ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works in Student Retention? Four-Year Private Colleges
Author: Habley, Wesley R.
Date: 2004-00-00
Type: Numerical/Quantitative Data
Subjects: College Faculty,College Students,Enrollment Trends,Academic Persistence,Private Colleges,School Holding Power,Dormitories,Cultural Influences,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Fraternities,Sororities,Teacher Attitudes,Honors Curriculum,Faculty Development

This report reflects ACT's three-decade commitment to assist colleges and universities to better understand the impact of campus practices on college student retention and degree completion. This report focuses only on the data provided by four-year private colleges, and contains the following sections: (1) Introduction; (2) Executive Summary; (3) Survey Section A: Campus Coordination and Retention/Completion Goals; (4) Survey Section B: Institutional Issues, Characteristics, and Services; (5) Survey Section C: Student Characteristics; (6) Survey Section D: Retention Practices; and (7) Recommendations. Appendices include: (A) Review of the Retention Literature; (B) Bibliography; and (C) The Survey. (Contains 14 tables.) [For the main report, "What Works in Student Retention? All Survey Colleges", see ED500455.]
Student Debt and the Class of 2009
Author: Cheng, Diane
Date: 2010-10-00
Type: Numerical/Quantitative Data
Subjects: College Graduates,Debt (Financial),National Surveys,Student Financial Aid,Tuition,Graduate Surveys,Student Loan Programs,Annual Reports,School Statistics,Educational Indicators,Paying for College,Economic Impact,Performance Factors,Data Analysis,Comparative Analysis,Employment Potential

This paper is the fifth annual report on the cumulative student loan debt of recent graduates from public and private nonprofit colleges. This analysis of the latest available data found that the debt levels of students who graduate with loans continued to rise, with considerable variation among states as well as among colleges. This report estimates that college seniors who graduated in 2009 carried an average of $24,000 in student loan debt, up six percent from the previous year. The six percent increase in average debt at the national level is similar to the average annual increase over the past four years, despite the recent economic downturn. It is likely that the Class of 2009 took out the bulk of their student loans before the recession began. Additionally, many colleges made concerted efforts to increase or maintain need-based grant aid when the economy faltered, so that students could afford to stay in school. State averages for debt at graduation from four-year colleges ranged widely in 2009, from $13,000 to $30,000. As in previous years, high-debt states are concentrated in the Northeast, while low-debt states are mainly in the West. Average debt continued to vary even more at the campus level than at the state level, from $3,000 to $61,500. Colleges with higher tuition tend to have higher average debt, but there are many examples of high tuition and low average debt and vice versa. In the current economic climate, recent college graduates who borrowed for their education face unique challenges in paying back their student loans. The unemployment rate for young college graduates rose from 5.8 percent in 2008 to 8.7 percent in 2009, the highest annual rate on record. Given the growing enrollment in and attention to for-profit colleges, it is important to note that this report reflects only graduates of public and private nonprofit four-year colleges because so few for-profit colleges report student debt data. However, based on national surveys conducted by the U.S. Department of Education, it is known that on average, graduates of for-profit four-year colleges are much more likely to borrow student loans and borrow significantly more than their counterparts at public and private nonprofit colleges. (Contains 25 footnotes.) [For "Student Debt and the Class of 2008", see ED509357.]
The Nation's Report Card Science 2009 State Snapshot Report. DoDEA. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Public Agencies

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in DoDEA (Department of Defense Education Activity) was 159. This was higher than the average score of 149 for public school students in the nation. The percentage of students in DoDEA who performed at or above the NAEP &quot;Proficient&quot; level was 40 percent in 2009. This percentage was greater than the nation (32 percent). The percentage of students in DoDEA who performed at or above the NAEP &quot;Basic&quot; level was 84 percent in 2009. This percentage was greater than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
What Works in Student Retention? Fourth National Survey. Community Colleges with Twenty Percent or More Black Students Enrolled
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: African American Students,Community Colleges,College Faculty,College Students,Enrollment Trends,Academic Persistence,School Holding Power,Dormitories,Cultural Influences,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Fraternities,Sororities,Teacher Attitudes,Honors Curriculum,Faculty Development,Minority Groups,English (Second Language),Females,Homosexuality

This report presents the findings for community colleges with twenty percent or more Black students enrolled that participated in ACT's 2010 "What Works in Student Retention survey." The report contains information pertinent to only these institutions. The following are appended: (1) Data for Two-Year Community Colleges with greater than or equal to 20% Black Student Enrollment; and (2) What Works in Student Retention: Instrument. (Contains 13 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
What Works in Student Retention? Fourth National Survey. Community Colleges with Twenty Percent or More Hispanic Students Enrolled
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Hispanic American Students,Community Colleges,College Faculty,College Students,Enrollment Trends,Academic Persistence,School Holding Power,Dormitories,Cultural Influences,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Fraternities,Sororities,Teacher Attitudes,Honors Curriculum,Faculty Development,Minority Groups,English (Second Language),Females,Homosexuality

This report presents the findings for community colleges with twenty percent or more Hispanic students enrolled that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appendices include: (1) Data for Community Colleges with greater than or equal to 20% Hispanic Student Enrollment; and (2) What Works in Student Retention Instrument. (Contains 13 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
What Works in Student Retention? Fourth National Survey. Four-Year Colleges and Universities with Twenty Percent or More Black Students Enrolled
Author: ACT, Inc.
Date: 2010-11-00
Type: Numerical/Quantitative Data
Subjects: African American Students,Community Colleges,College Faculty,College Students,Enrollment Trends,Academic Persistence,School Holding Power,Dormitories,Cultural Influences,National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Fraternities,Sororities,Teacher Attitudes,Honors Curriculum,Faculty Development,Public Colleges,Private Colleges,Minority Groups,English (Second Language),Females,Homosexuality

This report presents the findings for four year colleges and universities with twenty percent or more Black students enrolled that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appendices include: (1) Data for Four Year Colleges and Universities with greater than or equal to 20% Black Student Enrollment; and (2) What Works in Student Retention Instrument. (Contains 13 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
What Works in Student Retention? Fourth National Survey. Four-Year Colleges & Universities with Twenty Percent or More Hispanic Students Enrolled
Author: ACT, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: College Faculty,Hispanic American Students,College Students,Enrollment Trends,Academic Persistence,Public Colleges,Private Colleges,Two Year Colleges,School Holding Power,Dormitories,Cultural Influences,Articulation (Education),National Surveys,Academic Advising,Student Characteristics,Institutional Characteristics,Graduation Rate,Academic Achievement,Socioeconomic Status,Remedial Programs,At Risk Students,Time to Degree,Student Financial Aid,Student Employment,College Preparation,Student Motivation,Study Habits,Education Work Relationship,Family Influence,Student Personnel Services,Student Behavior,School Safety,Student Needs,Laboratories,Cooperative Learning,Minority Groups,Student Placement,Tutoring,Learning Laboratories,Cooperative Planning,Goal Orientation,Educational Technology,Internship Programs,Career Counseling,Summer Programs,School Orientation,Student Leadership,Libraries,College Freshmen,Workshops,First Generation College Students,Supplementary Education,Mentors,Mental Health,Physical Health,Teacher Student Relationship,Educational Quality,Extracurricular Activities,Peer Relationship,Coping,Relevance (Education),Educational Administration,Honors Curriculum

This report presents the findings for colleges and universities with twenty percent or more Hispanic students enrolled that participated in ACT's 2010 What Works in Student Retention survey. The report contains information pertinent to only these institutions. Appendices include: (1) Data for Four-Year Colleges/Universities with greater than or equal to 20% Hispanic Student Enrollment; and (2) What Works in Student Retention Instrument. (Contains 13 tables.) [For the main report, "What Works in Student Retention? Fourth National Survey. Report for All Colleges and Universities", see ED510474.]
The Nation's Report Card Science 2009 State Snapshot Report. Oklahoma. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Oklahoma was 146. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Oklahoma who performed at or above the NAEP &quot;Proficient&quot; level was 25 percent in 2009. This percentage was smaller than the nation (29 percent). The percentage of students in Oklahoma who performed at or above the NAEP &quot;Basic&quot; level was 60 percent in 2009. This percentage was not significantly different from the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Wisconsin. Grade 8, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Comparative Analysis,Curriculum Development,Ethnic Groups,Gender Differences,Grades (Scholastic),Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation,Grade 8,Middle School Students,Secondary School Science

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of eighth-grade students in Wisconsin was 157. This was higher than the average score of 149 for public school students in the nation. The percentage of students in Wisconsin who performed at or above the NAEP &quot;Proficient&quot; level was 38 percent in 2009. This percentage was greater than the nation (29 percent). The percentage of students in Wisconsin who performed at or above the NAEP &quot;Basic&quot; level was 73 percent in 2009. This percentage was greater than the nation (62 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]
The Nation's Report Card Science 2009 State Snapshot Report. Mississippi. Grade 4, Public Schools
Author: National Center for Education Statistics (ED)
Date: 2011-01-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Curriculum Development,Comparative Analysis,Elementary School Science,Elementary School Students,Ethnic Groups,Gender Differences,Grade 4,Grades (Scholastic),High School Students,Public Schools,Racial Differences,Science Achievement,Science Curriculum,Science Education,Science Instruction,Science Tests,Scores,Statistical Analysis,Student Evaluation

Guided by a new framework, the NAEP science assessment was updated in 2009 to keep the content current with key developments in science, curriculum standards, assessments, and research. The 2009 framework organizes science content into three broad content areas. Physical science includes concepts related to properties and changes of matter, forms of energy, energy transfer and conservation, position and motion of objects, and forces affecting motion. Life science includes concepts related to organization and development, matter and energy transformations, interdependence, heredity and reproduction, and evolution and diversity. Earth and space sciences includes concepts related to objects in the universe, the history of the Earth, properties of Earth materials, tectonics, energy in Earth systems, climate and weather, and biogeochemical cycles. The 2009 science assessment was composed of 143 questions at grade 4, 162 at grade 8, and 179 at grade 12. Students responded to only a portion of the questions, which included both multiple-choice questions and questions that required a written response. In 2009, the average score of fourth-grade students in Mississippi was 133. This was lower than the average score of 149 for public school students in the nation. The percentage of students in Mississippi who performed at or above the NAEP &quot;Proficient&quot; level was 17 percent in 2009. This percentage was smaller than the nation (32 percent). The percentage of students in Mississippi who performed at or above the NAEP &quot;Basic&quot; level was 54 percent in 2009. This percentage was smaller than the nation (71 percent). [For the main report, &quot;The Nation's Report Card: Science 2009. National Assessment of Educational Progress at Grades 4, 8, and 12. NCES 2011-451,&quot; see ED515259.]