ethanporcaro/eric-fulltext-meta huggingface dataset:
A Research-Practice Partnership to Strengthen a Program for Girls at Risk of Justice System Involvement: A Case Study of PACE Center for Girls. Issue Focus
Author: Millenky, Megan
Date: 2019-01-00
Type: Reports - Evaluative
Subjects: Females,At Risk Persons,Middle School Students,High School Students,Juvenile Justice,Delinquency,Gender Issues,Intervention,Academic Support Services,Social Support Groups,Adolescent Development,Relevance (Education),Nonprofit Organizations,Research,Day Programs,Program Effectiveness,Trauma,Resilience (Psychology)

PACE Center for Girls is a Florida-based nonprofit organization that serves girls of middle school and high school age who are at risk of involvement with the justice system. PACE aims to get these girls back on track by taking a gender-responsive approach, providing a blend of academic and social services that are shaped by an awareness of girls' particular development and gender-specific needs. Since its founding in 1985, PACE has been committed to being a learning organization: It has adjusted its services over time to align with emerging research, partnered with MDRC to evaluate the implementation and impact of its day program, and consistently used the findings to launch improvements. Findings from the evaluation add to the body of knowledge about how gender-responsive principles can be implemented in different contexts to engage girls who are at risk. PACE's partnership with MDRC and its improvement efforts also offer lessons for how researchers and practitioners can work together to produce rigorous and actionable evidence in the social sector and actively translate evidence into practice to refine and improve interventions.
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2013]
Author: Maryland Higher Education Commission
Date: 2013-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Graduation Rate,College Transfer Students,Two Year College Students,Community Colleges,Racial Differences,Gender Differences,Success,College Readiness,African American Students,Hispanic American Students,Asian American Students,White Students,Goal Orientation,Intention,Certification,Developmental Studies Programs,Remedial Programs

This report provides information on the retention, graduation, and transfer rates of first-time, full-time students entering Maryland community colleges between 2000 and 2010. The report examines retention and graduation data for students within two, three, and four years after matriculation into a community college. The Appendix contains tables detailing retention, graduation, and transfer rates for the state as a whole and disaggregated by gender as well as for the largest racial and ethnic groups. Data on students at each individual community college are also presented for two groups: all students and African American students. The first section of the report provides an analysis of statewide retention, graduation, and transfer rates within four years following initial enrollment, including analysis by gender and by race/ethnicity. This section also examines trend data on retention, graduation, and transfer from the 19 cohorts for which complete data are available (1990-2008). The second section examines student success through the Degree Progress Analysis model. Data for all 16 community colleges are available beginning with the 2001 cohort of entering students. The third section of this report includes highlights of a survey of community college graduates. The Maryland Higher Education Commission, in collaboration with the community colleges, conducts a triennial follow-up survey of recipients of certificates and associate degrees. The survey includes questions about the graduates' experiences at the community college, perceptions of the quality of education received, post-graduation educational enrollments, and employment. [For the report from the previous year &quot;Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2012],&quot; see ED594066.]
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2014]
Author: Maryland Higher Education Commission
Date: 2014-11-00
Type: Numerical/Quantitative Data
Subjects: College Freshmen,Two Year College Students,Community Colleges,School Holding Power,Graduation Rate,Transfer Rates (College),African American Students,Educational Trends,Educational Attainment,Full Time Students,Racial Differences,Gender Differences,Achievement Gap,Hispanic American Students,College Readiness,Remedial Instruction,White Students,Asian American Students,Tables (Data)

This report provides information on the retention, graduation, and transfer rates of first-time, full-time students entering Maryland community colleges between 1991 and 2011. The report includes information on retention and graduation of students within two, three, and four years of matriculation at a Maryland community college. The Appendix also presents detailed tables containing data on retention, graduation, and transfer for all students statewide and for the largest racial and ethnic groups. Additionally, data tables are presented for each institution containing data for all students and for African American students. The first section of this report provides analysis of retention, graduation, and transfer data for all students statewide in addition to breakouts by race/ethnicity and gender. Both year-to-year changes and long-term trends are examined. The second section contains the Degree Progress Analysis. The third section provides a summary of data obtained from the community college follow-up survey. This survey is conducted every three years by the Maryland Higher Education Commission in collaboration with the community colleges and is administered to all recipients of certificates and associate degrees. This survey includes a series of questions concerning recipients' perception of the quality of education, post-graduation enrollment, and employment outcomes. [For the report from the previous year &quot;Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2013],&quot; see ED594068.]
Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2015]
Author: Maryland Higher Education Commission
Date: 2015-09-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Graduation Rate,College Transfer Students,Two Year College Students,Community Colleges,Racial Differences,Gender Differences,Success,College Readiness,African American Students,Hispanic American Students,Asian American Students,White Students,Goal Orientation,Intention,Certification,Developmental Studies Programs,Remedial Programs

This report provides information on the retention, graduation, and transfer rates of first-time, full-time students entering Maryland community colleges between 1992 and 2012. The report tracks student outcomes two, three, and four years following matriculation. The Appendix includes detailed data tables containing retention, graduation, and transfer information for all students statewide, by gender, and the largest racial and ethnic groups. Additional data tables are presented containing this information for all students and African American students within each institution. The first section of this report contains analysis of student retention, graduation, and transfer rates for all students statewide as well as rates disaggregated by race/ethnicity and gender. This analysis examines both year-to-year changes and longitudinal trends. The second section of the report examines the Degree Progress Analysis. The third section provides a summary of data obtained in the community college follow-up survey. This survey is conducted every three years by the community colleges and the Commission. It includes questions regarding students' perception of quality, post-graduation enrollment, and employment outcomes, in addition to a variety of other topics. [For the report from the previous year &quot;Retention, Graduation, and Transfer Rates at Maryland Community Colleges [2014],&quot; see ED594069.]
Focusing on Girls&apos; Futures: Results from the Evaluation of PACE Center for Girls
Author: Millenky, Megan
Date: 2019-01-00
Type: Reports - Research
Subjects: Females,Middle School Students,High School Students,At Risk Students,Program Effectiveness,Cost Effectiveness,Academic Support Services,Social Services,Outcomes of Education,Interpersonal Relationship,Risk,Juvenile Justice,Aspiration

PACE Center for Girls is a Florida-based organization that provides academic and social services to girls of middle school and high school age. Girls who attend PACE have a specific set of characteristics that put them at risk of involvement with the juvenile justice system and other negative outcomes. PACE seeks to reduce the likelihood of negative outcomes tied to this profile and instead foster academic engagement, positive youth development, and healthy relationships. Throughout its delivery of services, PACE uses principles of gender-responsive programming -- that is, treatment approaches designed for girls and women. The current report focuses mainly on the impact and cost analyses for the PACE evaluation. Using survey and administrative data, the research team measured differences between the program and control groups on short-term outcomes. Differences that emerge between the two groups on these outcomes can be attributed to the PACE program. The impact study, which employed a random assignment design with two research groups, found that PACE positively affected girls' academic engagement and progress. In other domains -- youth development, risky behavior, and delinquency -- girls in both the program and control groups had similar outcomes. The cost analysis found that the additional cost of attending PACE, compared with the academic and social services the control group received, is principally driven by the extensive social services PACE provides. [For earlier MDRC publications on the PACE Center for Girls evaluation, see ED564138 and ED574048.]
The Effect of Cooperative Learning Method on Academic Success
Author: Elitok Kesici, Ayse
Date: 2010-00-00
Type: Journal Articles
Subjects: Cooperative Learning,Academic Achievement,Preservice Teachers,Preservice Teacher Education,Experimental Groups,Control Groups,Student Attitudes,Foreign Countries,Instructional Effectiveness

This research is planned in order to analyze the effect of cooperative learning method on the academic success of the students studying in the Department of Elementary Education regarding the lesson &quot;Teaching Technologies and Material Design&quot;. The aim of the research is to reveal the effects of group research technique in cooperative learning method on the teaching process of the unit &quot;material types&quot; of the lesson &quot;Teaching Technologies and Material Design&quot; of the third grade students in Elementary Education Department. The research is designed according to the experimental type. There is an experimental group and a control group in the research. At the end of the research, it is found that there is a significant difference between the academic success of the students in experimental group in which cooperative learning method is used and the academic success of the students in control group. The findings show that this difference is for the benefit of the students in experimental group. Through the interviews with the students in experimental group, it is established that the students have positive views regarding cooperative learning method.
Language, Music and Exercise. Are They Connected to One Another?
Author: D'Acierno, Maria Rosaria
Date: 2011-06-00
Type: Speeches/Meeting Papers
Subjects: Exercise Physiology,Second Language Learning,English (Second Language),Musical Instruments,Music,Correlation,Brain Hemisphere Functions,Adults,Dance,Leisure Time,Persistence

Learning new languages, being physically active, playing a musical instrument or listening to music favour a good attitude towards life and activate both the brain and the body. The purpose of this study is twofold: 1) to present the findings of a small scale study of third age participants and 2) to review the literature of the inter-relationships between language, music and physical exercises. The ultimate aim of this essay, which stresses the relationship between language, music and physical education is to stimulate people in general to improve the standard of their lives through a chosen leisure program. In fact, the following experiment and its results will attest this notion. In this essay, under the premises of the achieved results, I am going to examine the role of language learning, music and physical exercises from a theoretical point of view, because the knowledge of the scientific literature about these topics is very important in order to understand the result of the research that I want only briefly to describe in this abstract. I will analyze how the brain changes the organization of its cerebral map once it is regularly stimulated with the practice of music, language and physical exercises. The experiment included ten middle class participants (male=6, women=4; age range: 55-70 years) recruited to the study. Before the study, seven participants had already attended a gym class designed for the over 50s and three participants used only to walk regularly with their friends. Rather, for the study, the subjects were asked to choose among listening to music, learning to play a musical instrument, dancing, exercise while listening to music or learning a foreign language. Six subjects chose exercise linked to music, two subjects chose dancing, one man chose physical exercise with no music, and one subject chose to learn a foreign language. Those participants were studied for one year. Results showed that adherence to the chosen leisure activity was highest in the six participants who chose 'exercise to music' as well as in the two participants who chose dancing as they were the most 'effervescent'. The participant who chose physical exercise only dropped out quite soon, whereas the participant who chose to learn a foreign language (English) learned only a few complete expressions and words but found it challenging to memorize information and was no longer enthusiastic about her choice. It was concluded that a greater effort should be put into stimulating participants to appreciate their effort, which drove them to adhere to their choice and gave them input towards facing life in general.
Building State Vocational Rehabilitation Agency Benefits Planning Capacities. Policy Brief
Author: Sheldon, James R.
Date: 2018-12-00
Type: Reports - Descriptive
Subjects: State Agencies,Vocational Rehabilitation,Federal Legislation,Disabilities,Public Policy,Planning,Federal Programs,Employment Programs,Incentives,Insurance,Professional Continuing Education

This policy brief describes how State VR agencies are using and can use benefits planning services, as a VR agency-funded service, to help SSDI and SSI beneficiaries address concerns and fears about the potential loss of cash benefits and healthcare benefits (i.e., Medicaid and/or Medicare) as they move into jobs paying substantial wages. The brief highlights a range of definitions for benefits planning services and the scope of services that may be provided through a benefits planner; describes common elements of a quality benefits planning program (including initial training, continuing education, and available technical assistance); provides examples of existing state VR agency models for delivering benefits planning services; and explains why state VR agencies should fund benefits planning services. This policy brief is directed at a primary audience of state VR agency staff-administrators, VR counselors, and other staff. [The Vocational Rehabilitation Youth Technical Assistance Center (Y-TAC) is a project of the Institute for Educational Leadership.]
America&apos;s Untapped Workforce: Federal Programs to Help Develop a Critical Talent Pipeline
Author: Jobs for the Future
Date: 2019-03-11
Type: Reports - Descriptive
Subjects: Federal Programs,Job Skills,Job Training,Labor Force Development,Unemployment,Underemployment,Skill Development,Career Development,Postsecondary Education,Access to Education

Roughly 75 million Americans don't have the work or wages they need to get by. They either lack the skills employers seek or can't access jobs with sufficient pay. These are America's untapped workers--people who are unemployed or underemployed, but who can succeed in the nation's rapidly changing economy if offered the right education, training, and supports. But the United States is not keeping up with the demand for career training, even with billions in federal dollars spent annually on education and workforce development. This brief describes how the nation can better help individuals gain the competencies and credentials required for in-demand, family-supporting careers in order to maximize national economic growth, meet employers' talent needs, and eliminate the widening wage gap.
Lessons from the Implementation of Learn and Earn to Achieve Potential
Author: MDRC
Date: 2018-09-00
Type: Numerical/Quantitative Data
Subjects: Program Implementation,Educational Opportunities,Child Welfare,Juvenile Justice,Homeless People,Disadvantaged Youth,Program Effectiveness,Program Costs,Foster Care,Transitional Programs,Partnerships in Education,Community Resources,Career Readiness,Employment Opportunities,College Preparation

In 2015, the Annie E. Casey Foundation partnered with the Corporation for National and Community Service's Social Innovation Fund to launch Learn and Earn to Achieve Potential (LEAP), a multimillion-dollar initiative to increase employment and educational opportunities for young people ages 15-25 who have been involved in the child welfare and justice systems, or who are homeless. The initiative offers a unique opportunity to address the specific needs and challenges of these young people, including trauma they may have experienced in their lives, and get them on pathways to school and work. This report is an evaluation of the initiative's implementation, outcomes, and costs.
Finish Line: Graduation by Design. Can Behavioral Science Improve College Graduation Rates?
Author: MDRC, Center for Applied Behavioral Science (CABS)
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Graduation Rate,Graduation,Design,Behavioral Sciences,College Graduates,Community Colleges,Two Year College Students,Academic Achievement

Graduating from college is a challenge, particularly for low-income students and students who are older, have children, or have jobs. Such students oen face personal, institutional, and structural barriers to success. Two of the most important factors that predict whether students will graduate from community college are the number of credits they attempt per semester and their academic performance in courses. However, most community college students enroll in fewer than 15 credits per semester, making it nearly impossible for them to graduate in two years. Many also struggle academically, failing to make satisfactory academic progress. As a result, their progress halts altogether and they lose financial aid. What can be done about these types of challenges?
Personalizing Professional Development: How Empowered Teachers Can Take Charge of Professional Learning and Growth
Author: Goodwin, Bryan
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Individualized Instruction,Faculty Development,Teacher Empowerment,Educational Practices,Skill Development,Reflective Teaching,Problem Solving,Schemata (Cognition),Attention Control,Self Evaluation (Individuals),Mastery Learning,Learning Strategies,Cognitive Style,Learner Engagement,Instructional Leadership,Questioning Techniques

Too often, professional development (PD) sessions consist of little more than delivering lists of things teachers should know and should be doing. There is little to no follow up. There are few opportunities to think about how to adapt and apply the learning to fit your own classroom context, or to try it out and compare outcomes with fellow teachers. In this report the authors tackle a question of urgent interest to teachers at all career stages: Can professional learning be better? It can, they argue, if the profession recognizes that large PD sessions--while an appropriate starting point to share foundational practices--should be followed up with a highly personalized plan of action. Reflection holds the key to identifying and addressing problems of practice as teachers advance in their skills. Also important to bear in mind: Teachers are most effective when they develop an understanding of why certain techniques work, not just what they are. The authors propose two guiding principles for restructuring professional learning: (1) Teacher learning ought to start with teachers' problems of practice; and (2) It ought to help them reflect on and refine new skills to address those problems.
Writing Instruction and Technology in the Classroom: Supporting Teachers with the Drive to Write Program
Author: Alterman, Emma
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Writing Instruction,Educational Technology,Technology Uses in Education,Coaching (Performance),Feedback (Response),Teaching Methods,Teacher Attitudes,Technology Integration,Student Needs,Teacher Competencies,Writing Skills,Grade 9,High School Students,Secondary School Teachers,Intervention

Around the country, high school teachers are being called upon to improve student writing, but they often lack the tools and requisite know-how to make a difference. An ambitious new program called Drive to Write is attempting to change that. This report describes an evaluation of the program's implementation in 11 public high schools in New York City during the 2017-2018 school year. Key findings include: (1) The program rolled out as intended throughout the 2017-2018 school year. Coaches tailored their feedback for teachers and helped them focus on writing instruction by using technology to support workflow and data to guide their approach to individual students. Overall, teachers expressed a high rate of satisfaction with, and adoption of, the tools and support provided by Drive to Write; (2) Teachers customized their use of technology tools and writing instruction to suit the needs of their students and the constraints of their classroom. Nevertheless, practices related to writing and technology use among the 15 program teachers in the 11 Drive to Write schools were similar to those of the 17 teachers in 12 comparison schools. Teachers in program schools, however, exhibited greater understanding of, and proficiency with, higher-level writing instruction; and (3) It is unclear whether the program had a positive effect on student writing after one academic year of implementation. The analytic sample included 1,008 program students and 936 comparison students. Several factors could have dampened early effects, such as comparable writing improvement among all students during ninth-grade, similar technology practices between program and comparison students, or a sample of schools too small to detect modest effects. It could also be that the assessment score outcome may reflect student skill at timed test taking (which all schools address), rather than the intervention's core focus on intensive writing composition (on which program schools spent dedicated time). This evaluation contributes to the growing literature that highlights the support teachers require to integrate new technology and data tools into their instructional routines, the role of individualized coaching for teachers, and the sustainability of data-driven teacher feedback to students. An understanding of these elements can lead to better implementation of writing programs in high schools across the country and, potentially, improved student writing.