market,Cohort Analysis,Gender Differences,Union Members,Outcomes of Education

Given the time and money invested in higher education by students, parents and governments, there is considerable interest in the economic outcomes of postsecondary graduates. Most assessments of recent graduates have focused on their short-term, early labour market results. As new entrants to the labour force, recent postsecondary graduates may be particularly vulnerable to the economic cycle. Consequently, comparisons of short-term outcomes across graduating cohorts may be highly dependent on prevailing economic conditions and may not reflect the longer-term returns on investments. This is the first study to compare the long-term labour market outcomes of two cohorts of young postsecondary graduates using linked census and tax data. Specifically, graduates who were 26 to 35 years old in 1991 were followed from 1991 to 2005 (when they were 40 to 49 years old) and compared with a similarly aged 2001 cohort, which was followed from 2001 to 2015. The results suggest that median cumulative earnings were higher among members of the more recent cohort of male and female postsecondary graduates. Increases were observed across all postsecondary levels and across most major disciplines where sample sizes were large enough to permit analysis. Also, no discipline registered a decline in cumulative earnings. Although the economic conditions faced by the 2001 cohort over the 15-year study period were generally more favourable, this cohort also registered higher earnings than the 1991 cohort during the latter portion of the period (i.e., when the 2001 cohort was faced with an economic recession). Furthermore, the initial labour market conditions upon graduation (an important determinant of career earnings) were similar for both cohorts. The improvements in long-term earnings for postsecondary graduates are important in light of the significant increase in the number of graduates over the period. However, the results also indicate that the number of years of union membership declined or remained steady across cohorts of male and female postsecondary graduates. Furthermore, while women with postsecondary qualifications registered increases in the number of years of employer-sponsored pension plan coverage, their male counterparts experienced mixed results depending on their level of postsecondary studies.
Do Youth from Lower- and Higher-Income Families Benefit Equally from Postsecondary Education? Analytical Studies Branch Research Paper Series
Author: Frenette, Marc
Date: 2019-04-26
Type: Reports - Research
Subjects: Foreign Countries,Postsecondary Education,Educational Benefits,Education Work Relationship,College Graduates,Low Income Groups,Family Income,Disadvantaged Youth,Advantaged

It has been well-documented that postsecondary graduates, on average, earn considerably more than others. Consequently, increasing postsecondary enrollment among youth from lower-income families--through targeted student aid or community outreach programs--may constitute an effective mechanism for promoting upward income mobility. However, there currently exists no evidence of the benefits of a postsecondary education (PSE) for youth from lower-income families per se. Using postsecondary administrative records and income tax records, this study bridges this information gap by estimating the association between earnings and PSE by level of parental income among a cohort of Ontario postsecondary graduates and a comparison group of Ontario youth who did not enroll in a postsecondary institution. The results suggest that the estimated earnings premiums associated with PSE are large and positive for youth from families across the income distribution. In relative terms, the premium is considerably larger for youth from the bottom income quintile than for their counterparts from the top income quintile. Supplementary analyses suggest that these results are not likely due to biases arising from omitted cognitive and noncognitive skills, or to differences in the choice of field of study between youth from different levels of parental income. [This project was funded by the Higher Education Quality Council of Ontario (HEQCO).]
Women in Aerospace Education Act (Public Law 115-303)
Author: US Congress
Date: 2018-12-11
Type: Legal/Legislative/Regulatory Materials
Subjects: Aerospace Education,Females,Womens Education,Federal Legislation,Educational Legislation,Internship Programs,Fellowships,Disproportionate Representation

The Women in Aerospace Education Act was put in place to amend the National Science Foundation Authorization Act of 2002 to strengthen the aerospace workforce pipeline by the promotion of Robert Noyce Teacher Scholarship Program and National Aeronautics and Space Administration internship and fellowship opportunities to women, and for other purposes. The act includes the following sections: (1) Short Title; (2) Robert Noyce Teacher Scholarship Program Fellowship Opportunities; and (3) NASA Internship and Fellowship Opportunities.
A Matter of Degree: Using Behavioral Science to Identify Barriers to Credit Intensity and Satisfactory Academic Progress
Author: Headlam, Camielle
Date: 2019-04-00
Type: Reports - Research
Subjects: Behavioral Sciences,Behavioral Science Research,Barriers,Academic Achievement,College Credits,Community Colleges,Two Year College Students,Course Selection (Students),Time to Degree,Associate Degrees,Enrollment Rate

Nationwide, only 13 percent of community college students graduate within two years, and only 24 percent graduate within three years. Two important indicators that students will graduate on time are the number of credits they attempt each semester and their academic performance, which is often measured by a college's requirements for satisfactory academic progress (SAP). Many community college students enroll in too few credits to graduate in the standard two years. Many students also have difficulty meeting SAP, which can lead to a loss of financial aid or academic suspension. In collaboration with three community colleges in Minnesota, MDRC used behavioral science to explore reasons students may attempt lighter course loads and struggle to meet SAP requirements. The goal was to understand whether there are ways to improve student outcomes in these two domains and help more students graduate. This report identifies the hidden behavioral and institutional barriers that students face in terms of both credit intensity and SAP. [Funding from the Ascendium Education Group.]
Intergenerational Education Mobility and Labour Market Outcomes: Variation among the Second Generation of Immigrants in Canada. Analytical Studies Branch Research Paper Series
Author: Chen, Wen-Hao
Date: 2019-03-29
Type: Reports - Research
Subjects: Foreign Countries,Educational Mobility,Immigrants,Socioeconomic Status,Educational Attainment,Education Work Relationship,Minority Groups,Outcomes of Education,Social Mobility,Differences,Whites,Asians,Blacks,Arabs,Latin Americans,Generational Differences

Using 2016 Canadian Census data, this article examines the socioeconomic status of the second generation of immigrants, whose population has become increasingly diverse. The analysis focuses on group differences by visible minority status in two aspects relating to socioeconomic mobility: (1) intergenerational progress in educational attainment, which indicates the ability to achieve higher education regardless of parents' education, and (2) the relationship between education and labour market outcomes, which reveals the ability to convert educational qualifications into economic well-being. The results in general paint a very positive picture for the children of immigrants regarding the first aspect, while mixed results are evident for the second aspect. In particular, some visible minority groups are characterized by high educational attainment and high earnings, while some other groups experience low education mobility and low labour market returns to education. These results suggest that there are divergent paths of socioeconomic integration among the second generation.
Harry W. Colmery Veterans Educational Assistance Act of 2017 (Public Law 115-48)
Author: US Congress
Date: 2017-08-16
Type: Legal/Legislative/Regulatory Materials
Subjects: Veterans Education,Educational Legislation,Federal Legislation,Veterans,Federal Aid,Student Financial Aid,Federal Programs

The Harry W. Colmery Veterans Educational Assistance Act of 2017 is an act to amend title 38, United States Code, to make certain improvements in the laws administered by the Secretary of Veterans Affairs, and for other purposes. The Act includes the following titles: (1) Post-9/11 Educational Assistance Program; (2) Other Educational Assistance Programs; (3) Administration of Educational Assistance Programs; (4) Reserve Component Benefits; and (5) Other Matters.