ethanporcaro/eric-fulltext-meta huggingface dataset:
Buyer Beware: First-Year Earnings and Debt for 37,000 College Majors at 4,400 Institutions
Author: Carnevale, Anthony P.
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Income,Debt (Financial),Majors (Students),Educational Attainment,Student Loan Programs,Federal Aid,Education Work Relationship,College Students,College Graduates,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Loan Repayment

This report and the accompanying interactive web tool are a first step toward helping students sort through the 37,000 programs in the College Scorecard data to learn which programs offer a pathway to good earnings and which threaten more debt. Part 1 examines earnings differences across different institutions. Just as there is overlap in earnings, there is also overlap in federal student loan debt payments, as examined in Part 2. Part 3 ties these two strands together by focusing on the overlap in monthly earnings net of federal student loan debt. These data help graduates to see how much money they will have available to spend on items such as rent, food, and credit card bills after paying their federal student loan obligations for various programs at various credential levels.
The Role of Education in Taming Authoritarian Attitudes
Author: Carnevale, Anthony P.
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Role of Education,Authoritarianism,Postsecondary Education,Liberal Arts,Democracy,Educational Trends,College Graduates,Student Attitudes,Trust (Psychology),Preferences,Activism,Majors (Students),Security (Psychology),Social Attitudes,Social Values,Political Attitudes,Religion,Citizenship Responsibility

This report examines the relationship between authoritarianism and postsecondary education, including liberal arts education. This analysis rests on the idea that authoritarianism is part of human nature, but its influence waxes and wanes according to circumstances. Having entered a new era defined by the COVID-19 pandemic, the evidence suggests that there is good reason to worry about the future of democracy. Presenting enormous threats to physical and economic well-being worldwide, this contemporary emergency bears the hallmarks of a possible tipping point into authoritarianism. Key findings include: (1) College graduates are less inclined to express authoritarian preferences and attitudes than their peers with less education; (2) Higher education provides people with a greater sense of security. As a result, it can lead to the development of interpersonal trust, which is associated with a weaker inclination toward expressing authoritarian preferences and attitudes; (3) People with postsecondary education are more likely to be politically active, which in the United States is associated with a lower inclination toward expressing authoritarian preferences and attitudes; (4) Liberal arts majors in particular are less inclined to express authoritarian preferences and attitudes than majors in business-related fields and STEM disciplines (science, technology, engineering, and mathematics); (5) People with postsecondary education are more economically secure than those without it, and people who are economically secure are less inclined to express authoritarian preferences and attitudes; and (6) Postsecondary education tends to expose people to secular values and cultures, leading them to be less inclined to express authoritarian preferences and attitudes. [Foreword by John J. DeGioia.]
Retention and Mobility Patterns for Teachers of Color in Texas: Examining Variation by Teacher and Campus Characteristics. Policy Brief
Author: Edwards, Wesley L.
Date: 2020-08-00
Type: Reports - Research
Subjects: Teacher Persistence,Faculty Mobility,Minority Group Teachers,Teacher Characteristics,Institutional Characteristics,African American Teachers,White Teachers,Racial Differences

Increasing the racial and ethnic diversity of the teacher workforce is vital to the success of all students nationally. Calls to prepare, recruit, and retain more teachers of color come from a variety of stakeholders, including policymakers, state and district leaders, as well as school community members. Yet, a growing body of evidence demonstrates the persistent lack of racial and ethnic diversity across teacher labor markets nationally. There is a well-identified gap in the research when it comes to studies investigating systematic patterns of retention and mobility for teachers of color. There is also a distinct need for research that can separate out results for Black and Latinx teachers. In this study, Wesley Edwards investigated the extent to which key school work environment and personal background characteristics were associated with retention and mobility outcomes for teachers of color in Texas. Edwards analyzed longitudinal administrative data from Texas's 20 largest districts, representing information from over one million unique teacher-year observations. Drawing on over a decade of employment records, school-level student information, and teacher certification data, the following three research questions were posed: (1) What are the characteristics of teacher work environments and how do these characteristics vary depending on the racial/ethnic composition of teachers at the school-level?; (2) What are the characteristics of career trajectories (e.g., retention and mobility) for teachers of color compared to White teachers within the twenty largest school districts in Texas?; and (3) To what extent do teacher background and campus-level characteristics predict teacher retention and mobility for teachers of color across their career trajectories?
The Effect of a Collective Impact Model of Teacher Professional Development on Increasing the Number of Certified Computer Science Teachers in Rural Areas. Policy Brief
Author: Warner, Jayce R.
Date: 2020-09-00
Type: Reports - Research
Subjects: Rural Schools,Computer Science Education,Faculty Development,High School Teachers,Teacher Certification,Program Effectiveness,Sustainability

Students living in rural areas are less likely to attend schools that offer computer science (CS) courses largely because educational institutions in these remote areas lack the resources to staff teaching positions for these courses. This study investigated the impact of WeTeach_CS, a program designed to train teachers to become certified to teach high school CS in Texas. This research project examines the effectiveness of the WeTeach_CS collective impact model for increasing the number of certified CS teachers in rural schools. Interrupted times series (ITS) analysis was used to investigate the impact of the WeTeach_CS program on the number of certified computer science teachers in rural schools. The authors hypothesized that the WeTeach_CS program would positively impact the number of certified CS teachers in rural schools but that this effect would happen gradually over time. The results of this study demonstrate that large-scale collective impact interventions can be effective in increasing the number of certified CS teachers. Moreover, given the statistically significant change in slope between the pre-intervention and intervention phases, this study shows that program effects can be sustained over time.
Georgia: Equal Education Cuts, Unequal Impacts
Author: McKillip, Mary
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: State Aid,Retrenchment,Budgeting,Public Education,Educational Finance,COVID-19,Pandemics,Educational Equity (Finance),Federal Aid,Federal Legislation,Elementary Secondary Education

This brief is part of Education Law Center's &quot;Tracking State Aid Cuts in the Pandemic&quot; series. In June 2020, amid the economic crisis resulting from the COVID-19 pandemic, the Georgia Legislature enacted a 10% cut in state aid for K-12 public education totaling $950 million. The cut applied equally to all school districts, without regard to student poverty rates. At the same time, Georgia districts received a one-time infusion of federal emergency funds under the CARES Act to address the impacts of COVID-19 totaling $411 million statewide. The CARES Act allocated these funds based on the federal Title 1 formula, so high poverty districts received more funds than wealthier districts. In this brief, the authors examine the impact of Georgia's 10% state aid cut and the extent to which those cuts are temporarily mitigated by federal emergency funds.
Montana&apos;s Science &amp; Technology Plan, 2015
Author: Montana University System (MUS), Office of the Commissioner of Higher Education
Date: 2015-04-02
Type: Reports - Descriptive
Subjects: State Universities,Scientific Research,Economic Development,Health,Biomedicine,Agriculture,Natural Resources,Energy,Manufacturing,Computer Science,Information Science,Technology Transfer,Labor Force Development,Food,Water,State Programs

Research conducted by the Montana University System is a key driver of economic development in the state of Montana. Scientific research conducted in Montana has the potential to solve today's problems in rural health, agriculture, nutrition, materials science, energy and computational/engineering science. Research also prepares the next generation of students to innovate and create jobs in all sectors. The Science and Technology Plan for 2015 focuses on specific areas of research with significant potential for success in spurring economic development by attracting Federal, State and private investment and spurring the creation of small businesses in Montana.
Aspect Review of the Education Authority and University ITE Partnership Arrangements (Phase One)
Author: Education Scotland
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Partnerships in Education,Preservice Teacher Education,College School Cooperation,Masters Programs,Elementary Secondary Education,Program Effectiveness

Education Scotland, working with key stakeholders, was charged by the National Implementation Board (NIB) with arranging and conducting an Aspect Review of the National Framework Agreement (NFA) for Partnership in the Early Phase of Teacher Learning and of Masters-level programmes. The NFA is based on key principles which should inform all partnership arrangements. In order to ensure that partnership arrangements are sustainable for the future, the Aspect Review also took sustainability as a focus, and this has been included as an additional principle. The Aspect Review will take place over two phases. The purpose of Phase one (and this report) is to outline the emerging areas of strength and aspects for development/areas of challenge in developing further the partnerships. The report outlines current practice and identifies important areas for further development amongst key players. It provides case studies of effective practice and sets out recommendations for improvement.
Reimagining Workforce Policy in the Age of Disruption: A State Guide for Preparing the Future Workforce Now
Author: Ash, Katherine
Date: 2020-07-00
Type: Guides - General
Subjects: Labor Force Development,Government Role,Educational Policy,Leadership Responsibility,State Government,Local Government,Industry,Strategic Planning,Policy Formation,Resource Allocation,Evaluation,Improvement,Lifelong Learning,Technological Literacy,Job Skills,Employment,Labor Market,COVID-19,Pandemics,Job Training,School Closing,Distance Education,Online Courses,Technological Advancement,Systems Approach,Change Strategies,Goal Orientation,Readiness,Labor Needs

Research conducted by the National Governors Association Center for Best Practices (NGA Center), Fab Foundation and FHI 360, in partnership with more than 150 national and international experts and leaders from 28 states, found that to prepare their future workforces, governors and state leaders must develop a comprehensive agenda made up of three transformational objectives. Each objective can be achieved by implementing policy actions from across 10 policy pathways, which together offer a policy framework to prepare every worker for the 21st century workplace. The State Guide for Preparing the Future Workforce Now responds to today's challenges with an interactive toolkit that helps governors and states take definitive action to reimagine workforce development and education policy. It is a comprehensive suite of actionable policy and programmatic transformations to support and guide leaders at the highest level of state government, with tools and resources that can be used by local leaders, industry and institutions to pursue the most promising approaches across the education and workforce systems. The proposals described in this guide offer options for action based on the opportunities and challenges that technological disruptions pose for the modern-day workforce, but they are not comprehensive. Other innovative policies and programs must be developed and implemented. More importantly, as states aim to reimagine their workforce development and education systems, they should consider each proposal not only on its own merit but also as part of a comprehensive agenda for systems transformation. [This guide was prepared with guidance by Rachael Stephens. It was produced in partnership with the Fab Foundation and with additional support from the Siegel Family Endowment and Schmidt Futures.]
Getting to Work with a Criminal Record: New York State License Guides. 2020 Expanded Edition
Author: Institute for Justice and Opportunity at John Jay College of Criminal Justice
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Law Enforcement,Crime,Criminals,Employment,Certification,Licensing Examinations (Professions),Misconceptions,Career Development,Guides,Occupations,Professional Personnel,Labor Force Development,Academic Advising,Human Resources,College Faculty,Career Choice,Lawyers

The New York State License Guides explain the process for obtaining licenses in 25, high-demand occupations and professions for people who have conviction records. These guides aim to dispel the myths and misinformation that may discourage people with convictions from pursuing employment and career pathways that are actually available to them. There is a common misconception that a conviction record makes licensing impossible; in fact, 86 percent of people with conviction records who applied for New York State occupational licensing in 2018 were approved. These guides update and expand our first edition released, which was released in 2018 and included 10 occupations. We selected an additional 15 occupations and professions based on interest from people with conviction records and input from many professionals in the workforce development field, and by evaluating labor market data to determine growing sectors and jobs that have licensure restrictions. The guides are designed specifically for: (1) Anyone with a conviction record who is interested in pursuing a license in any of the 25, high-demand occupations and professions; (2) Workforce development providers, academic advisors, faculty, and other human service professionals who help people find jobs and explore education and career options; and (3) Lawyers and other human services providers who are seeking quick answers for their clients.
Governor&apos;s Pocket Guide to Early Literacy. NGA Education
Author: Capizzano, Jeff
Date: 2019-10-00
Type: Guides - Non-Classroom
Subjects: Public Officials,Emergent Literacy,Early Childhood Education,Reading Achievement,Educational Policy,State Policy,Grade 3,State Departments of Education,Policy Formation,Budgeting,Young Children,Elementary School Students

Early literacy has been elevated by governors across the nation as an indicator of success in school and in life. The 2019 Governor's Pocket Guide to Early Literacy underscores the importance of early literacy with compelling state examples of outcomes, initiatives and investments in early reading. This version is a brief, digestible guide that focuses on how governors can use their unique position to promote reading proficiency by the end of third grade through their executive authority, public awareness and agenda setting, policy making and budgeting. The guide also highlights a few reading scores from the 2019 National Assessment of Education Progress (NAEP) results. NGA [National Governors Association] Education previously released a guide in 2013, a lengthier report on this topic. [NGA Education Director Beth Caron, Senior Policy Analyst Mandy Sorge, Policy Analyst Tiffany Ferrette and Elizabeth Burke Bryant and Ralph Smith from the Campaign for Grade Level Reading contributed to this publication. For the 2013 guide &quot;A Governor's Guide to Early Literacy: Getting All Students Reading by Third Grade,&quot; see ED583168.]
Returning to School: Considerations for Students with the Most Intensive Behavioral Needs. A Guide to Supporting Students with Disabilities, Their Families, and Educators during the 2020-21 School Year
Author: National Center on Intensive Intervention (NCII) at American Institutes for Research
Date: 2020-09-00
Type: Guides - Non-Classroom
Subjects: Students with Disabilities,Student Needs,Behavior Disorders,Family Needs,Student Adjustment,COVID-19,Pandemics,School Closing,Teamwork,Leadership Responsibility,Teacher Responsibility,Regular and Special Education Relationship,Online Courses,Conventional Instruction,Special Education Teachers,Cooperative Planning,Intervention,Classroom Environment,Severe Disabilities,School Personnel,Role,Needs Assessment,Teaching Methods,Distance Education,Family School Relationship,At Risk Students,Elementary Secondary Education,Crisis Management,Administrator Role,Teacher Role,School Safety,Child Health,Positive Behavior Supports,Social Development,Emotional Development

This guide is a set of strategies and key practices with the ultimate goal of supporting students with the most intensive behavioral needs, their families, and educators in their transitions back to school during and following the global pandemic in a manner that prioritizes their health and safety, social and emotional needs, and behavioral and academic growth. It provides recommendations for leadership teams and support staff, which involves general educators as they develop and implement supports for students with intensive needs, including students with disabilities, in their (in-person or remote) classrooms, groups, and other settings. These recommendations are also for special educators as they collaborate with families and other specialists to develop intensive individualized supports for students in the fall. This guide is a companion to the recently published Center on PBIS's guide &quot;Returning to School during and after a Crisis.&quot; [This report was co-produced by the Integrated Multi-Tiered Systems of Support (I-MTSS) Research Network. For &quot;Returning to School during and after Crisis,&quot; see ED609017.]
Racial and Ethnic Differences in College Application Behavior. Policy Brief
Author: Black, Sandra E.
Date: 2019-07-00
Type: Reports - Research
Subjects: Racial Differences,College Applicants,College Admission,Student Behavior,Minority Group Students,High School Graduates,Access to Education,Hispanic American Students,African American Students,College Readiness

Substantial disparities in college enrollment rates exist across racial and socioeconomic groups in the United States. A key goal of education policy is to help remediate this inequity by providing equal opportunity and access to all students. However, to develop better policy, one needs to understand the underlying causes of these disparities. There are many possible explanations for gaps in college access. Selective admissions processes can limit college access among minorities if high school quality and high school outcomes are unequally distributed by race and ethnicity. Even before a student can enter an admissions process, she must apply -- a process that may be particularly daunting for a potential first-generation college student. This study first investigates racial and ethnic differences in the initial step in college enrollment -- the application decision -- using two full cohorts of recent Texas high school graduates. This is done in order to assess the differential roles of student demographics, high school quality, and student preparedness in the college application decision. The authors also allow for effects of race to differ based on student and high school characteristics. Second, they examine the decision of where to apply conditional on applying. When deciding where to apply, students can incorporate a number of different elements into this decision, including their level of preparedness, the probability of acceptance, and campus characteristics. The authors focus on understanding the importance of student-campus fit by estimating the influence of academic match, campus demographics, and high school feeder patterns on behavior regarding where students apply to college. Results suggest that universities cannot rely on students to diversify campuses without intentional policy efforts to attract and retain minority students. These can include admissions policies that guarantee acceptance for high-performing students regardless of high school quality, such as Texas' Top 10% Rule
Postsecondary Course Performance of AP® Exam Takers in Subsequent Coursework: Chemistry, Comparative Government, English Language, English Literature, Environmental Science, Physics 1, Spanish Language and Culture, U.S. History, and World History
Author: Wyatt, Jeff
Date: 2020-00-00
Type: Reports - Research
Subjects: Advanced Placement Programs,Achievement Tests,Academic Achievement,Introductory Courses,Chemistry,Government (Administrative Body),English,English Literature,Writing (Composition),Physics,Spanish,United States History,World History,Spanish Culture,College Students

The Advanced Placement® Program (AP®) offers high school students the opportunity to take rigorous coursework in high school and receive college credit for AP Exam scores that meet or exceed the requirements of their attending institution. Students receiving AP credit are typically exempted from an introductory-level course or series of courses and are typically able to take more advanced courses in the same subject area. In this study, the authors compare the subsequent course performance of AP Exam takers who placed out of an introductory college course to students who did not take the AP Exam and completed the introductory course at their respective institutions. Results indicate that AP Exam takers, on average, earn the same or statistically significant higher grades in subsequent courses within the same subject area than students completing the equivalent introductory coursework at their institution. Results provide evidence that AP Exam scores are valid indicators for course credit and placement decisions. The AP Exams covered in this report are: (1) AP Chemistry; (2) AP Comparative Government; (3) AP English Language and Composition; (4) AP English Literature and Composition; (5) AP Environmental Science; (6) AP Physics 1; (7) AP Spanish Language and Culture; (8) AP United States History; and (9) AP World History.