ethanporcaro/eric-fulltext-meta huggingface dataset:
2019 Effective Practices for Student Success, Retention, and Completion Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Outcomes of Education,College Students,Academic Achievement,School Holding Power,Academic Persistence,Graduation Rate,Electronic Learning,Benchmarking,Educational Finance,Educational Practices,Educational Strategies,Planning

This college student retention practices report identifies which practices, strategies, and actions campus officials rate as the most effective for student success at four-year public and private institutions and two-year public colleges. This report includes: (1) 13 population-specific programs for student success and completion; (2) 13 online learner practices for student retention; (3) 31 general strategies and tactics for student success; (4) 31 management practices related to student retention and completion; and (5) findings on retention planning, performance-based funding, and the role of committees for retention. The benchmarks in this college student retention practices report come from a survey of campus retention leaders conducted in spring 2019. [For &quot;2017 Effective Practices Report for Student Success, Retention, and Completion,&quot; see ED606628.]
2017 Student Retention Indicators: Benchmarks for First-Year, Second-Year, and Transfer Students
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Reports - Research
Subjects: Undergraduate Students,Benchmarking,Educational Indicators,School Holding Power,Academic Persistence,College Transfer Students,Academic Probation

This report provides benchmarks of key indicators of undergraduate student retention, based on an electronic poll of college and university officials in January and February of 2017. This report includes: (1) term-to-term persistence benchmarks for first-year, second-year, and transfer students; (2) progression benchmarks (indicators of successful persistence) for first-year students, including the proportion of students on academic probation; and (3) fall-to-fall retention benchmarks for first-year, second-year, and transfer students. The benchmarks are provided separately for four-year private institutions, four-year public institutions, and two-year public institutions. [For &quot;2015 Student Retention Indicators Benchmark Report for Four-Year and Two-Year Institutions. Report on Undergraduate Trends in Enrollment Management. Higher Ed Benchmarks,&quot; see ED602828.]
2020 Student Success and Retention Benchmarks for First-Year, Second-Year, and Transfer Students at Four-Year Private and Public Institutions
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Reports - Research
Subjects: Academic Achievement,School Holding Power,Academic Persistence,Benchmarking,Undergraduate Students,College Transfer Students,Expenditures,College Credits,Academic Probation,Academic Advising

This benchmark report provides insights into college student persistence, progression, and retention for first-year, second-year, and transfer students at four-year private and public institutions, taken from a survey of college and university officials. This report features 14 key benchmarks in four major categories: (1) annual expenditures on student success programs (new benchmark for 2020); (2) term-to-term persistence benchmarks for first-year, second-year, and transfer students; (3) progression benchmarks to that compare credit hours attempted versus credit hours completed for terms one and two; and (4) fall-to-fall retention benchmarks for first-time-in-college students and transfer students. [For &quot;2017 Student Retention Indicators: Benchmarks for First-Year, Second-Year, and Transfer Students,&quot; see ED606630.]
Expanding High-Quality Educational Options for All Students: How States Can Create a System of Schools Worth Choosing
Author: Darling-Hammond, Linda
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: School Choice,Educational Opportunities,Educational Quality,State Policy,Educational Policy,Access to Education,Outcomes of Education,Open Enrollment,Magnet Schools,Dual Enrollment,Charter Schools,Educational Vouchers,Tax Credits,Money Management,Home Schooling,Neighborhood Schools,Virtual Classrooms,Private Schools,Elementary Secondary Education

This report examines current educational options for U.S. students and the challenges of ensuring that choices are equally available and offer high-quality education. The report suggests what state policymakers can do to create high-quality opportunities that offer each family a system of schools worth choosing. The analysis starts from the assumption that school choice policy is a means to an end and not an end itself. The goals of the education system include improving student learning opportunities, strengthening educational attainment, providing alternatives that fit student needs, and integrating a diverse citizenry, while preparing young people for their civic roles in a democracy. As the authors present information about the range of choices available to families within the public and private sectors, they also indicate where research has found that various approaches influence these desired outcomes of education in a democratic society. Sorting out how to provide students with excellent and equitable educational opportunities--and to ensure that the state has an educated citizenry on which to build an inclusive society and a productive economy--is no small feat in the complex world of education. Ultimately, the challenge is to create a system filled with schools worth choosing in which all students have a genuine right to choose and have access to schools that serve them well. The common welfare is best served when investments in schools enable all young people to become productive, responsible citizens prepared to participate effectively in the political, social, and economic life of their democracy.
Considering Mediation for Special Education Disputes: A School Administrator&apos;s Perspective. Updated
Author: Colman, Susan
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Conflict Resolution,Arbitration,Compliance (Legal),Special Education,Students with Disabilities,Civil Rights,Educational Legislation,Equal Education,Federal Legislation,Hearings,Parent School Relationship,Elementary Secondary Education,Administrator Role

While the State Education Agency is responsible for providing mediation services, the process ultimately depends on the participation of administrators and parents in order to be successful. This resource describes the advantages and disadvantages of mediation from an administrator's perspective. The goal is to help other administrators make informed decisions about whether mediation is an appropriate option to resolve conflict. [This document was originally authored by Nissan B. Bar-Lev, Sam Nuestadt, and Marshall Peter. For the original 2001 edition of this document, see ED471809.]
Engaging Parents in Productive Partnerships
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Parent School Relationship,Parent Teacher Cooperation,School Personnel,Individualized Education Programs,Parent Participation,Special Education,Communication Skills,Meetings

&quot;Engaging Parents in Productive Partnerships&quot; is an easy-to-read presentation of suggestions on how educators and service providers can effectively collaborate with parents including specific recommendations for individualized education programs (IEPs) for students who receive special education and related services. The skillful integration of team member expertise, whether based upon personal experience or professional training, is a critical factor in designing successful IEPs. The strategies suggested here can go a long way toward resolving disagreements, improving relationships, and producing positive outcomes for students with disabilities.
2017 National Freshman Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2017-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,National Surveys,Student Surveys,Graduation Rate,Student Needs,Needs Assessment,Academic Advising,Educational Planning,Counseling Services,Reading Centers,Student Financial Aid,Barriers,Social Influences,Educational Finance,First Generation College Students,Minority Group Students,Community Colleges,Technical Institutes,Public Colleges,Private Colleges,Racial Differences,Ethnicity,Gender Differences,Adult Students,College Readiness,Student Personnel Services,Academic Support Services,Interpersonal Relationship,College Environment,Paying for College,Student Employment,Student Attitudes,Student Interests,Study Habits,Self Esteem,Family Influence,Career Counseling,College Transfer Students,Parent Background,Educational Attainment,Academic Aspiration,Grades (Scholastic),High School Students,Knowledge Level,Academic Ability

This report examines three focal points for understanding incoming first-year students' motivation to complete college: (1) academic motivational barriers and opportunities; (2) social motivational barriers and opportunities; and (3) financial motivational barriers and opportunities. [For &quot;2016 National Freshman Motivation to Complete College Report. Eleventh Annual Study of Freshman Attitudes,&quot; see ED602829.]
Plugging In: Building NYC&apos;s Tech Education &amp; Training Ecosystem
Author: Dvorkin, Eli
Date: 2020-02-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Adult Education,Computer Science Education,STEM Education,Access to Education,Thinking Skills,Low Income Students,Library Role,Urban Education

The fast-growing tech sector has become NYC's most reliable source of new well-paying jobs. But while tech companies are hungry for talent and increasingly eager to hire locally, too few of the good jobs in tech are going to New Yorkers from low-income communities. This report points the way forward, providing the first-ever comprehensive assessment--and map--of New York City's tech education and training ecosystem. This study, which takes a close look at both computing education programs focused on children in the K-12 system and adult-oriented tech workforce training programs, finds that the city's tech skills-building ecosystem has come a long way in recent years. There are now at least 238 tech education and training organizations operating 506 programs in 857 locations across the five boroughs, and that does not include the exciting work underway in city schools to deliver on Mayor de Blasio's commitment to offer computer science in every public school by 2025. However, the city has relatively few programs focused on children in grades K-5, a potential problem given growing evidence that early exposure to foundational STEM education can make a big difference in closing achievement gaps for low-income students and shaping early attitudes toward technology careers. Similarly, not enough of the K-12 programs are focused on developing computational thinking skills, though researchers and tech employers say that introducing young people to core concepts of computational thinking is an essential building block for future success in tech fields. The city can do more to expand access to tech careers by strengthening the city's tech skills-building ecosystem and preparing thousands more New Yorkers for the jobs of the future. [This report was written with Sarah Amandolare, Jenna Chambers, and Charles Shaviro. This report was published with Tech:NYC. This study was made possible by the Robin Hood Learning + Technology Fund, Bloomberg, and Verizon.]
Supporting College Students Remotely: Adapting the Evidence for 2020 and Beyond. Issue Focus
Author: O'Donoghue, Rebekah
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: College Students,Distance Education,Teacher Student Relationship,Student School Relationship,Faculty Advisers,Telecommunications,Data Use,Data Collection,Student Financial Aid,Student Personnel Services

MDRC has studied a number of proven strategies for helping students stay in college and succeed there, the most effective of which combine advisers or coaches who actively reach out to students, decision-making informed by data, and extra financial support. Lessons from some of these models may be readily adapted to support students and close equity gaps while colleges engage in remote and partly remote learning now and after the COVID-19 pandemic. This Issue Focus discusses three lessons taken from MDRC's evaluations, many of which studied programs meant to boost the success of low-income and underprepared college students: (1) Equip college staff and faculty members with tools to foster relationships with students; (2) Use data in real time; and (3) Simplify financial aid processes and provide new ways to get financial support.
2018 National Freshman Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2018-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,Graduation Rate,Student Needs,Needs Assessment,Academic Advising,Educational Planning,Counseling Services,Student Financial Aid,Barriers,Social Influences,Educational Finance,First Generation College Students,Minority Group Students,Racial Differences,Ethnicity,Gender Differences,Adult Students,Student Personnel Services,Academic Support Services,Interpersonal Relationship,College Environment,Paying for College,Student Employment,Student Attitudes,Student Interests,Study Habits,Self Esteem,Family Influence,Career Counseling,College Transfer Students,Parent Background,Educational Attainment,Academic Aspiration,Grades (Scholastic),High School Students,Knowledge Level,Academic Ability,Tutoring

The &quot;2018 National Freshman Motivation to Complete College Report&quot; examines the noncognitive motivations of college freshmen at the beginning of their first year and as they progress throughout that year. This report provides key insights into how freshmen are gauging their potential to graduate, what barriers (financial, academic, social, motivational) might get in their way, and how knowledgeable they are about the resources colleges have to offer--from recruitment to graduation. Key findings include: (1) 69% want help with the most effective ways to take college exams; (2) 67% want to talk with someone about career qualifications; (3) 67% want help in improving study skills; and (4) 65% want help obtaining a scholarship. [For &quot;2017 National Freshman Motivation to Complete College Report,&quot; see ED606636.]
Novel Word Learning at 21 Months Predicts Receptive Vocabulary Outcomes in Later Childhood
Author: Rajan, Vinaya
Date: 2019-00-00
Type: Reports - Research
Subjects: Language Skills,Vocabulary Development,Receptive Language,Predictive Validity,Parent Role,Phonemes,Novelty (Stimulus Dimension),Individual Differences,Cognitive Ability,Infants,Children,Longitudinal Studies,Spatial Ability,Intelligence Quotient,Language Proficiency,Language Acquisition,Speech

Several aspects of early language skills, including parent-report measures of vocabulary, phoneme discrimination, speech segmentation, and speed of lexical access predict later childhood language outcomes. To date, no studies have examined the long-term predictive validity of novel word learning. We examined whether individual differences in novel word learning at 21 months predict later childhood receptive vocabulary outcomes rather than generalized cognitive abilities. Twenty-eight 21-month-olds were taught novel words using a modified version of the Intermodal Preferential Looking Paradigm. Seventeen children (range 7-10 years) returned to participate in a longitudinal follow-up. Novel word learning in infancy uniquely accounted for 22% of the variance in childhood receptive vocabulary but did not predict later childhood visuospatial ability or non-verbal IQ. These results suggest that the ability to associate novel sound patterns to novel objects, an index of the PROCESS of word learning, may be especially important for long-term language mastery. [This is the in press version of an article published in &quot;Journal of Child Language.&quot; For the published version of this article, see EJ1218484.]
Tulsa Community WorkAdvance: Health Care Training in Oklahoma During the COVID-19 Pandemic -- An Interview with Karen Pennington and Dawn Slinkard. Sector-Based Workforce Development Q &amp; A
Author: MDRC
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Allied Health Occupations Education,Crisis Management,Job Training,Labor Force Development,COVID-19,Pandemics,Demand Occupations

Madison Strategies Group (MSG), which operates Tulsa Community WorkAdvance (TCW) in Tulsa, Oklahoma, participated in MDRC's study of WorkAdvance, a sector-based training and career advancement program that prepares people for jobs in manufacturing and transportation. In 2015, TCW also began a health care training program in partnership with CAP Tulsa, a community organization that provides early education and support services for young children and their parents. The TCW health care training program is funded by Health Profession Opportunity Grants (HPOG), which was created to provide education and training for occupations in the health care field that pay well and are expected to be in high demand. HPOG is administered by the Administration for Children and Families, U.S. Department of Health and Human Services. In this interview, Karen Pennington, executive director of MSG, talks about the impact of COVID-19 on program operations and the opportunities she sees in the future to help Tulsa residents advance in their careers and achieve long-term economic stability. In addition, TCW graduate Dawn Slinkard talks about her experience with the program.
2019 National Freshman Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2019-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,Graduation Rate,Student Needs,Needs Assessment,Academic Advising,Educational Planning,Counseling Services,Student Financial Aid,Barriers,Social Influences,Educational Finance,First Generation College Students,Minority Group Students,Racial Differences,Ethnicity,Adult Students,Student Personnel Services,Academic Support Services,Interpersonal Relationship,College Environment,Paying for College,Student Employment,Student Attitudes,Student Interests,Study Habits,Self Esteem,Family Influence,Career Counseling,College Transfer Students,Academic Aspiration,Knowledge Level,Academic Ability,Tutoring,Two Year College Students,Parent Role

As entering students begin their college careers, they have been exposed to many mixed messages about whether college is &quot;worth it&quot;--from the media and public figures, to parents, to peers. There have also been significant changes in demographics, economics, college preparedness, and other key areas that may be influencing how freshmen anticipate the college experience. How have these changes shifted student attitudes and motivations toward earning a college degree? The &quot;2019 National Freshman Motivation to Complete College Report&quot; examines that question by tracking trends in freshman attitudes. This report delves into historical data collected over the last five years (2013 to 2018) to understand if there have been shifts in student patterns over that time. This report also includes eight strategies that help institutions intervene with students in more effective and strategic ways, guiding more students toward success and improving retention in the most critical moments of students' college careers. This report is based on responses from more than 95,000 entering freshmen who completed two motivational, noncognitive assessment surveys--one as they entered college, another at mid-year. [For &quot;2018 National Freshman Motivation to Complete College Report,&quot; see ED606639.]
2020 National Freshman Motivation to Complete College Report
Author: Ruffalo Noel Levitz (RNL)
Date: 2020-00-00
Type: Reports - Research
Subjects: College Freshmen,Student Motivation,Academic Persistence,Student Attrition,At Risk Students,Graduation Rate,Student Needs,Needs Assessment,Academic Advising,Educational Planning,Counseling Services,Student Financial Aid,Barriers,Social Influences,Educational Finance,First Generation College Students,Minority Group Students,Racial Differences,Ethnicity,Adult Students,Student Personnel Services,Academic Support Services,Interpersonal Relationship,College Environment,Paying for College,Student Employment,Student Attitudes,Student Interests,Study Habits,Self Esteem,Family Influence,Career Counseling,College Transfer Students,Academic Aspiration,Knowledge Level,Academic Ability,Tutoring,Two Year College Students,Public Colleges,Private Colleges,Parent Role

Ten years ago when Ruffalo Noel Levitz (RNL) published its annual study of freshman motivations, those students were entering college in the shadow of the worst recession since the Great Depression. That report, which examined attitudes of students from 2009, provided insight into their motivations, attitudes, and needs in the midst of a very challenging time. This &quot;2020 National Freshman Motivations to Complete College Report&quot; captures motivational data from students at the end of 2019--entering freshmen who completed their first term, as well as second-year students. This data was compiled just as the COVID-19 crisis began to unfold, but the comparisons between 2009 and 2019 still offer valuable data on how the attitudes of entering freshmen have evolved in the last 10 years. As this study shows, students are eager to complete college, open to assistance, and also have many challenges that could undermine their success. [For &quot;2019 National Freshman Motivation to Complete College Report,&quot; see ED606642.]
Teacher Supply in California, 2018-2019. A Report to the Legislature (Submitted Pursuant to AB471 Chap 381, Stats. 1999)
Author: California Commission on Teacher Credentialing
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Teacher Supply and Demand,Teacher Certification,Public Schools,Credentials,Alternative Teacher Certification,Vocational Education,Specialization,English (Second Language),Age Differences,Gender Differences,Racial Differences,Ethnicity,Teacher Characteristics,Faculty Development,Internship Programs,State Universities,State Legislation,Elementary Secondary Education,Teacher Qualifications,Teacher Education Programs

Determining teacher supply in California is essential for policymakers as they analyze how current statutes and policies impact teacher recruitment, teaching incentives and teacher preparation. This report provides data collected by the Commission on Teacher Credentialing (Commission) and addresses several questions regarding the supply of teachers newly available to teach in California classrooms. Education Code §44225.6 (Assembly Bill 471, Chap. 381, Stats. 1999) requires the Commission to report to the Governor and the Legislature each year on the number of teachers who received credentials, authorizations, permits and waivers. The report includes the type and number of documents initially issued authorizing service to teach in California public schools or schools under public contract for fiscal year 2018-19. The report responds to the requirements specified in statute and provides a tool for policymakers and others interested in teacher supply. [For the 2017-2018 Annual Report, see ED596518.]