ethanporcaro/eric-fulltext-meta huggingface dataset:
The Madness Doesn&apos;t End in March: The Surprising Ways College Sports Shortchange Black Men
Author: Garcia, Sara
Date: 2019-03-28
Type: Reports - Evaluative
Subjects: College Students,African American Students,Males,Student Athletes,College Athletics,Intercollegiate Cooperation,Disproportionate Representation,Scholarships,Student Financial Aid

Although black male students are overrepresented on high-profile NCAA basketball and football teams, they actually represent the minority of athletes and athletic aid recipients in the Power Five conferences. In these conferences, there are more than twice as many white male athletes as black male athletes. The real imbalance becomes clear when comparing the number of black males--both athletes and students in general--to the overall student populations on these campuses. Currently, black men represent less than 10 percent of total full-time, undergraduate male degree seekers at nearly all of the colleges in each of the Power Five conferences. In fact, black men are so underrepresented at Power Five conference schools that black male athletes represent a sizable chunk of these colleges' full-time, undergraduate black male student populations. This issue brief is based on a Center for American Progress analysis of 2016-17 National Collegiate Athletic Association (NCAA) data that looks at both the total number of athletes per conference and at the number of athletes who receive some form of scholarship or athletic aid at an institution in one of the Power Five conferences.
Using Critical Literacy and Emotionally Responsive Teaching to Discuss Racism in a Literature Circle Unit
Author: Den Boer, Autumn Rose
Date: 2019-04-00
Type: Dissertations/Theses - Masters Theses
Subjects: Critical Literacy,Racial Discrimination,Teaching Methods,Units of Study,Literature,Racial Bias,Middle Schools,High Schools,Discussion (Teaching Technique),Humanistic Education

This paper contains an instructional unit designed to create space in the classroom for open and honest conversations about racism through enhancing the literature circle format with the incorporation of critical literacy and emotionally-responsive teaching. The unit utilizes strategies that are research-based and referenced in the paper. Detailed lessons as well as all additional needed materials are included.
Trends in Ratio of Pell Grant to Total Price of Attendance and Federal Loan Receipt. Data Point. NCES 2019-489
Author: Kelly, Emily
Date: 2019-07-00
Type: Reports - Research
Subjects: Educational Trends,Federal Aid,Grants,Educational Finance,Paying for College,Attendance,Student Financial Aid,Student Loan Programs,College Students

This Data Point is based on data from four iterations of the National Postsecondary Student Aid Study (NPSAS), a large, nationally representative sample survey of students that focuses on how they finance their postsecondary education. This Data Point includes data on the percentage of total price of attendance covered by Pell Grants and the percentage of Pell Grant recipients who received federal student loans for academic years 2003-04, 2007-08, 2011-12, and 2015-16.
How the Trump Administration Is Undoing College Accreditation
Author: Flores, Antoinette
Date: 2019-04-18
Type: Reports - Descriptive
Subjects: Politics of Education,Higher Education,Federal Regulation,Accreditation (Institutions),Educational Quality,School Closing,Federal Government,Government Role,Taxes,Standards

On April 3, 2019, the U.S. Department of Education completed the first part of its months-long effort to deregulate higher education in the name of &quot;innovation.&quot; The process was as wonky, arcane, and convoluted as anything in the halls of the federal government. But the result set in motion would be a momentous change for taxpayers and college students: the unraveling of federal oversight of college quality. The Education Department and a group of stakeholders reached an agreement on the new set of rules, which would rewrite how the department oversees college accreditation agencies and how these organizations are supposed to ensure college quality. The agreed-upon language still needs to be published for public comment, but--if finalized--the Trump administration will have accomplished the largest unraveling in history of rules that guide accreditation, weakening the ability of accreditors to serve as watchdogs over colleges and removing mechanisms to hold accreditors responsible for their oversight. If the past serves as a predictor, the revised rules will mean that millions more students will enroll in low-quality colleges that fail to leave them with a quality education, and taxpayers will foot much of the bill by covering federal loans that students will be unable to pay. Although news coverage emphasized that the Education Department abandoned a few of its most incendiary proposals, negotiators reached consensus partly because the Department filled the negotiating table primarily with representatives of accrediting agencies, trade groups, and the colleges they represent. The final agreement contains regulations that benefit colleges and accreditors rather than the students and borrowers served. This issue brief looks at seven of the most troubling changes that emerged in the proposal.
REES: A Registry of Efficacy and Effectiveness Studies in Education
Author: Anderson, Dustin
Date: 2019-00-00
Type: Journal Articles
Subjects: Educational Research,Social Science Research,Instructional Effectiveness,Information Management,Research Reports

Calls for improving transparency across the social science are increasing. One strategy that is gaining momentum in the quest to increase transparency is the practice of preregistering a study and analysis plan prior to conducting a study. In this article, we examine the potential of preregistration as a strategy for increasing transparency in education studies. We review existing registries within the social sciences and provide a rationale for why we need a registry specifically geared towards education studies. Finally, we introduce the Registry of Efficacy and Effectiveness Studies (REES), developed by the Society for Research on Educational Effectiveness (SREE). The goal of REES is to increase transparency for studies seeking to draw causal conclusions within the education research and evaluation community. [This article was published in &quot;Educational Researcher&quot; (EJ1204535).]
The Danger Private School Voucher Programs Pose to Civil Rights
Author: Fiddiman, Bayliss
Date: 2019-05-13
Type: Reports - Evaluative
Subjects: Educational Vouchers,Private Schools,Civil Rights,Program Effectiveness,Academic Achievement,Public Education,Educational Quality,Tax Credits,Racial Segregation,Federal Legislation,Educational Legislation,Equal Education,Special Education,Students with Disabilities

Since Betsy DeVos became the secretary of the U.S. Department of Education, she has continued to push for a federally funded private school voucher program. These programs currently exist in 29 states and provide state support--through direct payments or tax credits--for students to attend private schools. Some states have historically used private school voucher programs as a means to avoid racially integrating schools, as occurred during the 1950s and 1960s. More recently, evidence has shown that these programs are not effective at improving educational achievement. Recent evaluations of certain voucher programs have shown no improvement in achievement or a decline in achievement for students who use them. Public funding should be used to ensure that all students have access to a quality public education, but voucher programs divert funding away from public schools. There have been a number of reports detailing how voucher programs provide public funding to schools that can legally remove or refuse to serve certain students altogether. This issue brief provides a comprehensive analysis of the various ways that voucher programs fail to provide the civil rights protections that students have in public schools.
3 Ways DeVos Has Put Students at Risk by Deregulating Education
Author: Jimenez, Laura
Date: 2019-05-30
Type: Reports - Descriptive
Subjects: Federal Regulation,Accountability,Civil Rights,Federal Government,Federal Legislation,Equal Education,Educational Quality,Government Role,Elementary Secondary Education,Higher Education,Educational Legislation,Students with Disabilities,Disabilities,Racial Bias

Over the course of two short years and through quiet regulatory actions, many of which have not garnered many headlines, Secretary of Education Betsy DeVos has loosened accountability for U.S. schools and colleges, putting millions of students at risk of civil rights abuses and fraudulent financial schemes. Through aggressive use of its regulatory authority--including what two judges have found to be misuse--the U.S. Department of Education under DeVos has delayed, watered down, or outright eliminated crucial regulations and guidance in an effort to subvert federal laws that ensure students are treated fairly and receive a high-quality education. This issue brief documents these incremental changes and explores their potential harm to students, highlighting the necessity of maintaining public vigilance in oversight of the DeVos agenda. Congress should also consider codifying into law regulations and regulatory guidance that it deems important in order to avoid regulatory pingpong between presidential administrations. Overall, DeVos' actions amount to a de-emphasis of the federal government's role in education. The brief organizes these actions into three main categories: attempting to de-emphasize the federal government's role in oversight of education funding; eliminating key student protections; and weakening accountability for school and college performance.
Scaling Undergraduate Writing at Public Universities: Problems and Prospects. Research &amp; Occasional Paper Series: CSHE.2.2019
Author: Hesse, Douglas
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Public Colleges,Writing Strategies,Writing Across the Curriculum,College Faculty,Specialists,Cost Effectiveness,Faculty Development,Educational Quality,Writing (Composition),Laboratories,College Freshmen,Required Courses

Although writing is well established as a high-impact educational practice, scaling that practice is challenging. Writing is a mode of engaged learning, and teaching it requires providing careful attention informed by expertise. These conditions are labor-intensive and expensive, even as public universities are hardly awash in funds. Writing skills develop over time as a function of encountering challenges and being coached on addressing them. What counts as &quot;good&quot; writing varies according to context, target readership, and purpose. Students need to build a repertory of strategies and experiences, along with the executive functions to know when to access what. They acquire this repertory by writing: doing it, not simply being told about it, and receiving feedback and advice. Technologies cannot currently or foreseeably provide feedback of sufficient quality to solve problems of scale. Writing Across the Curriculum programs can supplement first year writing courses, even replace some of them--but only if accompanied by sustained professional development that includes thorough knowledge of effective writing pedagogies, knowledge bolstered by existing research, theory, and best practices. New faculty models that feature full-time, benefited continuing lecturers or teaching professors exist at many universities, private and public; these models are more cost-effective than tenure-line faculty owing to enrollments. Even when they're more expensive than adjuncts, these models' return in quality is profound. The bottom line is that, even with cost ceilings, it's possible to scale quality writing instruction, however incrementally. At least minimally, this requires faculty writing specialists who can work directly with disciplinary faculty and who can ensure that anyone teaching writing is doing so in well-designed courses, using effective and efficient pedagogies. Writing centers are vital in supporting these efforts. Permanent, professional writing faculties, in new kinds of faculty roles, offer the greatest promise, albeit at greater costs.
Berkeley versus the SAT: A Regent, a Chancellor and a Debate on the Value of Standardized Testing in Admissions. Research &amp; Occasional Paper Series: CSHE.3.2019
Author: Douglass, John Aubrey
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: College Admission,College Entrance Examinations,Standardized Tests,Politics of Education,Asian American Students,Affirmative Action,Educational Discrimination,State Legislation,Racial Bias,Predictive Validity,Access to Education,Budgets,Retrenchment

The following essay details a debate between UC Berkeley and a Regent who made charges of discrimination against Asian American students that are similar to the current legal challenges facing Harvard University. The crux of such charges: on average, that one racial or ethnic group is more &quot;qualified&quot; than other groups, often underrepresented minorities, yet they have lower admissions rates. In 2004, Regent John Moores, convinced of discriminatory practices toward Asian-American students in the admissions process at Berkeley, did his own analysis of UC admissions data focused on SAT scores and that he publicized in the &quot;LA Times&quot; and other venues. Moores claimed his investigation provided clear evidence of discrimination. In the aftermath of California's Proposition 209 barring the use of race in admissions, Moores complained that Berkeley's adoption of a &quot;holistic&quot; review of applications reduced the importance of test scores by elevating subjective &quot;measurements&quot; that served as possibly illegal proxies for race and ethnicity. Conjuring memories of charges of discrimination in the 1980s by the Asian-American community regarding Berkeley's admissions processes, Moores asked, &quot;How did the university get away with discriminating so blatantly against Asians?&quot; For anti-affirmative action advocates, like Moores, standardized test scores were, and are, seen as the gold standard of academic ability since it is a &quot;universal&quot; measure unlike grades that are local assessments of abilities and subject to grade inflation. However, when compared to grades in high school, test scores have proven weak indicators of subsequent academic success at highly selective universities that must choose among a large pool of highly qualified students. Test scores also are not necessarily good measures for predicting the future engagement of students in the wide range of experiences and opportunities offered by major universities -- including public service, undergraduate research, and co-curricular activities. Anti-affirmative action advocates largely see admissions as a reward based on test scores and are not terribly concerned with the predictive validity of other admissions criteria. This essay concludes with a brief discussion of the similarities of Moores' analysis and charge of discrimination in admissions with that at Harvard, and the probable legal path toward a new Supreme Court decision on affirmative action.
Undergraduate Education in a Research University: Scaling High Impact Practices at USC. Research &amp; Occasional Paper Series: CSHE.1.2019
Author: Jackson, Michael L.
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Research Universities,Educational Change,Educational Planning,Strategic Planning,Educational Improvement,Transformational Leadership,Resource Allocation,College Faculty,Teacher Recruitment,Educational Development,Best Practices

The University of Southern California (USC) transformed its undergraduate education program by making it a top priority in its strategic plans for the last two decades. The undergraduate experience was thoroughly studied and findings were used to determine what needed to be changed to improve the educational experience for students in and outside of the classroom. The institution has spent over $1.5B to hire new faculty to teach undergraduates, construct new residential colleges and renovate older ones (all led by tenured faculty), and build a new health center, campus center, and spaces in the USC College and professional schools dedicated to undergraduate academic programs, support services, and co-curricular programs. The key to the transformation was leadership provided by its late President Steven B. Sample and the university leaders he recruited to take on this big challenge. The team was focused and empowered to make administrative and academic changes, in concert with deans and faculty leaders, and given resources to turn thoughts, dreams and hopes into reality. The results are clear and demonstrate that institutions can improve undergraduate education by making it a high priority, allocating resources to recruit and hire outstanding faculty, and expand and improve programs, activities and facilities that directly serve undergraduates.
Postsecondary Data Infrastructure: What Is Possible Today
Author: O'Hara, Amy
Date: 2019-06-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Information Dissemination,Information Management,Information Security,Safety,Data Collection,Data Analysis,Privacy,Data Use,Student Records,Confidentiality

Our current federal postsecondary data system is incomplete and fails to provide today's students with the accurate, timely information that they need to inform their college choices and promote their success. As policymakers consider proposals to improve this federal data system, they should model best practices of responsible data-use to ensure that all postsecondary data is secure and student privacy is protected. This paper, authored by Amy O'Hara, Research Professor at the Georgetown University Massive Data Institute, highlights promising examples of data systems that are prioritizing privacy and security. These examples span from government agencies to academia and cover sectors ranging from healthcare to national defense. In this analysis, O'Hara uses a &quot;Five Safes&quot; framework as an approach for guiding secure data practices: (1) Safe projects require governance protocols to control project requests, review, and approval processes; (2) Safe people ensure that data users are screened and appropriately trained; (3) Safe settings and safe data restrict what data an analyst is authorized to use, how they access it, their computing environment, and their physical location; and (4) Safe outputs protect the privacy of data subjects by reducing the risk of individuals being re-identified. [This paper is part of the larger series &quot;Protecting Students, Advancing Data: A Series on Data Privacy and Security in Higher Education.&quot; For &quot;The Emergence of Data Privacy Conversations and State Responses,&quot; see ED595109. For &quot;Protecting Privacy and Information Security in a Federal Postsecondary Student Data System,&quot; see ED595136.]
New Insights into Attainment for Low-Income Students
Author: Yuen, Victoria
Date: 2019-02-20
Type: Reports - Evaluative
Subjects: Low Income Students,College Students,Student Financial Aid,Grants,College Transfer Students,College Graduates,Graduation Rate,Public Colleges,Private Colleges,Educational Attainment,Outcomes of Education,Full Time Students,Part Time Students,Institutional Characteristics,Proprietary Schools,Federal Aid

Recently released U.S. Department of Education data have revealed new insights into the college outcomes of low-income students. The new data offer some positive news--but they also present warning signs about just how poorly some sectors of higher education are serving students who receive the Pell Grant, the main federal grant offered to low-income students. On the good-news front, the data show that some nontraditional Pell recipients--particularly part-time transfer students--complete college at higher rates than their nontraditional peers who do not receive the grant. However, the data also reveal the cavernous gap that exists between the bachelor's degree attainment rates of Pell and non-Pell students--more than 10 percentage points at public colleges and nearly 15 percentage points at private colleges.
Sign Me Up: The Factors Predicting Students&apos; Enrollment in an Early-Commitment Scholarship Program
Author: Goldhaber, Dan
Date: 2019-00-00
Type: Journal Articles
Subjects: Enrollment Influences,Scholarships,College Bound Students,Student Characteristics,Low Income Students,Expectation,Program Administration,Middle School Students,School Counselors,Standardized Tests,Measurement,State Standards,State Programs

We investigate factors influencing student sign-ups for Washington State's College Bound Scholarship program and consider whether there is scope for the program to change college enrollment expectations. We find that student characteristics associated with signing the scholarship pledge closely parallel characteristics of low-income students who attend 4-year colleges, suggesting that signing the pledge is driven largely by preexisting expectations of college going. We also find evidence that student sign-up rates are lower than have been previously reported, which is important given the perception among program administrators that nearly all eligible students sign up. [This article was published in &quot;AERA Open&quot; (EJ1220761).]
Alabama Education Quick Facts, 2018-2019
Author: Alabama Department of Education
Date: 2019-00-00
Type: Numerical/Quantitative Data
Subjects: Public Schools,State Boards of Education,Enrollment Trends,Educational Finance,Elementary Secondary Education,Vocational Education,School Personnel,Taxes,Statistics,Student Evaluation,Transportation,Electronic Learning,Academic Achievement,Mathematics Achievement,Reading Achievement,Science Achievement,College Entrance Examinations,Racial Differences,Ethnicity,English Language Learners

This two-page Quick Facts document provides a snapshot of facts about public schools, financial data, English learners, student assessment, the Alabama Reading initiative, the Alabama Math, Science, and Technology Initiative, additional enrollment, career and technical education enrollment, transportation, and access to virtual learning. [For &quot;Alabama Education Quick Facts, 2017-2018,&quot; see ED585525.]
More than a Village: Perspectives on Re-Engagement in Tucson
Author: Varga, Shannon M.
Date: 2019-00-00
Type: Reports - Research
Subjects: Reentry Students,Dropouts,Dropout Prevention,Youth Programs,Learner Engagement,Interpersonal Relationship,Caring,Program Design,Trust (Psychology),Dropout Programs,Policy,Adults,Teacher Student Relationship

Relationships matter. What seems to be a simple truth continues to present a challenge--and significant opportunity--for those who work with youth. Research has repeatedly shown that positive relationships are an important catalyst for success, but often there's a gap between the relationships young people say they need and the relationships that are available to them. As many communities and schools are actively trying to re-engage young people who have left school, these relationships, both in and out of school, assume a greater importance. To date, however, relatively little research has focused on the caring adults in the re-engagement context. In the first report in this series, &quot;I'm Going Back: The Re-engagement Experiences of Tucson Youth,&quot; Center for Promise researchers spoke with youth about the multiple barriers and factors in their lives that contributed to their decisions either to leave or to persist through high school. As a companion to this study, the Center for Promise sought the perspective of adults who work with these youth. Through interviews with fourteen adults focused on re-engagement across Tucson, the authors found that they share commonalities in how they approach their work. [For &quot;I'm Going Back: The Re-Engagement Experiences of Tucson Youth,&quot; see ED592591.]