ethanporcaro/eric-fulltext-meta huggingface dataset:
Ministry of Education 2016/17 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change

This Annual Service Plan Report discusses the results related to measures in the Ministry of Education's 2016/17-2018/19 Service Plan. British Columbia's education system continues to rank among the best in the world. This year over 640,000 students attended public and independent schools in every corner of the province, eager to develop their skills, explore their passions and discover their full potential. The first phase of implementation of B.C.'s new K-12 curriculum, with all K-9 students now learning the curriculum and some grades 10-12 teachers using the curriculum in draft form has been completed. The new curriculum is designed to make sure kids get the skills they need to succeed. As the new curriculum rolls out, teachers continue to get support throughout the province with training and professional development time so they are ready to bring it to life in classrooms. Additionally, the government continues to make record investments to support student learning by building, upgrading and expanding schools throughout the province. This year's Annual Service Plan is organized into the following sections: (1) Minister's Message and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction and Context; (4) Report on Performance; (5) Goals, Objectives, Strategies and Performance Results; (6) Financial Report; and (7) Major Capital Projects.
Ministry of Education 2014/15 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change

This Annual Service Plan Report provides data and discusses the results related to measures in the Ministry of Education 2014/15-2016/17 Service Plan. The Ministry of Education operates in accordance with the Taxpayer Accountability Principles. Work within the Ministry is driven by the Minister's Mandate letter, aligning both with government's strategic mandate and the Ministry's goals, objectives, and strategies. Comparing performance against the principles and results helps to inform strategic decision making at the Minister level. Each year the Ministry is provided with key priorities that are outlined in the Minister's Mandate Letter from the Premier. The 2013 mandate letter informed the planning process for the 2014/15 Service Plan, and the Ministry of Education has made significant accomplishment in regards to the various priorities over the 2014/15 fiscal year. This year's report is divided into the following sections: (1) Minister's Message and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction and Context; (4) Report on Performance; and (5) Financial Report.
Measuring the Economic Success of Florida&apos;s Graduates: Economic Security Report 2018
Author: American Institutes for Research (AIR)
Date: 2018-00-00
Type: Reports - Research
Subjects: College Graduates,Postsecondary Education,Wages,Employment Level,Certification,College Credits,Associate Degrees,Technology Education,Science Education,Bachelors Degrees,Outcomes of Education,Majors (Students),Student Loan Programs,Welfare Services

The Florida Economic Security Report details economic outcomes of recent completers from Florida's public postsecondary educational institutions. Data from the State University System of Florida (SUS), the Florida College System (FCS), and District Technical Centers (DTCs) are included in this report. The report aims to document the variation in earnings, employment, continuing education, and public assistance among completers who have earned degrees or certificates from these three systems of postsecondary education. The results show that economic outcomes are correlated with a student's selected degree or certificate, credential level, and institution. The data discussed in this report reflect outcomes for 870,958 completers in their first year after graduation over a five-year period from academic years 2011-12 to 2015-16. Throughout this discussion, outcomes one year after graduation refer to completers during the 2011-16 period. The data also include economic outcomes for 2011-12 completers five years after graduation. Throughout this report, all outcomes five years after graduation are for completers in the 2011-12 cohort. The exploration of economic outcomes begins with a review of statewide outcomes. The report continues with a review of employment and wage outcomes (by credential and institution), continuing education trends, and rates of public assistance. The report concludes with a discussion on debt levels and labor market outlooks.
Completing College: A National View of Student Attainment Rates, Fall 2007 Cohort. (Signature Completions Extra)
Author: Shapiro, Doug
Date: 2013-11-20
Type: Reports - Research
Subjects: Outcomes of Education,College Students,College Graduates,Public Colleges,Two Year Colleges,Private Colleges,Proprietary Schools,Graduation,Part Time Students,Full Time Students,Enrollment,Age Differences,Adult Learning

This &quot;Signature Completions Extra&quot; presents the six-year outcomes for the fall 2007 cohort, not including dual enrollment students. The data allows readers to compare the fall 2007 cohort results to the fall 2006 cohort results that were presented in November 2012 as part of &quot;Signature Report 4,&quot; the National Student Clearinghouse Research Center's first college completion study. This report demonstrates that the overall completions rate for the entering 2007 cohort remained unchanged from the rates for the 2006 cohort. Nonetheless, there were small improvements for students who started at specific institution types, notably four-year public and two-year public institutions. [For &quot;Completing College: A State-Level View of Student Attainment Rates. State Supplement. (Signature Report No. 4),&quot; see ED596294.]
Ministry of Education 2014/15-2016/17 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,Educational Change,Individualized Instruction,Educational Quality,Alignment (Education),Academic Standards,Technology Uses in Education,School Choice,Educational Finance,Educational Facilities Improvement,School Construction,Teachers

The Service Plan outlines the work the Ministry of Education will continue to undertake to modernize education in British Columbia (B.C.) and achieve its vision. The Ministry's work on that transformation focuses on two broad priority areas: (1) Transforming how they support and enable better learning outcomes for B.C. children; and (2) Transforming how they administer education to ensure every possible dollar goes to support students in the classroom. This plan provides the vision for the transformation of education in order to improve students' ability to pursue success in school and life. The goals, objectives and strategies in this Service Plan align with British Columbia's Education Plan's five key elements: (1) Personalized Learning; (2) Quality Teaching and Learning; (3) Flexibility and Choice; (4) High Standards; and (5) Learning Empowered by Technology. This year's Service Plan includes: (1) Message from the Minister and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Context; (4) Goals, Objectives, Strategies and Performance Measures; and (5) Resource Summary (Resource Summary Table; Resource Summary Table Public Schools; and Major Capital Projects). Ministry contact information is also included.
Signature Report 14 State Supplement: Completing College: A State-Level View of Student Completion Rates. (Signature Report No. 14a)
Author: Shapiro, Doug
Date: 2018-02-00
Type: Reports - Research
Subjects: Graduation Rate,College Students,Public Colleges,Community Colleges,Private Colleges,Outcomes of Education,Enrollment

As a supplement to &quot;Completing College: A National View of Student Completion Rates--Fall 2011 Cohort&quot; (2017), this report focuses on six-year student success outcomes and college completion rates by state. Three sets of tables organized by institution type display the results, presenting each state's outcomes for students who started postsecondary education at four-year public institutions, two-year public institutions, and four-year private nonprofit institutions. Each set of tables provides state-level overviews of college completion outcomes. [For &quot;Completing College: A National View of Student Completion Rates--Fall 2011 Cohort. (Signature Report No. 14),&quot; see ED580318.]
Ministry of Advanced Education 2012/13-2014/15 Service Plan
Author: Ministry of Advanced Education (Canada)
Date: 2012-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Education Work Relationship,Educational Quality,Access to Education,Accountability,Partnerships in Education,Elementary Secondary Education,Articulation (Education),Canada Natives,College Choice,Career Choice,College School Cooperation

The Ministry of Advanced Education's 2012/13-2014/15 Service Plan builds on plans and efforts from previous years. It aligns with and supports achievement of government's current province-wide priorities on: (1) Jobs and the Economy; (2) Families First; and (3) Open Government and Citizen Engagement. Over the next three years, the Ministry will continue to build on the strengths of the post-secondary system to provide quality post secondary education that fosters innovation, strong communities and bright futures for students who choose to live, work and study in British Columbia.
Ministry of Advanced Education 2015/16-2017/18 Service Plan
Author: Ministry of Advanced Education (Canada)
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Education Work Relationship,Educational Quality,Access to Education,Accountability,Partnerships in Education,Articulation (Education),Canada Natives,Labor Needs,Alignment (Education),Student Needs,Student Participation,Graduation,Foreign Students,Information Utilization,Citizen Participation

For 2015/16, the Ministry of Advanced Education (British Columbia) will continue to work towards its vision of a leading-edge post-secondary system to support a strong economy and secure tomorrow. Through the Ministry's goals, it will advance government priorities including the &quot;BC Jobs Plan,&quot; &quot;B.C.'s Skills for Jobs Blueprint: Re-engineering Education and Training&quot; and Taxpayer Accountability Principles while strengthening the postsecondary system. In addition, the Ministry is ensuring citizens have easier access to government services and information, while ensuring that their privacy is protected and that identity information is secured. The Ministry also leads the commitment to open government by informing citizens about government policies, programs and services, providing more data online to citizens and directly engaging with citizens on issues and decisions made by government. Following the Minister's Accountability Statement, this year's Service Plan describes the purpose of the Ministry; strategic direction and context; and goals, objectives, strategies and performance measures. A resource summary and Ministry contact information are also included.
Ministry of Advanced Education 2016/17-2018/19 Service Plan
Author: Ministry of Advanced Education (Canada)
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Education Work Relationship,Educational Quality,Access to Education,Accountability,Partnerships in Education,Articulation (Education),Canada Natives,Labor Needs,Alignment (Education),Student Needs,Student Participation,Graduation,Foreign Students,Information Utilization,Citizen Participation

The Ministry of Advanced Education (British Columbia) continues to work on key deliverables outlined in the &quot;Minister's 2015/16 Mandate Letter&quot; (see Appendix B) and the &quot;BC Jobs Plan&quot; to contribute to a strong economy and secure tomorrow for British Columbians. The ability of citizens to take full advantage of their growing economy is determined in part by ensuring that the right training is available at post-secondary institutions in different regions of the province. To maximize the potential of the existing and future workforce, the government is working with postsecondary institutions and other partners to implement actions outlined in &quot;B.C.'s Skills for Jobs Blueprint: Re-engineering Education and Training.&quot; This plan outlines actions to ensure a seamless transition from high school through post-secondary education and right into the workforce, matching the skills that B.C. students acquire during their post-secondary education and training programs with labour market needs. This is one of several strategic directions shared in the Service Plan. Following the Minister's Accountability Statement, this year's Service Plan includes: (1) Purpose of the Ministry; (2) Strategic Direction and Context; and (3) Goals, Objectives, Strategies and Performance Measures (Resource Summary Table, Public Universities, Colleges and Institutes Income Statement Resource Summary), and Major Capital Projects).
Early Momentum Metrics: Leading Indicators for Community College Improvement. CCRC Research Brief
Author: Belfield, Clive R.
Date: 2019-07-00
Type: Reports - Research
Subjects: Educational Improvement,Program Effectiveness,Community Colleges,Success,College Credits,Mathematics Achievement,Academic Achievement,College English,Educational Indicators,Racial Differences,Ethnicity,Hispanic American Students,African American Students,Asian American Students,White Students,Predictor Variables,Educational Change

As community colleges across the country implement large-scale reforms to improve student success, they need timely and actionable metrics to determine if the changes they are making in a given year or term will likely improve student outcomes in the long run. In this brief, the authors examine how well nine measures of students' progress in their first year predict student completion in subsequent years, and thus how suitable these early momentum metrics are as leading indicators of the effectiveness of institutional reforms. Based on analysis of student data from all community colleges in three states, the authors find that early momentum metrics do predict longer term success for students. They also find that a key factor in low completion rates, as well as in equity gaps in completion rates, is that many students do not gain early momentum in their first year. College outcomes would be substantially higher if more students met early momentum metrics. These findings indicate the need for comprehensive reforms to community college organization and practice to help more students gain early momentum on their way to earning a credential.
Ministry of Advanced Education 2014/15-2016/17 Service Plan
Author: Ministry of Advanced Education (Canada)
Date: 2014-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Education Work Relationship,Educational Quality,Access to Education,Accountability,Partnerships in Education,Articulation (Education),Canada Natives,Labor Needs,Alignment (Education),Student Needs,Student Participation,Graduation,Foreign Students,Information Utilization

British Columbia's Ministry of Advanced Education's &quot;2014/15-2016/17 Service Plan&quot; supports achievement of government's strategic priorities of a: (1) Strong Economy; and (2) Secure Tomorrow. The Ministry will continue to work towards its vision of a leading-edge post-secondary system for strong communities and bright futures. To realize this, the Ministry has developed a strategic framework that sets its direction and guides its work. The Ministry refined the framework based on its new mandate as of June 2013, resulting in three key goals and a realignment of objectives and strategies under those goals. The three goals are: (1) Students are supported to achieve their education, employment and training goals; (2) Maintain a quality post-secondary education system that provides B.C. with a global competitive advantage; and (3) An Innovative approach to education and training that maximizes return on investment and supports British Columbia's diverse communities. Following a message from the Minister and Accountability Statement, this year's Service Plan includes: (1) Purpose of the Ministry; (2) Strategic Context; (3) Goals, Objectives, Strategies and Performance Measures; and (4) Resource Summary (Resource Summary Table; and Public Universities, Colleges and Institutes Income Statement Resource Summary).
Visual Arts Matter: How Visual Arts Education Helps Students Learn, Achieve and Thrive
Author: Arts Education Partnership
Date: 2019-03-00
Type: Reports - Descriptive
Subjects: Visual Arts,Art Education,Interdisciplinary Approach,Academic Achievement,Skill Development,Disadvantaged Youth,Student Experience,Learner Engagement,Critical Thinking,Creativity,Reading Skills,Writing Skills,Postsecondary Education,Language Skills,Low Income Students

Visual arts can be a powerful discipline to support success throughout a student's education, both within and outside of school settings. We experience visual arts each day, whether through our own creativity or everyday objects, such as the design of a cereal box or logo of a favorite sports team. For students, engaging with visual arts might take place during an art class, through a trip to an art museum or by participating in an arts-integrated English class. As students learn to create, respond and connect to their surroundings, experiences with visual arts help them to gain skills that positively impact their school experience. The Arts Education Partnership (AEP) reviewed multiple research studies identified within ArtsEdSearch -- a national clearinghouse of rigorous arts education research -- to better understand the role visual arts play in student success. The body of research AEP examined suggests that participating in visual arts can: (1) cultivate skills for learning; (2) boost students' academic achievement; and (3) enhance the educational experience of traditionally underserved students.
Calls for Coaches: Coaching Social and Emotional Skills in Youth Sports
Author: Aspen Institute, National Commission on Social, Emotional, & Academic Development (NCSEAD)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Coaching (Performance),Youth Programs,Athletics,Social Development,Emotional Development,Athletic Coaches,Cognitive Development,Athletes,Interpersonal Relationship,Leadership Styles,Skill Development,Role Models,Cooperative Planning

The Aspen Institute Sports &amp; Society Program and National Commission on Social, Emotional, and Academic Development have forged a partnership with the goal of exploring the role youth sports can play in developing young people's social and emotional skills. With funding from the Susan Crown Exchange (SCE) and guidance from a strategic advisory group of researchers, program providers, coaches, and athletes including young people, we commissioned the EASEL Lab at the Harvard Graduate School of Education to produce a white paper, &quot;Coaching Social and Emotional Skills in Youth Sports,&quot; which synopsizes and explains the evidence behind effective strategies youth coaches can use to build these skills in their young athletes. &quot;Calls for Coaches: Coaching Social and Emotional Skills in Youth Sports&quot; translates the white paper into actionable calls for coaches to implement in after-school and community-based sports leagues. The brief's goals are to: (1) Help coaches understand why youth sports is a great venue for developing social, emotional and cognitive skills; and (2) Provide strategies and best practices for coaches to name, model and create environments for youth athletes to develop and practice these skills. [This brief was co-written by Aspen Institute Sports &amp; Society Program's Project Play and was commissioned by the Susan Crown Exchange (SCE).]
Career Exploration in Middle School: Setting Students on the Path to Success
Author: Association for Career and Technical Education (ACTE)
Date: 2017-05-00
Type: Reports - Evaluative
Subjects: Middle School Students,Career Exploration,Vocational Education,Career Planning,Educational Planning,Experiential Learning,Student Projects,Learning Activities,Job Skills,Educational Technology,Technology Uses in Education,School Business Relationship,Financial Support,Career Counseling,Barriers

Middle school is a natural time for students to learn about careers and develop skills such as problem solving, critical thinking and teamwork through career exploration activities. This report from the Association for Career and Technical Education (ACTE) examines different approaches to supporting career exploration in middle school and highlights examples from states. Although pressure to improve test scores and limited school counselor capacity make middle school career exploration challenging, the report examines three common strategies to help students learn about and gain experience in certain career pathways: (1) Exploratory and introductory CTE courses; (2) Career and academic planning; and (3) Extended learning: CTSOs and work-based learning. In short, the report concludes that middle school is a critical time for students to explore different career pathways, and provides six recommendations for practitioners: (1) Incorporate career-related project-based learning in the classroom; (2) Design projects and activities to develop employability skills; (3) Be flexible when offering exploratory and introductory CTE courses; (4) Facilitate academic and career planning with scalable online tools; (5) Enable short-term interactions with business and community leaders; and (6) Provide opportunities for CTSO participation, including financial support when needed. [This publication was developed in partnership with Career Cruising.]