ethanporcaro/eric-fulltext-meta huggingface dataset:
Attendance and Completion Patterns. Data Notes. Volume 5, Number 2, March/April 2010
Author: Clery, Sue
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: College Credits,College Students,Community Colleges,Academic Achievement,Attendance Patterns,Enrollment Trends,Academic Persistence,Educational Attainment,Part Time Students,Student Attitudes,Social Influences,Cultural Influences

Community college students take circuitous routes through their education; very few enroll full-time and continue until they graduate. Erratic enrollment patterns have been negatively linked with academic progress and eventual credential completion--students enrolled continuously and on a full-time basis are more likely to attain their academic goals than those not enrolled continuously or who drop to part-time status. Using data from Achieving the Dream: Community Colleges Count, this analysis followed students through three regular academic years to identify their varying attendance patterns. Determining students' reasons for changing their enrollment status may help colleges become more sensitive to how they might help students who are intent on their goals, but inconsistent in their pursuit of education. The analysis suggests that, in addition to leaving college without credentials, students often shift among full-time, part-time, and non-attendance. Measuring persistence simply by determining if a student enrolls over successive enrollment periods misses the complexity indicated by these data, as community college students take many diverse paths to achieve their goals. (Contains 9 footnotes and 4 figures.)
Population Characteristics and Student Outcomes. Data Notes. Volume 3, Number 3, May/June 2008
Author: Clery, Sue
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Community Colleges,Peer Groups,Low Income Groups,African American Students,Hispanic American Students,Credits,Grade Point Average,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs

Colleges can gain a better understanding of their students' progress by comparing themselves to peers. Using data from Achieving the Dream: Community College Count, this issue of "Data Notes" focuses on Achieving the Dream colleges that serve high percentages of Hispanic, black, and low-income students. This analysis reveals the noteworthy result that although we are talking about institutions enrolling high populations of at-risk students, these peer group institutions often displayed better outcome measures than their comparison groups. In many cases, persistence rates for students attending colleges serving large populations of students traditionally labeled at-risk were higher than those of students attending the comparison colleges. (Contains 3 figures and 2 footnotes.)
Developmental Education and Student Success. Data Notes. Volume 1, Number 7, September/October 2006
Author: Clery, Sue
Date: 2006-00-00
Type: Collected Works - Serial
Subjects: Ethnicity,Intervention,Community Colleges,Developmental Programs,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,Racial Differences,Student Needs,At Risk Students,Disadvantaged Youth,Academic Persistence,Educational Attainment,College Transfer Students,Success

Using data from Achieving the Dream: Community Colleges Count, this issue looks at student's developmental education needs and outcomes by race and ethnicity. The data indicate that the depth of students' developmental needs varies by race and ethnicity - and that the depth of developmental needs is related to success. Colleges, therefore, would be well served by identifying student groups with high developmental education needs and implementing intervention strategies tailored for them. (Contains 2 figures and 1 footnote.)
The Developmental Math Dilemma. Data Notes. Volume 1, Number 1, February 2006
Author: Clery, Sue
Date: 2006-02-00
Type: Collected Works - Serial
Subjects: Developmental Programs,Mathematics Instruction,Community Colleges,College Students,College Mathematics,Program Effectiveness,Racial Differences,Ethnicity,At Risk Students,Disadvantaged Youth,African American Students,White Students,American Indians,Hispanic American Students,Pacific Islanders

Using data from Achieving the Dream: Community Colleges Count, this Data Note's issue examines developmental math referrals, attempts and completions from the 2002 Achieving the Dream student cohort over two academic years, fall 2002 through spring 2004. Although approximately half of the students who were referred to developmental math completed at least one math class within two years, nearly half of the referred students had to take two or three classes to qualify for college-level math. At the end of two years, only 17 percent of those in the 2002 cohort who had been referred to any developmental math met all of the qualifications to continue on to college-level math. (Contains 4 figures.)
Do Pell Grants Make a Difference? Data Notes. Volume 1, Number 4
Author: Clery, Sue
Date: 2006-05-00
Type: Collected Works - Serial
Subjects: Academic Persistence,Academic Achievement,Credits,Grants,Student Financial Aid,College Students,Correlation,Developmental Programs,Comparative Analysis,Access to Education,Low Income Groups,College Credits,Grade Point Average,Community Colleges,Achievement Gap

Using data from Achieving the Dream: Community College Count, this issue of "Data Notes" compares students in the 2002 Achieving the Dream cohort in terms of achievement and persistence over three academic years based on Pell Grant receipt. The results reveal a complicated relationship between Pell Grant receipt and measures of student success. Students who received Pell Grants needed more developmental education than those who did not receive these grants, but were also more likely to persist or to complete their credentials in their first three academic years and accumulate slightly more credits. (Contains 5 figures and 6 footnotes.)
Gatekeeper Achievement. Data Notes. Volume 1, Number 3, April 2006
Author: Clery, Sue
Date: 2006-04-00
Type: Collected Works - Serial
Subjects: Academic Achievement,College Credits,Grants,Community Colleges,At Risk Students,Developmental Programs,Disadvantaged Youth,Student Financial Aid,Academic Persistence,Racial Differences,Language Arts,Mathematics Instruction,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students

Using data from Achieving the Dream: Community College Count, this issue of Data Notes compares students in the 2002 Achieving the Dream cohort in terms of achievement and persistence over three academic years based on Pell Grant receipt. The results reveal a complicated relationship between Pell Grant receipt and measures of student success. Students who received Pell Grants needed more developmental education than those who did not receive these grants, but were also more likely to persist or to complete their credentials in their first three academic years and accumulate slightly more credits. (Contains 5 figures and 1 footnote.)
Grade Point Average and Student Outcomes. Data Notes. Volume 5, Number 1, January/February 2010
Author: Clery, Sue
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Grade Point Average,Academic Achievement,College Students,Outcomes of Education,High Achievement,Grants,Academic Persistence,Community Colleges,College Transfer Students,Enrollment Trends,Racial Differences

Using data from Achieving the Dream: Community College Count, this issue of Data Notes investigates the academic achievement patterns of students attending Achieving the Dream colleges. The data show that 21 percent of students at Achieving the Dream colleges had grade point averages (GPAs) of 3.50 or higher at the end of their first year. At least 40 percent of students with year one GPAs of 2.00 or higher completed, transferred or were still enrolled by year five, compared with 21 percent of those with GPAs less than 2.00. High achieving students who received a Pell grant were more likely to persist than were those who did not receive Pell grants. (Contains 5 figures and 3 footnotes.)
A Snapshot of African Americans in Higher Education. Mini Brief
Author: Institute for Higher Education Policy
Date: 2010-02-25
Type: Reports - Descriptive
Subjects: African American Students,United States History,Higher Education,Educational Opportunities,College Students,Educational History,Access to Education,Trend Analysis,Postsecondary Education,Barriers,African American History,Enrollment Trends,Paying for College,Graduation Rate,Student Experience

In recognition of national African-American History Month, the Institute for Higher Education Policy wishes to highlight the trends and present-day experiences of African-American college students. Recognizing that the society benefits tremendously from an educated citizenry, there must be a renewed commitment to ensuring educational opportunity, particularly for those students for whom opportunity has been elusive. This paper presents an overview of facts and trends highlighting the postsecondary experiences and educational opportunities of African Americans. This brief is not a comprehensive listing, but it is hoped that it provides additional context for understanding some of the lingering challenges impeding the educational progress of African Americans.
Teaching English Language Learners: A Complex System. Policy-to-Practice Brief
Author: Potemski, Amy
Date: 2009-09-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Second Language Learning,English (Second Language),English Instruction,Theory Practice Relationship,Demography,Educational Policy,Achievement Gap,Models,Teacher Supply and Demand,Alignment (Education),Predictor Variables

Recruiting and preparing teachers of English language learners (ELLs) involves learning a complex educational subsystem. Many variables affect the education of ELLs, including changing demographics, policies at the federal and state levels, requirements for teachers, and program models. The goals of this brief are to set the policy and practice context of educating ELLs and to explain how this context affects teachers and teacher quality. This brief is intended to help regional comprehensive centers and state policymakers as they develop policies to prepare, recruit, and retain teachers of ELLs. (Contains 4 tables, 1 figure and 1 footnote.)
Teacher Recruitment: Strategies for Widening the Teaching Pool in a Shrinking Economy. Policy-to-Practice Brief
Author: Hayes, Kathleen T.
Date: 2009-06-00
Type: Reports - Descriptive
Subjects: Teacher Effectiveness,Career Choice,Teacher Shortage,Teacher Recruitment,Change Strategies,Economic Impact,Vocational Interests,Performance Factors,Teacher Supply and Demand,Personnel Policy,Institutional Advancement,Human Resources,Employment Practices

The negative consequences of the current economic recession are vast, both for the education field and for all sectors of society. Yet one benefit has emerged from these recent tough economic times: Teaching is becoming a more attractive career choice. Although states and local policymakers should "always" work proactively to attract effective teachers to the profession, the impact of the economic recession--combined with a new public agenda focused on social responsibility--can open a window of opportunity to renew these efforts to encourage talented, caring, and committed professionals to consider teaching, particularly in chronic teacher-shortage areas. This brief explores a surge in interest in teaching as a career choice during the economic recession and presents ideas and strategies for individuals involved in efforts to encourage talented, caring, and committed professionals to consider teaching, particularly in chronic teacher shortage areas.
STEM Teachers in Professional Learning Communities: A Knowledge Synthesis
Author: National Commission on Teaching and America's Future
Date: 2010-11-00
Type: Reports - Research
Subjects: Research and Development,Advisory Committees,Elementary Secondary Education,Competence,STEM Education,Science Teachers,Mathematics Teachers,Secondary School Teachers,Elementary School Teachers,Professional Development,Communities of Practice

This report describes a comprehensive knowledge synthesis of professional learning communities (PLCs) and their impact on science, technology, engineering, and mathematics (STEM) teaching and learning in K-12 education. This report is organized around the following sections: Background, Overview of Key Findings, Methodology, Results, and Discussion and Implications. Three overarching questions guide this secondary analysis: (1) What do individuals know about PLCs involving STEM teachers?; (2) How robust is the research base about PLCs involving STEM teachers?; and (3) What further research and development are needed? Appended are: (1) References;  (2) List of Advisory Board Members; (3) List of Expert Panelists; (4) Expanded Methodology; (5) List of Organizations Searched for PLC Statements; and (6) Acronyms Used in Citations. (Contains 7 tables, 4 figures and 1 footnote.) [For related report, "STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching," see ED521328.]
Credit Recovery and Proficiency-Based Credit: Maintaining High Expectations While Providing Flexibility. The Progress of Education Reform. Volume 12, Number 3
Author: Zinth, Jennifer Dounay
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Secondary School Curriculum,College Preparation,Acceleration (Education),Credits,Equivalency Tests,Repetition,Required Courses,Educational Policy,Educational Practices,Remedial Instruction,Graduation

Improving high school graduation rates has become the focus of virtually every high school, district and state nationwide, as dropout rates in many areas remain unacceptably high. As 80-90% of students voice the expectation that they will go to college (and federal labor projections support the need for a more educated workforce), greater numbers of states are making a &quot;college/and career-ready&quot; high school curriculum the default curriculum to earn a high school diploma. Many education stakeholders at the state and local level are wondering how it is possible to raise high school graduation rates while increasing the number and rigor of courses required for a high school diploma. Credit recovery and proficiency-based credit are being adopted by a growing number of states that are working to simultaneously increase graduation rates, create a default &quot;college/career-ready&quot; high school curriculum, and provide acceleration options for students. This issue of &quot;The Progress of Education Reform&quot; addresses the following questions: (1) What is credit recovery? What is proficiency-based credit?; (2) How is credit recovery different from traditional remediation?; (3) Why does providing for these options matter for high school completion?; (4) How widespread are these options across the states? What do state policies look like?; (5) What are the challenges in implementing credit recovery and proficiency-based credit programs?; (6) What does the research say on the effectiveness of credit recovery and proficiency-based credit?; and (7) What are the essential policy components? (Contains 11 endnotes.)
STEM Teachers in Professional Learning Communities: From Good Teachers to Great Teaching
Author: Fulton, Kathleen
Date: 2011-00-00
Type: Reports - Research
Subjects: School Culture,Teacher Collaboration,Faculty Development,STEM Education,Instructional Effectiveness,Teacher Effectiveness,Academic Achievement,Job Satisfaction,Teacher Persistence,Communities of Practice,Professional Development

STEM (science, technology, engineering, and mathematics) teaching is more effective and student achievement increases when teachers join forces to develop strong professional learning communities in their schools. This finding is supported by a two-year National Science Foundation funded study, "STEM Teachers in Professional Learning Communities: A Knowledge Synthesis" ("Knowledge Synthesis"), conducted by the National Commission on Teaching and America's Future (NCTAF) and WestEd, based on an analysis of nearly two hundred STEM education research articles and reports. The finding further supports an earlier NCTAF report, released in 2010 with Pearson Foundation funding, that synthesizes research papers and projects documenting teacher learning team initiatives across all school subjects. To meet the needs of today's learners, the tradition of artisan teaching in solo-practice classrooms will have to give way to a school culture in which teachers continuously develop their content knowledge and pedagogical skills through collaborative practice that is embedded in the daily fabric of their work. Teacher collaboration supports student learning, and the good news is that teachers who work in strong learning communities are more satisfied with their careers and are more likely to remain in teaching long enough to become accomplished educators. This report takes readers one step further, summarizing the impacts of learning teams, particularly in STEM content areas, on teacher practice. Appended are: (1) References; (2) Advisory Board Members and Expert Practitioner Panel; (3) Table of Contents: "STEM Teachers in Professional Learning Communities--A Knowledge Synthesis"; (4) Organizations Searched for PLC Statements; and (5) Table of Contents: "Team Up for 21st Century Teaching and Learning". (Contains 4 boxes and 19 endnotes.) [For related report, "STEM Teachers in Professional Learning Communities: A Knowledge Synthesis," see ED521325.]
Affordability and Transfer: Critical to Increasing Baccalaureate Degree Completion. Policy Alert
Author: National Center for Public Policy and Higher Education
Date: 2011-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Ethnic Groups,Transfer Policy,Public Policy,Community Colleges,Academic Persistence,Graduation Rate,Bachelors Degrees,Low Income Groups,Transfer Programs,Articulation (Education),State Regulation,School Holding Power,Student Costs

Low rates of college completion have long been a major deficiency in the performance of American higher education. Over the last decade, the extent and importance of the problem was documented by the National Center for Public Policy and Higher Education in the "Measuring Up" national and state report cards on higher education, and by international comparisons of educational performance. This "Policy Alert" addresses baccalaureate degree completion and the vital role of community colleges as the entry point for many students seeking bachelor's degrees. It focuses particularly on states with rapidly growing young populations, where ethnic groups and low-income students with low rates of college participation and completion are most concentrated. The report notes that community colleges are more crucial than ever, but that state financial aid and transfer policies that enable students to move from two-year colleges to baccalaureate-granting institutions are not keeping pace with current needs. (Contains 4 tables, 2 figures, 10 resources and 11 endnotes.)
Conducting Return on Investment Analyses for Secondary and Postsecondary CTE: A Framework
Author: Hollenbeck, Kevin M.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Program Effectiveness,Education Work Relationship,Technical EducationVocational Education,Investment,Economic Impact,Cost Effectiveness,Computation,Evaluation Methods,Secondary Education,Postsecondary Education,Labor Force Development,Evaluation Problems,Educational Practices

In recent work, the author has estimated the rate of return for several workforce development programs in the State of Washington, including secondary and postsecondary career and technical education (CTE; Hollenbeck, 2008). The returns are based on estimates of the net impact of CTE on individuals' labor market experiences and government income supports after encountering programs. In particular, these net impacts were estimated using a nonexperimental approach that relies on administrative data sources. The purpose of this paper is to discuss the estimation approach and to present estimates for postsecondary and secondary CTE from a recent study. The next section of the paper discusses net impact estimation, which is the basis for the rates of return estimates. (Contains 5 tables, 1 figure and 5 footnotes.)
Six Stories about Six States: Programs of Study
Author: Shumer, Rob
Date: 2011-04-00
Type: Reports - Research
Subjects: Advisory Committees,Federal Legislation,Program Validation,Vocational Education,Technical Assistance,Profiles,Postsecondary Education,Cooperative Planning,Institutional Cooperation,Articulation (Education),Admission (School),Secondary Education,Interdisciplinary Approach,Higher Education,Trend Analysis,Business,Industry,Interviews,Administrators,Career Development,Agency Cooperation,State Government,Local Government,Program Development

The purpose of this investigation is to tell the story of how six states are developing Programs of Study (POS) as mandated by the Perkins IV federal legislation. The authors' effort focuses on how states' technical assistance systems evolved and what successes and challenges existed for states developing POS. There was no intent to compare one state with another; instead, they sought to identify those elements they have in common and those that are unique to each state. The report includes profiles of each state, which are located throughout the United States. States for the study were recommended from a group of states that had applied to a national organization to receive technical assistance on their POS. From that pool of states, three were selected from among those who received formal technical assistance; three were also selected from those that had not been included in the formal technical assistance program. All states agreed voluntarily to participate in the study. The overall findings were quite positive. No matter whether a state was described as &quot;top-down,&quot; with major direction and impetus for POS coming from the state department of education, or &quot;bottom-up,&quot; with a major focus on developing programs at the local level, all states had some mixture of involvement through advisory committees with the state for establishing the general guidelines and templates for program requirements, important program components, processes for program approval and validation, and systems for communicating among and between the various levels of institutional participation. Every state had excellent examples of good collaborations, alignment, inter-institutional articulation and matriculation between secondary and postsecondary, integration of academics with career and technical education (CTE) courses and activities, and long-term plans for achieving Perkins IV goals for 2013. Based on spoken and written comments, the trends for states updating and continuing their POS development efforts to align with Perkins IV goals were both positive and promising. Appendices include: (1) State A Report; (2) State B Report; (3) State C Report; (4) State D Report; (5) State E Report; (6) State F Report; and (7) Protocols/Questions. (Contains 2 footnotes.)