ethanporcaro/eric-fulltext-meta huggingface dataset:
Home Instruction for Parents of Preschool Youngsters (HIPPY)/Home Visiting Grant, 2016-2017. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2017-10-18
Type: Reports - Research
Subjects: Home Instruction,Parent Participation,School Readiness,Preschool Children,Home Visits,Kindergarten,Program Effectiveness,Academic Achievement,Reading Achievement,Mathematics Achievement,Scores,Achievement Tests,Standardized Tests,Hispanic American Students,At Risk Students,Economically Disadvantaged,African American Students,White Students,Enrollment Trends

This report contains the 2016-2017 evaluation on the Home Instruction for Parents of Preschool Youngsters (HIPPY)/Home Visiting Grant program. HIPPY is a school readiness program that helps parents prepare their preschool children for academic success. A total of 762 children ages 3 to 5 and their parents participated in the Houston Independent School District (HISD) HIPPY program during the 2016-2017 academic year compared to 637 students in the previous year. HIPPY program sites expanded from 57 schools to 71 schools over the past two years. Key findings include: (1) The 2016-2017 HISD HIPPY cohort attained a higher mean standard score on the 2017 Logramos English Language Arts (ELA) assessment compared to HISD kindergarten students districtwide (169.2 vs. 165.3); (2) The mean standard score on the Iowa ELA assessment was lower for HISD HIPPY students than students districtwide by 2.7 points (122.0 vs. 124.7); (3) There were substantial increases in the percent of 2016-2017 HIPPY prekindergarten students who met benchmark from BOY to EOY on the 2017 English and Spanish language and literacy Rapid Letter Naming, Words in Sentence, and Alliteration CIRCLE subtests; and (4) There were substantial increases in the percent of 2016-2017 HIPPY prekindergarten students who met benchmark from BOY to EOY on the 2017 English and Spanish Patterns, Shape Naming, and Shape Discrimination CIRCLE mathematics subtests.
Validity of SAT® for Predicting First-Semester, Domain-Specific Grades
Author: Westrick, Paul A.
Date: 2020-02-00
Type: Reports - Research
Subjects: College Entrance Examinations,Test Validity,Prediction,Grades (Scholastic),College Students,Correlation,Scores,Language Arts,Mathematics Achievement,Science Achievement,History Instruction,Social Studies,High School Students,Reading Achievement,Writing Achievement,Probability

In May 2019, College Board published the first national operational SAT® validity study on the new SAT introduced in 2016. Based on data from more than 221,000 students across 169 four-year colleges and universities, the study showed that the SAT was essentially as effective as high school grades in predicting students' college performance and that these two measures, when combined, offer a more accurate understanding of student performance than either measure used alone. The current study extends the College Board's validity research on the new SAT. Using data from 221,300 students enrolled at 169 four-year colleges and universities, we examined relationships between SAT section scores, test scores, cross-test scores, and subscores with domain-specific course grades earned in college. Results of this study show a strong, positive relationship between SAT scores and grades in matching college course domains, suggesting that the SAT is sensitive to instruction in English language arts, math, science, and history/social studies. On their own and combined with high school GPA (HSGPA), SAT scores provide valuable information for colleges and universities as they make admission and course placement decisions. These scores also allow institutions to identify students who can benefit from additional academic support as they enter college and can inform important conversations with students about course selection and choice of major based on students' academic strengths and weaknesses.
Home Instruction for Parents of Preschool Youngsters (HIPPY) Texas Home Visiting Grant Program, 2015-2016. Research Educational Program Report
Author: Houston Independent School District (HISD), Department of Research and Accountability
Date: 2016-11-07
Type: Reports - Research
Subjects: Home Instruction,Preschool Children,Home Visits,Parent Participation,Kindergarten,School Readiness,Program Effectiveness,Academic Achievement,Reading Achievement,Mathematics Achievement,Scores,Achievement Tests,Standardized Tests,At Risk Students,African American Students,Hispanic American Students,Asian American Students,White Students,Economically Disadvantaged,Enrollment Trends,Child Development,Parents as Teachers

This report provides a summary of the Home Instruction of Parents with Preschool Youngsters (HIPPY) program activities and its effectiveness for Houston Independent School District (HISD) student participants. A total of 637 three to five-year children, along with their parents, participated in the HISD HIPPY program during the 2015-2016 academic year. While the number of three to five-year old children decreased from the 2014-2015 school year to the current year by 13% (730 vs. 637), the number of children who were identified as HISD students rose from 198 to 423 students over the past two years. Also the Protective Factors Survey provided evidence that HISD HIPPY parents are gaining an increased understanding of child development and parenting strategies that support physical, cognitive, language, social, and emotional development of their child.
2019 KIDS COUNT in Colorado! Making Every Kid Count in the 2020 Census
Author: Colorado Children's Campaign
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Census Figures,Federal Aid,Preschool Children,Poverty,Minority Groups,English Language Learners,Well Being,Child Welfare,Public Policy,Health Insurance,Child Health,Preschool Education,Disadvantaged Youth,Elementary Secondary Education,Family Income,Counties,Federal Programs,Ethnicity,Population Trends,Immigrants,Family Structure,Infant Mortality,Mortality Rate,Mothers,Mental Health,Diseases,Injuries,Early Parenthood,Sexuality,Food,Security (Psychology),Suicide,Adolescents,Child Care,Child Development,At Risk Persons,School Readiness,Educational Finance,Attendance,Academic Achievement,Graduation Rate,Achievement Tests,Racial Differences,Kindergarten,Teacher Shortage,Educational Equity (Finance),Teacher Effectiveness,Early Experience,Barriers,Access to Health Care,Educational Attainment,School Districts

The 2020 Census risks undercounting thousands of young Colorado children, depriving communities of federal funding and political representation for the next decade. Children under age 5 are more likely to be missed by the census than any other age group, with children of color, non-English speakers, and kids living in high poverty communities at highest risk. The 2010 Census undercounted Colorado kids under age 5 by 5 percent, and the undercount of young kids in the 2020 Census could be even worse given fears about data privacy and confidentiality, according to the 2019 edition of &quot;KIDS COUNT in Colorado!,&quot; an annual county-by-county report on child well-being. Failing to count Coloradans will put billions of federal dollars and representation in Congress at stake in the decade following the nationwide count of every person. In 2015, Colorado received more than $2 billion in census-guided federal funding for kids' programs alone, including Medicaid, the Children's Health Insurance Program and Head Start, among others. The annual &quot;KIDS COUNT in Colorado!&quot; report tracks the well-being of Colorado children statewide and at the county level. The 26th annual report includes data and research on kids in the areas of demographics, health, early childhood, K-12 education and family economic security. The report is a complement to the national KIDS COUNT Data Book produced by the Annie E. Casey Foundation. [For the 2018 report, see ED586466.]
What Does the Full-Day Kindergarten Proposal Mean for Senate District 2?
Author: Colorado Children's Campaign
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Kindergarten,School Schedules,Educational Benefits,School Districts,Educational Finance,Access to Education,At Risk Students,Charter Schools,Enrollment,Budgets,State Aid

The research on full-day kindergarten and its benefits are robust, from improving literacy skills, greater math and reading gains during the school year, and overall academic growth. In addition, children with developmental delays and special learning needs are able to be identified earlier and supported with appropriate interventions. Fully funding full-day kindergarten frees up more than 5,000 early learning slots currently used to support full-day kindergarten access for at-risk children. Only 24 percent of 4-year-olds in Colorado have access to state-funded preschool program and there are several thousand children on the state preschool wait list. Fully investing in full-day kindergarten allows Colorado to open up preschool access for children facing the most barriers to learning. It would bring an additional $15,710,612 to school districts within your legislative district once those districts reach full enrollment in a full-day program. Coupled with the proposed increases in Total Program and a decrease of $77 million in the budget stabilization factor as proposed in the January 15th Governor's Budget letter, the district would see a net increase in total program funding of $41,921,154.
Making Wage Data Work: Creating a Federal Resource for Evidence and Transparency
Author: Pena, Christina
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Wages,Employment,Federal Government,Databases,Access to Information,Public Agencies,Insurance,Unemployment,Statistical Data,Shared Resources and Services,Evidence Based Practice,Labor Market,Federal Legislation,Records (Forms)

Administrative data on employment and earnings, commonly referred to as wage data or wage records, can be used to assess the labor market outcomes of workforce, education, and other programs, providing policymakers, administrators, researchers, and the public with valuable information. However, there is no single readily accessible federal source of wage data which covers all workers. Noting the importance of employment and earnings data to decision makers, the Commission on Evidence-Based Policymaking called for the creation of a single federal source of wage data for statistical purposes and evaluation. They recommended three options for further exploration: (1) expanding access to systems that already exist at the U.S. Census Bureau; or (2) the U.S. Department of Health and Human Services (HHS); or (3) creating a new database at the U.S. Department of Labor (DOL). This paper reviews current coverage and allowable uses, as well as federal and state actions required to make each option viable as a single federal source of wage data that can be accessed by government agencies and authorized researchers. Congress and the President, in conjunction with relevant federal and state agencies, should develop one or more of those options to improve wage information for multiple purposes.
Lorain County Community College: Building a Culture of Student Success Rooted in an Institution&apos;s Own Data and Needs
Author: Selingo, Jeffrey
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Criticism,Graduation Rate,School Holding Power,Educational Attainment,Educational Change,Educational Improvement,Barriers,Institutional Characteristics,Strategic Planning,Low Achievement,Institutional Cooperation,Cooperation,College Presidents,Academic Achievement,Achievement Gains,Educational Objectives,School Effectiveness,Manufacturing,Employment Opportunities,Counties,Access to Education,Data Analysis,College Administration,Academic Support Services,Educational Strategies

Lorain County Community College (LCCC) was designed for access, however, not necessarily completion. The college was unprepared for students who wanted to earn a degree but then often didn't make it to graduation. In 2011, LCCC retained fewer than six in ten students. Its three-year graduation rate was 8 percent. For African American students, it was only 1 percent. At first, the college defended itself against criticism of its graduation rates, saying federal graduation statistics measured only full-time, first-time students--less than 10 percent of its enrollment. But even under that definition, the college struggled to get students a degree. At the same time, the two-year college was confronting an uncomfortable reality in its home county: a growing economic and educational gap. Nearby affluent suburbs were filled with college graduates while high-school graduates clustered in low-income urban centers. While Lorain's administrators had many ideas about what needed to be done to improve student success, they got stuck where leaders usually do when trying to transform their institutions: how to do it. The simplest solution was to copy the playbook of other institutions or take ideas gathered at higher-education conferences. But such strategies usually lead to disappointing outcomes. For one, college officials lack a larger appreciation for the diversity and complexity of the underlying challenges they face. Second, they find it difficult to easily translate the success of other institutions to a campus with different administrative and faculty structures. Instead, Lorain County Community College, with an enrollment of 11,000 students, drew up an original blueprint to solve its particular set of issues. While the plan was informed by what worked on other campuses, LCCC's strategy was rooted in data on its own students and assisted by a network of other higher-education institutions. The result? The college's three-year graduation rate is now 23 percent. Lorain's impressive gains, which have garnered national attention, suggest four key approaches that institutions could follow to jumpstart their own student success efforts: (1) Develop a network of institutions to share strategies and tactics; (2) Examine institutional data to determine when to scale successful strategies; (3) Champion student success efforts on campus with the president as the leader; and (4) Assemble a core college-wide team focused on student success efforts with clear goals.
Council on Foundations--Commonfund Study of Responsible Investing. Foundations Survey 2016
Author: Commonfund Institute
Date: 2016-06-00
Type: Reports - Research
Subjects: Investment,Philanthropic Foundations,Financial Policy,Money Management,Social Responsibility,Attitudes,Change

This Study analyzes policies, practices and attitudes with respect to responsible investing among 186 U.S. private and public/community foundations. These respondents comprised 52 private/independent foundations, 49 private/family foundations, eight public foundations and 77 community foundations, together representing a total of $39.7 billion in endowment assets as of December 31, 2014 and encompassing a wide range of endowment sizes and geographic locations across the U.S. Data gathering took place in the winter of 2015-2016 using an online survey instrument. While many surveys on responsible investing have been published in recent years, the authors believe that this Study is the most comprehensive and detailed such effort to date on this topic among private and public foundations, and are grateful to the professionals at participating institutions who contributed their time and knowledge to its creation. [This paper was co-published with the Council on Foundations.]
Commonfund Higher Education Price Index. 2019 Update
Author: Commonfund Institute
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Higher Education,Expenditures,Economic Climate,Educational Finance,Costs,Teacher Salaries,Colleges,Universities,Educational History,Fringe Benefits,Utilities,Salaries,Employees,Services,Cost Indexes

The Higher Education Price Index (HEPI) is an inflation index designed specifically for use by institutions of higher education. Compiled from data reported by government agencies and industry sources, HEPI measures the average relative level in the price of a fixed market basket of goods and services purchased by colleges and universities each year through current fund educational and general expenditures, excluding research. A more accurate indicator of cost changes for colleges and universities than the Consumer Price Index (CPI), HEPI is used primarily to project future budget increases required to preserve purchasing power. With compilations dating back to 1961, HEPI offers more than 50 continuous years of higher education inflation data. It is an essential tool enabling schools to determine increases in funding necessary to maintain both real purchasing power and investment. HEPI is compiled using data items from publicly-available sources that are released at different points in the academic fiscal year, from July 1 through the following June 30. For fiscal year 2019, which ended on June 30, the HEPI calculation reveals that inflation for colleges and universities was 2.5 percent, representing a decline from FY2018's 2.9 percent and FY2017's 3.4 percent. Nevertheless, FY2019 inflation was higher than FY2015's 2.0 percent and FY2016's 1.4 percent. Costs for FY2019 rose in three of the eight components tracked by HEPI, declined in four others and remained unchanged in the final one. The chief source of the year-over-year decline in the rate of HEPI inflation was faculty salaries; this most heavily-weighted component in the index increased 2.0 percent in FY2019 versus 2.8 percent in FY2018. The other component to decline in its rate of inflation was utilities, which rose 0.9 percent in FY2019 versus 1.7 percent in FY2018. Annual increases of 0.6 percent were found in clerical costs and service employee costs. For FY2019, the greatest deviation from the five-year average was in the supplies and materials component, which rose 4.1 percent compared with its five-year average of -0.4 percent. [For the 2018 Update, see ED593409.]
Graduates in the Economy 18. Environmental Scan 2018
Author: Colleges Ontario (Canada)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Graduates,Employment,Labor Market,Young Adults,Education Work Relationship,Labor Needs,Entrepreneurship,Access to Education,Postsecondary Education,Outcomes of Education,Educational Attainment,Gender Differences,Certification,Industry

This report shares data in the following categories as they relate to graduates in Ontario's economy: (1) Number of jobs for young adults without post-secondary credentials; (2) Matching credentials to employer needs: an international comparison; (3) Matching credentials to employer needs: industry, entrepreneurship, and innovation; (4) Access to post-secondary education in Ontario; and (5) Return on investments in post-secondary education. Among the highlighted findings are: (1) Over the past 25 years, rising Ontario employer skill requirements have led to an increase of over 900,000 more jobs for adults aged 25 to 44 with post-­secondary credentials, largely offset by a drop of 700,000 jobs for those without post­-secondary credentials; (2) Every sector now employs fewer young adults without post-­secondary credentials; (3) Ontario's experience is consistent with other jurisdictions: employment rates for young adults without post­secondary education are now typically at least 25 percentage points lower than for post-­secondary graduates; (4) Within North America, Ontario has three times as many college graduates as the U.S., per capita; and (5) Ontario's skills advantage is weakening. China, Japan, Korea and Indonesia now have three times as many young adults with post-­secondary credentials as does the U.S.
Student and Graduate Profiles 17. Environmental Scan 2017
Author: Colleges Ontario (Canada)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,College Applicants,College Students,College Graduates,Student Characteristics,Student Attitudes,Apprenticeships,Continuing Education,Educational Indicators

This report shares data relating to Ontario student and graduate profiles for 2016 in the following areas: (1) College activity; (2) Numbers of Ontario college applicants, students and graduates; (3) Learner demographics and characteristics; (4) Apprentices; (5) Continuing education students; (6) Graduates; (7) Perceptions; and (8) Key performance indicators. Among the highlighted findings are: (1) Each year, more than 500,000 students and clients are served by Ontario's colleges of applied arts and technology (CAATs). Of this group, more than 200,000 are full-time students; (2) There were 194,928 distinct applicants for the 2015-16 academic year; (3) Approximately 25 per cent of college applicants reported household incomes of less than $30,000, and almost 50 per cent had incomes of less than $60,000; (4) Total funded full-time equivalent (FTE) post-secondary enrolment in the colleges was 223,597 (including funded full-time, part-time and tuition-short programs); and (5) Eighty-three per cent of 2015-16 graduates in the labour force were working six months after graduation.
Unlocking the Potential of Income Share Agreements (ISAs) to Tackle the Student Debt Crisis
Author: Price, Richard
Date: 2019-08-00
Type: Reports - Evaluative
Subjects: College Students,Student Financial Aid,Income Contingent Loans,Student Loan Programs,Debt (Financial),Paying for College,Loan Repayment

With one million defaults on student loans every year, and $1.6 trillion in outstanding student debt, it's clear the US is in desperate need of innovative funding models in higher education. Income Share Agreements, or ISAs, stand to provide a promising alternative to high-risk student loans, as they better align the interests of students, schools, and lenders. In an ISA, students pay no tuition upfront, only repaying the education provider once employed--in essence, funding today's educational opportunities for a fixed percentage of tomorrow's income, within a set window of time. In other words, an ISA is an equity investment, whereas a student loan is a debt burden. ISAs thus serve as a viable choice for students seeking to finance their education, and in many cases, increase access to higher education by helping students afford programs not eligible for federal financial aid. Despite the potential of the ISA model, a lack of regulatory clarity has limited its adoption. To reach that potential, the ISA market needs guardrails that both protect students and encourage investment in the space. In this policy brief, the authors provide an overview of ISAs and examples of ISAs currently in operation. They then explore guardrails that are essential to effective ISA legislation and analyze the ramifications of these provisions for students, education providers, and other ISA market participants. In so doing, the authors hope to empower policymakers as they unlock the power of a financing tool that has the potential to revolutionize higher education. [Contributions to this report were made by Alana Dunagan.]