ethanporcaro/eric-fulltext-meta huggingface dataset:
College and Career Pathways: A Strategy for State Economic Success
Author: Jobs for the Future
Date: 2018-11-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,State Policy,Elementary Secondary Education,Higher Education,Labor Force Development,Alignment (Education),College Readiness,Career Readiness,Career Awareness,School Business Relationship,High Schools,Experiential Learning,Education Work Relationship,Colleges

Today, young people need both cross-cutting skills and specialized knowledge to thrive in the nation's rapidly changing economy. Business leaders require skilled talent to innovate and grow. And state and local communities need a workforce ready to lead new economies and industries. These shifts are achievable when states and regions embrace a college and career pathway strategy. Pathways bring together policymakers and leaders in K-12 and higher education, industry, and workforce development, who partner to: (1) Help young people set clear college and career goals, and provide the supports needed to achieve them; (2) Ensure that employers have a diverse talent pipeline of young professionals who have the skills needed to contribute to and lead the workforce; and (3) Build thriving regional and state economies that offer opportunities for economic advancement for all citizens. States across the country are fast-tracking change by building college and career pathways that better prepare young people for economic success while simultaneously addressing skills gaps. This brief offers policy recommendations to state policymakers that can help jumpstart college and career pathways. State examples of success are also discussed. [This brief was produced in collaboration with Great Lakes College and Career Pathways Partnership.]
Transfer Odds: Examining Factors That Impact Whether Students Achieve Transfer or Get Stuck near or at the Gate. Through the Gate Transfer Study. Research Brief 2
Author: RP Group
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Student Characteristics,Two Year College Students,Community Colleges,Institutional Characteristics,At Risk Students,Age Differences,First Generation College Students,Racial Differences,Ethnicity,Limited English Speaking,Students with Disabilities,Associate Degrees,Geographic Regions,Barriers,Academic Achievement,Grade Point Average,Veterans,Achievement

When students make significant progress toward a transfer goal, what impacts their likelihood for making it to university? Which student groups are more likely to achieve transfer success and which ones may need strategic support to make it across the finish line? The RP Group is exploring these questions as part of the Through the Gate transfer study, which aims to identify strategies for increasing transfer among &quot;high-leverage&quot; learners -- students who complete all or most of their transfer requirements but who do not make it to university. This brief focuses on discussing what the statistical model found to be significantly related to increasing students' transfer odds. It concludes with key takeaways and next steps colleges can take based on this new analysis. [To view the technical report, see ED594425.]
Transfer Odds: Technical Report Examining Factors That Impact Whether Students Achieve Transfer or Get Stuck near or at the Gate
Author: RP Group
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: College Transfer Students,Student Characteristics,Two Year College Students,Community Colleges,Institutional Characteristics,At Risk Students,Age Differences,First Generation College Students,Racial Differences,Ethnicity,Limited English Speaking,Students with Disabilities,Associate Degrees,Geographic Regions,Barriers,Academic Achievement,Grade Point Average,Veterans,Achievement

This technical report begins with an overview of the data and sample used in this component of research. This overview is followed by descriptive statistics of the independent and dependent variables used in the analysis. It provides a quick description of the statistical model before offering a detailed explanation of the study's results. [For the report, &quot;Transfer Odds: Examining Factors That Impact Whether Students Achieve Transfer or Get Stuck near or at the Gate. Through the Gate Transfer Study,&quot; see ED594424.]
Never Too Early: The Importance of High-Quality Early Education and Care. A White Paper of The Stark Education Partnership
Author: Stark Education Partnership
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: Early Childhood Education,Child Care,Educational Quality,Child Development,Brain,Preschools,Montessori Schools,Reggio Emilia Approach,Teaching Methods,Parent Participation,Environmental Influences,At Risk Students,Poverty,Early Intervention

Early childhood is a time of extensive development in the brain and many of the body's biological systems that are critical for health. Learning and development during these early years can have a critical impact on future educational attainment, which is an important determinant of health. There are also other important aspects of early childhood that can influence health, school readiness and future educational attainment, including experiences, relationships and the environment in which a child grows up. Poverty is often a considerable barrier to healthy development. Recent advances in the science of brain development offer us an unprecedented opportunity to solve some of society's most challenging problems, from widening disparities in school achievement and economic productivity to costly health problems across the lifespan. Understanding how the experiences children have starting at birth, even prenatally, affect lifelong outcomes -- combined with new knowledge about the core capabilities adults need to thrive as parents and in the workplace -- provides a strong foundation upon which policymakers and civic leaders can design a shared and more effective agenda. Despite research demonstrating that high-quality early childhood care and education can be beneficial to children, research has also demonstrated that the majority of children in the United States are placed in low-quality care, some of which may be detrimental to the longterm development of children. This paper will look at traditional preschools and discuss three of the emergent philosophical and value-laden approaches to early childhood care and education that allow districts, teachers, parents, and students greater flexibility in meeting the needs of their children. These are: Montessori, Reggio Emilia, and Waldorf.
Using a Balanced School Year to Improve Student Achievement. A White Paper of the Stark Education Partnership
Author: Stark Education Partnership
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Year Round Schools,Extended School Year,Academic Achievement,Outcomes of Education,Educational Research,Educational Strategies,Educational Change,School Districts,Remedial Instruction,Enrichment

Within the context of this paper, a balanced, or year-round, school year calendar is not one that necessarily increases either the length or number of school days. It is one that provides for &quot;more continuous learning&quot; by dividing up the traditional summer break into shorter intersessions during the year. It might seem to be a common-sense proposition that such a schedule would counter the so-called &quot;summer slide&quot; where students fail to retain much of what they learned during the previous nine months. Many experts like Paul T. von Hipple from the LBJ School of Public Affairs at the University of Texas Austin note that: Once thought to be positive, these effects now appear to be neutral at best. Although year-round calendars do increase summer learning, they reduce learning at other times of year, so that the total amount learned over a 12-month period is no greater under a year-round calendar than under a nine-month calendar. As is often the case in education (and other fields), a study or two emerges that seems to dominate the research landscape. Everybody starts citing these same studies, giving them a kind of superlegitimacy, and as a result, researchers move on to other subjects. In the case of balanced, or year round school calendars and their impact on student achievement, two such studies have had this kind of impact. The first is a meta-analysis by Cooper and associates that found achievement effects to be minimal at best, and the second is von Hippel's review of Early Childhood Longitudinal Study (ECLS) data that, in essence, supported the same claim. As with many educational strategies, the research on balanced calendars in actuality is very sparse. The instructional stance of teachers, schools, and districts may be fundamentally transformed by a balanced calendar approach. At the very least, the adaptation of a balanced calendar indicates that these districts are serious about reform.
VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report
Author: Misko, Josie
Date: 2019-00-00
Type: Reports - Research
Subjects: Vocational Education,Technical Education,Job Skills,Skill Development,Secondary School Students,Role of Education,Outcomes of Education,Educational Trends,Indigenous Populations,Student Participation,Qualifications,Gender Differences,Certification,Sex Role,Career Choice,Student Educational Objectives,Standards,At Risk Students,Apprenticeships,Trainees,Majors (Students),Building Trades,Service Occupations,Foreign Countries

The role of vocational education and training (VET) in preparing secondary school students for employment, further training and the changing world of work has long been a topic of interest among employers, educationalists and policymakers. More recent attention has also been on VET's role in assisting in the development of non-technical skills (for example, employability skills), with employer groups vocal about the need for potential employees possessing these skills. This study is one part of a larger program of research investigating whether VET programs delivered to secondary students add value to their post-school destinations. In this report, the authors explore whether VET undertaken by secondary students, and in some cases by post-school students, equips them with the skills (including the non-technical skills) required to successfully participate in an ever-changing world of work. To do this, the authors analysed the VET programs of secondary students over the last 20 years, focusing on the number and types of programs undertaken and the characteristics of the participating students. They also undertook a content analysis of the core units of qualifications in selected training packages to identify whether these facilitate the development of non-technical skills. Data on the numbers of secondary school students in these programs from 2003 onwards have been provided to the National VET in Schools Collection by the jurisdictional boards of studies, and these form the underlying data used in this report. Due to definitional issues and reporting pathways, these data are likely to underestimate the total number of secondary school students undertaking VET programs. [For the supporting document to this report, &quot;VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills -- Support Document,&quot; see ED594430.]
Majoring in Money: How College Students and Other Young Adults Manage Their Finances, 2019
Author: Sallie Mae Bank
Date: 2019-00-00
Type: Reports - Research
Subjects: College Students,Money Management,Credit (Finance),Young Adults,College Graduates,Dropouts,Knowledge Level,Attitudes,Purchasing,Behavior,Budgeting,Self Concept,Income

&quot;Majoring in Money 2019&quot; focuses on the payment methods, financial habits--including an in-depth look at credit cards--and overall financial literacy of three groups of young adults: college students, college graduates or &quot;completers,&quot; and those who began college but did not complete. This report looks back to the &quot;Majoring in Money&quot; study conducted in 2016, and compares the financial habits of college students then to today--how they pay for purchases, their knowledge and use of credit, their perception of their money management skills, and their desire to have more information about and opportunities to improve their credit and money management. In addition to studying the behavior of enrolled college students ages 18-24, this year's study looks at young adults who have left college, ages 21-29--both those who have earned a degree (completers) and those who left before finishing their degree (non-completers). By examining the out-of-school young adults, this report can shed light on potential growth in credit management skills that may lie ahead for current college students and whether gaps in financial literacy close after college. [For the 2016 &quot;Majoring in Money&quot; study, see ED577455.]
VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills -- Support Document
Author: Ackehurst, Maree
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: Content Analysis,Vocational Education,Technical Education,Job Skills,Skill Development,Secondary School Students,Outcomes of Education,Indigenous Populations,Qualifications,Certification,Foreign Countries,Research Methodology,Communication Skills,Teamwork,Problem Solving,Planning,Self Management,Learning Processes,National Curriculum,Creative Thinking,Critical Thinking,Ethics,Social Responsibility,Training,Literacy,Numeracy,Service Occupations,Building Trades,Technological Literacy

This supporting document sets out the content analysis technique and detailed findings that underly part of the research conducted for the report titled &quot;VET for secondary school students: acquiring an array of technical and non-technical skills.&quot; That report is the first in a set of studies that aims to understand the value of vocational education and training (VET) delivered to secondary school students. This supporting document reflects the detailed investigation of the extent to which training packages assist VET for secondary school students in the development of non-technical or generic skills. In this support document the authors provide detailed information on the findings of the content analysis technique they used to investigate the non-technical skills covered in selected training packages and Australian curriculum units reported on in the main report on &quot;VET for secondary school students: acquiring an array of technical and non-technical skills.&quot; They describe the aims, method and processes for conducting the 'content analysis' and present the Skills Terminology Guide used to provide direction for the collection of the data. Also included are detailed findings of the content analysis of each of the training package qualifications investigated, the case studies of Certificate III in Carpentry and Joinery, and Certificate IV and Diploma and Advanced Diploma in Engineering. [For the full research report &quot;VET for Secondary School Students: Acquiring an Array of Technical and Non-Technical Skills. Research Report,&quot; see ED594428.]
How America Pays for Graduate School: Sallie Mae&apos;s National Study of Graduate School Students, 2017
Author: Sallie Mae Bank
Date: 2018-00-00
Type: Reports - Research
Subjects: Graduate Study,Paying for College,Graduate Students,Educational Finance,Resources,Income,Scholarships,Grants,Student Loan Programs,Parent Financial Contribution,Credit (Finance),Money Management,Student Motivation,Outcomes of Education,Decision Making,Enrollment,College Choice,Student Attitudes,Racial Differences,Ethnicity,Intellectual Disciplines,Loan Repayment,Tax Credits,Fellowships,Tuition,Economic Factors

Introduced this year, &quot;How America Pays for Graduate School&quot; is a national study by Sallie Mae, conducted by Ipsos. This new study is designed to complement Sallie Mae's &quot;How America Pays for College&quot; report, which, for the last 10 years, has provided insights into how American families plan and pay for college, with a focus on the undergraduate experience. How America Pays for Graduate School surveyed 1,597 graduate students ages 20 and older online about how much they spent on graduate school and the resources they used to fund their education. The study also asked grad students about their reasons for earning a graduate degree, and the considerations they weighed when making decisions about attending. The study examines all resources graduate students use to pay for school. This includes conventional resources, such as savings, scholarships, grants, and student loans, as well as less frequently used resources, such as contributions from relatives and friends, credit cards, other sources of credit, and retirement funds. The study also explores the motivations and attitudes behind grad students' decisions to invest time and money to earn a graduate-level degree.
A Path from Access to Success: Interim Findings from the Detroit Promise Path Evaluation
Author: Ratledge, Alyssa
Date: 2019-04-00
Type: Reports - Research
Subjects: College Programs,Access to Education,Academic Achievement,Academic Persistence,Student Personnel Services,Scholarships,Incentives,Program Effectiveness,Enrollment,College Credits,Outcomes of Education,College Students,Student Participation,Student Attitudes,Program Implementation,Minority Group Students,Costs

Postsecondary education is widely seen as a necessity in the modern economy, yet among low and middle-income families, college enrollment rates are dismayingly low -- and graduation rates are even lower. College Promise programs, which cover local students' college tuition and fees, are one strategy states and municipalities use to help. But traditionally, these programs look only to expand college access, not to address college success. Detroit's Promise program was designed to encourage college attendance among some of the nation's most underserved students, those in Detroit, Michigan. The next step was to help students succeed once they enrolled in college. To do so, MDRC and the Detroit Promise partnered to create the Detroit Promise Path, an evidence-based student services program. This report presents findings from MDRC's randomized controlled trial evaluation of the Detroit Promise Path. About two-thirds of eligible students were randomly assigned to be offered the new program, while the rest were assigned to a control group who receives the Promise scholarship alone, and thus does not meet with coaches or receive incentives. Comparing the two groups' outcomes over time provides a reliable estimate of the effects of the Detroit Promise Path. The findings in this report include the following: (1) The program has a positive effect on students' persistence in school, full-time enrollment, and credit accumulation; (2) Although it is too early to reach a conclusion about effects in the second year of the study, the early findings are encouraging; and (3) Participation rates were high among enrolled students, and students reported positive experiences in the program, especially in their relationships with their coaches. It is clear that Detroit Promise Path is having a positive effect on students in the first two years. This evaluation shows that building student support services into Promise scholarships can have a meaningful effect on students' academic progress. [Additional funding for this report was provided by the Michigan Education Excellence foundation.]
Making It Count: Strategies for Improving Mathematics Instruction for Students in Short-Term Facilities, Second Edition. Strategy Guide
Author: Leone, Peter
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Mathematics Skills,Youth,Juvenile Justice,Delinquency,Institutionalized Persons,Correctional Institutions,Intervention,Teaching Methods,Mathematics Activities,Learner Engagement,Classroom Environment,Teacher Expectations of Students,Relevance (Education),Educational Games,Screening Tests,Diagnostic Tests,Progress Monitoring,Direct Instruction,Pedagogical Content Knowledge,Drills (Practice),Questioning Techniques,Problem Solving,Mnemonics,Faculty Development,Numeracy,Active Learning,Student Projects,Web Based Instruction

This guide is a revised and updated edition of &quot;Making It Count.&quot; This version contains much of the information from the earlier publication but also includes strategies for using project-based learning and Web-based instructional programs to support the development of mathematics proficiency for youth in short-term juvenile correctional facilities. This guide is primarily designed to help practitioners implement research-based, effective mathematics instruction in short-term facilities, defined as institutions that typically house youth detained in juvenile corrections or other residential facilities for periods of 90 days or less. A secondary audience includes local juvenile justice facilities program coordinators, facility administrators, and State Title I, Part D coordinators. This guide provides recommendations, strategies, and examples for teachers that increase the likelihood that students will become more proficient at understanding mathematics and applying existing and emerging skills. Just as important, the guide can help teachers promote the self-confidence of students in their ability to use mathematics to solve problems. [For the first edition of &quot;Making It Count: Strategies for Improving Mathematics Instruction for Students in Short-Term Facilities. Strategy Guide,&quot; see ED577082.]
Meeting the Literacy Needs of Students in Juvenile Justice Facilities, Second Edition. Adolescent Literacy Guide
Author: Salinger, Terry
Date: 2018-09-00
Type: Reports - Descriptive
Subjects: At Risk Persons,Correctional Institutions,Institutionalized Persons,Juvenile Justice,Reading Skills,Writing Skills,Literacy Education,Delinquency,Child Neglect,Intervention,Student Motivation,Learner Engagement,Educational Environment,Relevance (Education),Classroom Environment,Interaction,Teacher Student Relationship,Progress Monitoring,Vocabulary Development,Content Area Reading,Content Area Writing,Reading Comprehension,Instructional Materials,Resource Allocation,Faculty Development,Access to Education,Student Needs,Data Use,Decision Making,Student Records

The law requires that juvenile justice facilities must provide education to all school-age students, and these facilities often do so despite challenges that would baffle most high school administrators and teachers. This &quot;Adolescent Literacy Guide&quot; provides guidance to both administrators and teachers who want to increase opportunities for students in juvenile justice facilities to improve their literacy skills. A secondary audience is neglected and delinquent coordinators at the local and State levels. This guide contains four recommendations, each of which is explained and then followed by action-oriented strategies for implementation: (1) Ensure that juvenile justice facilities have the infrastructure necessary to provide students and teachers with the academic and social supports needed for their success; (2) Use data for decision making in a comprehensive approach that assesses students' needs on entry and as they progress through the program; (3) Provide a comprehensive literacy program that seeks to meet the needs of all students in the juvenile justice facility; and (4) Provide intensive interventions to students who need them to address their specific areas of weakness and build areas of strength. These recommendations are grounded in educational research and best practice. The guide also includes an annotated list of valuable resources for additional support. [For &quot;Meeting the Literacy Needs of Students in Juvenile Justice Facilities. Strategy Guide,&quot; see ED577083.]