ethanporcaro/eric-fulltext-meta huggingface dataset:
IDEA Special Education Due Process Complaints/Hearing Requests: Including Expedited Hearing Requests. A Guide for Parents of Children &amp; Youth (Ages 3-21)
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2014-01-00
Type: Guides - General
Subjects: Special Education,Identification,Guides,Disabilities,Student Placement,Student Evaluation,Federal Legislation,Educational Legislation,Equal Education,Civil Rights,State Regulation,School Districts,Decision Making,Hearings,Information Sources,Parent Attitudes

A due process complaint is a written document used to request a due process hearing related to the identification, evaluation, or educational placement of a child with a disability, or the provision of a free, appropriate public education (FAPE) to the child. This publication describes Due Process Complaints/Hearing Requests generally for Part B of the Individuals with Disabilities Education Act (IDEA). The following topics are covered in this guide: (1) What Is A Due Process Complaint/Hearing Request?; (2) What Happens After I Request A Due Process Hearing?; (3) Questions About Due Process Complaints/Hearing Requests; (4) Questions About Due Process Hearings; (5) Considerations About Due Process Complaints/Hearings; (6) What Happens After I File An Expedited Hearing Request?; (7) Questions About Expedited Due Process Hearings; and (8) Sources Of Important Information.
IDEA Special Education Written State Complaints. A Guide for Parents of Children &amp; Youth (Ages 3-21)
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2014-01-00
Type: Guides - General
Subjects: Federal Legislation,Educational Legislation,Disabilities,Special Education,Conflict Resolution,Compliance (Legal),State Departments of Education,Equal Education

A written state complaint is used to communicate that a public agency (such as your child's school) has not followed the requirements of the Individuals with Disabilities Education Act (IDEA), and to request an investigation of the problem. This publication describes Written State Complaints generally for Part B of the Individuals with Disabilities Education Act (IDEA). The following topics are covered in this guide: (1) What Is A Written State Complaint?; (2) What Happens After I File A Written State Complaint?; (3) What Does A Written State Complaint Decision Include?; (4) Frequently Asked Questions About Written State Complaints; (5) Considerations About Written State Complaints; and (6) Sources Of Important Information.
A Path to Alignment: Connecting K-12 and Higher Education via the Common Core and the Degree Qualifications Profile
Author: Conley, David T.
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Academic Standards,State Standards,Elementary Secondary Education,Higher Education,Alignment (Education),Profiles,Academic Degrees,Comparative Analysis,College Readiness

The Common Core State Standards (CCSS), which aim to assure competency in English/language arts and mathematics through the K-12 curriculum, define necessary but not sufficient preparedness for success in college. The Degree Qualifications Profile (DQP), which describes what a college degree should signify, regardless of major, offers useful but not sufficient guidance to high school students preparing for college study. A coordinated strategy to prepare students to succeed in college would align these two undertakings and thus bridge an unfortunate and harmful cultural chasm between the K-12 world and that of higher education. Chasms call for bridges, and the bridge proposed by this white paper could create a vital thoroughfare. This white paper begins with a description of the CCSS and an assessment of their significance. A following analysis then explains why the CCSS, while necessary, are not sufficient as a platform for college success. A corresponding explanation of the DQP clarifies the prompts that led to its development, describes its structure, and offers some guidance for interpreting the outcomes that it defines. Again, a following analysis considers the potential of the DQP and the limitations that must be addressed if that potential is to be more fully realized. The heart of the white paper lies in sections 5 and 6, which provide a crosswalk between the CCSS and the DQP. These sections show how alignments and differences between the two may point to a comprehensive preparedness strategy. They also offer a proposal for a multifaceted strategy to realize the potential synergy of the CCSS and the DQP for the benefit of high school and college educators and their students--and the nation. Appended are: (1) The CCSS and the DQP Compared in Detail; (2) A More Detailed Review and Analysis of the CCSS; and (3) The &quot;Reaching the Goal&quot; Study.
IDEA Special Education Mediation. A Guide for Parents of Children &amp; Youth (Ages 3-21)
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2014-01-00
Type: Guides - Non-Classroom
Subjects: Special Education,Conflict Resolution,Parents,School Districts,Grievance Procedures,Guides,Communication Strategies,Interpersonal Communication,Federal Legislation,Educational Legislation,Disabilities,Parent Materials

This information guide was designed to assist in resolving special education disputes, as well as to provide dispute resolution options for parents or school district staff when communications are difficult or there is a dispute that cannot be resolved. Mediation is a voluntary process that (1) brings people together to resolve their disagreements, (b) assigns a mediator who helps participants communicate with each other, so that everyone has an opportunity to express concerns and offer solutions, and (3) helps everyone better understand differing points of view. The guide also contains: Frequently Asked Questions, How to Prepare for Mediation, and Parent Centers for additional information and resources.
Application Trends Survey. 2014 Survey Report
Author: Worthington, Rebecca
Date: 2014-00-00
Type: Reports - Research
Subjects: Graduate Study,Business Administration Education,Masters Programs,Doctoral Programs,College Applicants,Trend Analysis,Educational Trends,Surveys,Student Recruitment

Now in its 15th year, the Graduate Management Admission Council's assessment of application volume trends for graduate management programs offers timely insights into demographic shifts and other factors defining the candidate pools for the 2014 application cycle. Responses collected in the 2014 survey represent a record-breaking total of 748 MBA, specialized business master's (non-MBA), and doctoral programs from 314 universities around the world. Survey topics featured in this report include: (1) Application volume trends in 2014 compared with 2013; (2) Applicant pool composition, highlighting years of work experience and citizenship; and (3) Targeted candidate outreach, tuition assistance, and employer funding. This year's survey features 469 MBA programs, 259 specialized business master's (non-MBA) programs--which represent 35 percent of the 2014 survey sample--and 20 doctoral programs. Participating programs are located in 32 countries around the globe, including 41 US states and the District of Columbia. The 2014 survey sample reflects a business school landscape that has become more diverse in terms of degree options and program formats, and more global in candidate reach. Foreign candidates represent more than half of the applicant pools for all but the professional MBA programs. The interplay of these factors, as well as regional economic and demographic shifts, visa laws, and tuition costs continue to influence the fluctuation in demand for graduate management education, as seen in volume trends for the incoming 2014-2015 class. For the purposes of this report, two approaches are used to assess changes in the application volume to graduate management programs. The &quot;relative&quot; approach involves monitoring the number of programs that report either an increase or decrease in applications compared with the prior year. The &quot;absolute&quot; approach involves monitoring the number of applications received by programs. The report is divided into six sections: (1) Trends for MBA Programs; (2) Trends for Master's and PhD/DBA Programs; (3) Applicant Profile; (4) Recruitment and Candidate Outreach; (5) About the Survey; and (6) Participant Profile. [Additional contributions to this publication were provided by: Devina Caruthers, Gregg Schoenfeld, Michelle Sparkman Renz, Tacoma Williams, and Robert Alig.]
Individualized Education Program (IEP) Facilitation. A Guide for Parents of Children &amp; Youth (Ages 3-21)
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2014-10-00
Type: Guides - Non-Classroom
Subjects: Individualized Education Programs,Facilitators (Individuals),Meetings,Federal Legislation,Educational Legislation,Disabilities,Equal Education

Individualized Education Program (IEP) Facilitation is an optional process, not required by the Individuals with Disabilities Education Act (IDEA), that state educational agencies (SEA) or school districts may provide to parents and schools. The goal of a Facilitated IEP meeting is to develop an IEP that is supported by team members and benefits the student. The facilitator helps with communication among team members to create an agenda and ground rules for the meeting. The facilitator also guides the discussion by asking student-focused questions that models effective communication and listening, and works with the IEP team to identify points on which they agree and disagree. This guide covers the following topics: (1) What is IEP facilitation; (2) Benefits of IEP facilitation; (3) Frequently asked questions about IEP facilitation; (4) Ways to prepare for IEP facilitation; and (5) Sources of important information.
Navigating the New Normal: Financial Imperatives for MSI Effectiveness and Avoiding Financial Exigency
Author: Hector, Gerald
Date: 2014-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Minority Group Students,Educational Finance,Financial Exigency,Money Management,Fund Raising,Student Financial Aid,Tuition,Low Income Groups,Enrollment,Strategic Planning,Budgeting,Governing Boards,College Administration

Serving on the board of any nonprofit organization has taken on added significance in recent years. There is greater accountability for trustees and for the overall mission and effectiveness of the organizations that they have the ultimate fiduciary responsibility to maintain. The changes have challenged not only the personal commitment that board members should have for the organizations that they oversee, but the changes also bring into sharp focus the competencies and skill sets that are necessary to oversee and set policy for their respective organizations. Trustees are now awakening to the reality that they must have a greater understanding of the finances of the institutions they oversee. Given the multifaceted nature of the revenue and expense elements of a college or university, trustees now have to ask themselves the tough questions: do I really understand the financial health of my institution, and how the decisions of the board are affecting it? This brief provides some factors for trustees to consider, and explores some of the difficult issues that will affect Minority-Serving Institutions (MSIs) in the years to come. It is not intended to be an exhaustive listing of the issues, but will pique the interest of trustees to ask deeper and more probing questions about their institutions, and to equip MSI board of trustee members with strategies that will help them become acutely aware of, and engaged in the financial future of their institutions. The brief also includes: &quot;Practical Steps for Boards and Administrations&quot; and &quot;About the Author.&quot;
mba.com Prospective Students Survey. 2015 Survey Report
Author: Schoenfeld, Gregg
Date: 2015-00-00
Type: Reports - Research
Subjects: Foreign Countries,Business Administration Education,College Admission,Graduate Study,Student Motivation,Student Interests,Student Surveys,College Applicants,Decision Making,Global Approach,Commercialization,College Choice,School Culture

This 2015 &quot;mba.com Prospective Students Survey Report&quot; explores the motivations, career goals, preferred program types, financial choices, decision time lines, and intended study destinations of individuals interested in pursuing a graduate management education. Findings analyzed in the report represent responses from nearly 12,000 prospective business school students who registered on mba.com between October 2013 and September 2014. Survey data collected in 2014 are compared with earlier data collected from more than 83,000 individuals who have responded to the mba.com registrants' surveys over the last five years. With analysis of survey responses available for all world regions, including 30 specific countries, this is the largest data source of its kind. [Additional contributions to the publication of this report were provided by: Devina Caruthers, Paula Bruggeman, Michelle Sparkman Renz, Tacoma Williams, Matthew Hazenbush, and Robert Alig.]
Performance Funding at MSIs: Considerations and Possible Measures for Public Minority-Serving Institutions
Author: Jones, Tiffany
Date: 2014-06-00
Type: Reports - Evaluative
Subjects: Minority Group Students,Colleges,Performance,Financial Support,Policy Formation,Educational Equity (Finance),Community Colleges,Research Universities,Funding Formulas,Enrollment Trends,Public Colleges,Geographic Location,Ethnic Groups,Racial Differences

States are increasingly funding higher education institutions based on their performance or outcomes instead of relying solely on student enrollment to determine funding formulas. Performance Funding (also called Performance-Based and Outcomes-Based Funding) policies provide state support to public colleges and universities based on outcome measures using input metrics like incoming student composition, progress metrics like retention rates, and output metrics such as graduation rates. As states increasingly allocate higher education funds based on measures of institutional performance, there must be a critical consideration of the implications of such funding models for campuses with unique missions and/or student populations, like Minority-Serving Institutions (MSIs). The aim of this policy report is to discuss the considerations for MSIs in state Performance Funding policy development. In addition, the report provides policy makers with a typology of metrics, including those that have been used in previous and existing state Performance Funding policies to address issues of equity and diversity and specific institutional types like MSIs, Community Colleges, and Research Universities. The report provides a framework for policy makers developing Performance Funding formulas. The report contains the following appendices: (1) Typology of Performance Funding Metrics; (2) Complete List of Public Minority-Serving Institutions by State; and (3) Student of Color Enrollment at Public Minority-Serving Institutions.
College Costs, Prices and the Great Recession. Lumina Issue Papers
Author: Johnson, Nate
Date: 2014-04-00
Type: Numerical/Quantitative Data
Subjects: Costs,Tuition,Paying for College,Higher Education,Fees,Public Colleges,Institutional Characteristics,Private Colleges,Community Colleges,Geographic Location,Financial Support,Philanthropic Foundations,Full Time Students,Economic Climate,State Aid,Student Financial Aid,Grants,Budgeting

As states and families begin to recover from the effects of the Great Recession, some of the urgency about college affordability may start to ease. The most recent &quot;Trends in College Pricing&quot; report shows tuition rising more slowly than in recent years (Baum and Ma 2013). Growth in Pell grant applications is also expected to slow as income picks back up and many students transition into newly available jobs. Yet it could all happen again when the next crisis hits. Education budgets could be slashed indiscriminately, tuition could skyrocket just as incomes are falling, and the worst-off states could find themselves least able to keep the college dream alive for students who count on public support. If we learned anything from the last few years, however, we can be better prepared. In order not to repeat some of the mistakes of the recession, it will help to understand how the economy, college costs, and college prices interact. Factors that can make costs higher or lower than the average include: (1) Types of programs offered (e.g. engineering costs about twice as much as business, and nursing costs three times as much as liberal arts); (2) Instructional approach (larger vs. smaller classes, distance or hybrid vs. classroom-based, tenured faculty vs. lecturers or adjuncts); (3) Low- or high-cost location (e.g. Oklahoma is generally less expensive than New Jersey); (4) Size (larger institutions usually spend less per student) (5) Age of institution (new institutions have start-up costs, older ones may have costly historic buildings to maintain and operate); and (6) Management philosophy and administrative efficiency.
Scaling Completion College Services as a Model for Increasing Adult Degree Completion. Lumina Issue Papers
Author: Johnson, Nate
Date: 2014-12-00
Type: Numerical/Quantitative Data
Subjects: Adult Students,Educational Attainment,Higher Education,Academic Persistence,Dropouts,Stopouts,Reentry Students,Prior Learning,Nontraditional Students,Models,Educational Benefits,Costs,Paying for College,Educational Quality,Accountability,State Policy,Scaling,Private Colleges,Marketing

An estimated 46 million adults have some college education but have not completed their degrees. For many, especially those who have accumulated several years' worth of credits, the inability to finish college remains a frustration. If the United States is to achieve its ambitious education attainment goals, many more adults with such experience must finish their degrees. While there is a role in this effort for every college and university, &quot;Completion Colleges&quot; offer an extremely cost-effective route to degrees for students who have substantial amounts of prior credit or experiences that can be translated into credit through prior-learning assessment. Serving adults with some college experience, while widely recognized as important, rarely gets the same attention from policymakers, trustee boards, and the news media as other key issues in American higher education. This paper, supported by Lumina Foundation, highlights the potential of Completion College services to help states, higher education systems, and separately accredited institutions to affordably graduate larger numbers of adults who have stepped out of college. There clearly is a market nationally for the types of flexible, student-centered, outcomes-based degree programs Completion Colleges deliver. In the vast majority of states that do not have a Completion College, this demand is often met by for-profit colleges, which market aggressively to recruit non-traditional students. Completion Colleges offer a public or nonprofit alternative to these students, for whom traditional public institutions are not always well suited. States with Completion Colleges are benefiting from a decades-old service model that is as relevant today as when the institutions were created. The potential for scaling these models is strong and should be explored.
A Stronger Nation through Higher Education: Closing the Gaps in College Attainment. An Annual Report from Lumina Foundation
Author: Matthews, Dewayne
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Higher Education,Educational Attainment,Achievement Gap,Graduation Rate,Metropolitan Areas,Academic Degrees,Adults,Whites,African Americans,Hispanic Americans,Asian Americans,American Indians,Counties

As Lumina Foundation releases a new edition of the signature report, &quot;A Stronger Nation Through Higher Education,&quot; the central message is the same one conveyed since the first of this series of reports in 2009. Lumina remains convinced that significantly increasing college attainment is the key to ensuring a brighter future for our nation and its citizens. By the year 2025 Lumina's goal is to see 60 per cent of Americans holding a college degree, certificate, or other high-quality postsecondary credential. This fifth edition of &quot;Stronger Nation,&quot; much like earlier editions, is designed to track progress toward that vital goal from a national perspective in the nation's largest metro areas, in each of the 50 states, even down to the county level. This 2014 edition reports what appears to be modest progress in most areas. Beyond the numbers, Lumina sees even more encouraging signs-- unmistakable signals that the need and the hunger for higher education is stronger than ever.
Indicators of Higher Education Equity in the United States: 45 Year Trend Report
Author: Cahalan, Margaret
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Educational Indicators,Equal Education,Educational Trends,Trend Analysis,Postsecondary Education,Enrollment Trends,Student Financial Aid,Paying for College,Barriers,Bachelors Degrees,Educational Attainment,Family Income,Comparative Education,Educational Policy,Statistical Data,Graphs,Higher Education

The U.S. has a core constitutional and founding commitment to equality of opportunity for all citizens. Whether viewed as an end in itself or a means to fostering increased national achievement and competitiveness, the 21st century United States conversation about equity reflects a national consensus about the many benefits of and necessity for postsecondary education for the well-being of individuals and society as a whole. The equity indicators tracked in this report address the following six fundamental questions: (1) Who enrolls in postsecondary education?; (2) What type of postsecondary educational institution do students attend?; (3) Does financial aid eliminate the financial barriers to paying college costs?; (4) How do students in the United States pay for college?; (5) How does bachelor's degree attainment vary by family income?; and (6) How do educational attainment rates in the U.S. compare with rates in other nations? As illustrated by the indicators in this report, higher education outcomes are highly inequitable across family income groups. Moreover, on many of these indicators, gaps in outcomes are larger now than in the past. The disinvestment of state funds for public colleges and universities occurring since the 1980s and the declining value of federal student grant aid have all aided in the creation of a higher education system that is stained with inequality. Once known for wide accessibility to and excellence within its higher education system, the U.S. now has an educational system that serves to sort students in ways related to later life chances based on their demographic characteristics rather than provide all youth with the opportunity to use their creative potential to realize the many benefits of higher education and advance the well-being and progress of the nation. The final section this report contains two essays by the report's co-authors that discuss the policy implications of the equity trends and offers strategic recommendations for fostering greater equity in higher educational attainment in the United States. [This report was written with the assistance of Brittany Ross, Khadish Franklin, Mika Yamashita, and Roman Ruiz.]