ethanporcaro/eric-fulltext-meta huggingface dataset:
The Role of Career Services Programs and Sociocultural Factors in Student Career Development. WCER Working Paper No. 2018-8
Author: Chin, Mun Yuk
Date: 2018-06-00
Type: Reports - Research
Subjects: Employment Services,Career Development,Student Development,Undergraduate Students,Business Administration Education,Student Satisfaction,Employment Potential,Career Counseling,Psychological Characteristics,Decision Making,Social Capital,Business Schools

Existing research on the effectiveness of college career services centers (CSCs) has primarily focused on students' rates of utilization and their satisfaction with the programs and services offered. Based on survey (n = 372) and focus group data (n = 35) from undergraduate business students, we found that participants were most satisfied with the CSC's provision of practical tools that enhanced employability and were least satisfied with the CSC's integration of students' backgrounds and interests during advising. Our qualitative analysis yielded three categories of contributors (i.e., sociocultural factors, independent activities, and institutional factors) to student career outcomes, which were psychological characteristics, career decisions, and social capital. Sociocultural factors were most prominently featured in students' narratives of their experiences, in that they shaped how students leveraged institutional resources and how they engaged in independent activities as part of their career trajectories. Practical implications and future research directions are discussed.
Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Higher Education, 2018-19
Author: Federal Student Aid (ED)
Date: 2018-05-00
Type: Guides - Non-Classroom
Subjects: Student Financial Aid,Federal Aid,Postsecondary Education,Grants,College Students,Work Study Programs,Student Loan Programs,Vocational Rehabilitation,Tax Credits,Veterans Education,Allied Health Personnel,Military Personnel,State Aid,Private Financial Support,Tuition,Eligibility,Crime,Intellectual Disability,Veterans,Parents,Needs Assessment,Costs,Financial Aid Applicants,College Applicants,Paying for College

The &quot;2018-19 Counselors and Mentors Handbook on Federal Student Aid&quot; provides useful information to help high school counselors, TRIO and Gaining Early Awareness and Readiness for Undergraduate Programs (GEAR UP) staff, and other mentors advise students about financial aid for postsecondary education. This book focuses on the federal student aid programs administered by the U.S. Department of Education. This handbook includes the following sections: (1) The Federal Student Aid Programs; (2) Application Process for Federal Aid; and (3) Completing the &quot;Free Application for Federal Student Aid&quot; (FAFSA®) Form. [For the previous report, &quot;Counselors and Mentors Handbook on Federal Student Aid: A Guide for Those Advising Students about Financial Aid for Higher Education, 2017-2018,&quot; see ED588037.]
New Jersey Public School Teachers Are Underpaid, Not Overpaid
Author: Keefe, Jeffrey H.
Date: 2017-02-15
Type: Reports - Research
Subjects: Public School Teachers,Teacher Salaries,Employees,Gender Differences,Racial Differences,Ethnicity,Unions,Compensation (Remuneration),Collective Bargaining,Elementary Secondary Education,Teacher Characteristics,Wages,Salaries

This report describes the results of research into New Jersey public school teacher compensation. The research was initiated in response to New Jersey Governor Chris Christie's attacks on New Jersey teachers' unions and his allegations that New Jersey public school teachers are overpaid. This analysis seeks to answer three questions about teacher compensation in New Jersey: (1) Are New Jersey public school teachers overcompensated? (2) How do public school teachers compare with other New Jersey employees in terms of pay equity across gender, racial, and ethnic categories? and (3) Does participation in unions increase public school teacher compensation? The report findings detailed in the report include: (1) New Jersey public school teachers are in fact undercompensated, not overcompensated; (2) Female, black, and Hispanic public school teachers enjoy greater pay equity compared with the rest of the labor market in New Jersey, in part because of the transparency afforded by collective bargaining agreements; and (3) Teachers' union membership in the United States produces measurable earnings improvements for union members, acting as an important counterbalance to the teacher pay penalty.
The State of Graduate Student Employee Unions: Momentum to Organize among Graduate Student Workers Is Growing Despite Opposition
Author: Kroeger, Teresa
Date: 2018-01-11
Type: Reports - Evaluative
Subjects: Graduate Students,Unions,Union Members,Research Assistants,Teaching Assistants,Collective Bargaining,Nontenured Faculty,Private Colleges

The nation's oldest labor laws give employees the fundamental rights to organize and join a union. An increasing number of graduate student workers across the country are seeking to exercise these rights at the private universities where they work while they pursue their education. During the 2011-2012 school year, 12.1 percent of all graduate students and 57.9 percent of non-education Ph.D. students worked as graduate student assistants, a category that includes research assistants and teaching assistants. Over the last several decades, universities have increasingly shifted teaching duties away from tenured or tenure-track faculty and onto graduate students and adjunct or other non-tenure-track instructors. Likewise, graduate research assistants take on a large portion of the research work that earns these universities prestige and grant-based financial support. In the decade between Fall 2005 and Fall 2015, the number of graduate assistants employed by universities rose by 16.7 percent while tenured and tenure-track faculty increased by just 4.8 percent 2--less than overall employment growth of 5.9 percent over this same period. In this context, momentum is growing among graduate students to organize and join unions so that they can bargain collectively to negotiate for better wages and working conditions. In August 2016, a ruling by the National Labor Relations Board found that &quot;student teaching assistants&quot; and &quot;student research assistants&quot; are employees at private universities and therefore have the right to unionize under the National Labor Relations Act. Since that ruling, graduate teaching and research assistants at some of the nation's most elite private institutions of higher learning--such as Columbia, Harvard, and Yale--have sought to be represented by a union. This report concludes that graduate students who work for private universities should have the same rights as other U.S. employees under our nation's labor law, including the right to bargain for better pay and working conditions. The 2016 Columbia decision, and the recent increase in organizing efforts among these students (despite opposition from their school administrations), are positive signs that the benefits of union membership may eventually be experienced more broadly among graduate student workers throughout the United States.
Class of 2018: College Edition
Author: Gould, Elise
Date: 2018-05-10
Type: Reports - Research
Subjects: College Graduates,Graduate Study,Employment Level,Unemployment,Underemployment,Wages,Ethnic Groups,Racial Differences,Gender Differences,Labor Market,Barriers,Economic Factors,Educational Attainment,Adults

Sustained improvements in economic conditions in recent years have brightened young graduates' prospects for employment and wage growth. This report focuses exclusively on those graduating from college. This study analyzes data on recent young college graduates (ages 21-24) to learn about the Class of 2018's economic prospects as they start their careers. The report begins by providing a demographic snapshot of this population of young college graduates. The second section discusses what shares of these young graduates are now enrolled in further schooling, employed, both, or neither. The third section narrows focus to only those graduates who are not enrolled in further schooling to find out how they are faring in the labor market--specifically, looking at their unemployment and underemployment rates. The report also draws on literature that highlights the likelihood that many young college graduates will end up working at jobs that do not require a college degree. The fourth, and final section analyzes the wages of those who are employed (and not enrolled in further schooling), making comparisons with earlier periods as well as looking at important differences by gender and race/ethnicity. Because of the progression of the economic recovery and substantial declines in the unemployment rate, members of the college Class of 2018 currently have better job prospects than the classes of 2009-2017 did. However, compared with those who graduated into the 2000 labor market, the Class of 2018 still faces real economic challenges, as demonstrated by elevated levels of underemployment as well as worsened wage gaps, particularly for women and black workers.
No IDEA: How Massachusetts Blocks Federal Special Education Funding for Private and Religious School Students. White Paper No. 180
Author: Olson, Thomas
Date: 2018-05-00
Type: Reports - Evaluative
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,Federal Aid,Special Education,Educational Finance,Private Schools,Access to Education,Civil Rights Legislation,Special Needs Students,Elementary Secondary Education,State Legislation

For awhile thousands of children in the Commonwealth of Massachusetts have been denied in fact (de facto) the special education services to which they, according to Federal Civil Rights Law (de jure), are entitled. According to the Massachusetts' Department of Elementary and Secondary Education (DESE), private schools are not entitled to federal funds for their special needs students. Should a private school student need services, they are to receive them at their local public school. As a result, they would have to travel to receive services, meaning a student would miss considerable school time and parents would have to take significant time off from work to transport the student. The authors of the white paper: (1) present how and why this state of affairs has persisted for so long; and (2) offer recommendations which, if implemented, would correct these wrongs that so negatively impact in Massachusetts thousands of private school students.
Open Doors: Supporting Children and Families&apos; Access to Early Care and Education
Author: Early Childhood Data Collaborative (ECDC)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Access to Education,Early Childhood Education,Educational Strategies,Educational Policy,Risk Assessment,Information Utilization

Research shows that supporting children in the first 8 years of life can set them on a path for better life outcomes in education, health, and economic mobility. Early care and education (ECE) programs can play a big role in that support: children who attend high-quality ECE programs are less likely to repeat grades, need special education, or have future behavior problems. In recent years the federal government and states have taken steps to minimize barriers and improve access to high quality ECE. In addition to policy efforts, states are also adopting strategies to use their ECE data to better understand the needs of families and the availability of services in communities. This document shares strategies and recommendations for states and communities to use data to open even more doors to children and families.
Pennsylvania&apos;s Teachers Are Undercompensated--and New Pension Legislation Will Cut Their Compensation Even More: Undercompensation Is Likely a Factor in Pennsylvania&apos;s Growing Teacher Shortage
Author: Keefe, Jeffrey
Date: 2018-02-15
Type: Reports - Research
Subjects: Compensation (Remuneration),Retirement Benefits,State Legislation,Teacher Shortage,Public School Teachers,Teacher Salaries,Gender Differences,Comparable Worth,Racial Differences,Ethnicity,Unions,Collective Bargaining,Fringe Benefits,Comparative Analysis,Educational Attainment,Government Employees

In light of the Pennsylvania's most recent pension cuts and the challenges the state faces in attracting and retaining qualified teachers, this report asks two primary questions in this study: (1) How does teacher pay compare with the pay of other comparable workers in Pennsylvania--that is, are Pennsylvania public school teachers underpaid (which could help explain the teacher shortage) or overpaid (which might justify the pension cuts); and (2) How will teacher compensation change under Act 5 beginning in 2019? The report further breaks down the compensation data to answer these two questions as well: (1) How does the teacher pay penalty vary by gender; and (2) how does gender and racial/ethnic pay equity among teachers compare with pay equity among other workers? The report also examines whether union membership and collective bargaining has any effect on teacher compensation. This study follows standard practice by focusing on full-time, full-year employees who work at least 35 hours per week and at least 39 weeks per year, a group that represents 80 percent of Pennsylvania's wage earners, according to the American Community Survey. This study makes it clear that Pennsylvania public school teachers face a significant pay penalty. These results are consistent with other research on teacher pay. When researchers looked at overall compensation among Pennsylvania public school teachers, it is apparent that better health and pension benefits only partly compensate for lower salaries. This increase in the teacher compensation penalty is likely to accelerate shortages that are currently being experienced in certain communities and subject areas, disproportionately affecting certain demographic groups. School districts need to address these compensation penalties as they confront shortages of qualified and motivated personnel.
Teachers and Schools Are Well Served by Teacher Pensions
Author: Morrissey, Monique
Date: 2017-10-17
Type: Reports - Research
Subjects: Retirement Benefits,Teacher Retirement,Compensation (Remuneration),Teaching Conditions,Teacher Persistence,Career Choice,Faculty Mobility,Misconceptions,Labor Turnover,Charter Schools,Public School Teachers,Generational Differences

Several studies have argued that teacher pensions are a raw deal for most teachers and should be replaced with account-style plans. This report examines research that most teachers working today are building a secure retirement. According to the author, the myth that most teachers get a raw deal while a lucky few receive generous pensions is based on flawed studies that give equal weight to career teachers and to those who leave after a year or two. A shift to account-style plans would not benefit most teachers and would increase teacher turnover to the detriment of students. While the existing pension system can and should be tweaked to meet changing needs, it successfully serves the goals of attracting and retaining teachers, promoting orderly retirement, and providing retirement security.
Predicting FCAT-SSS Scores Using Prior Performance on the FCAT-SSS, FCAT-NRT, and SAT9. FCRR Technical Report #4
Author: Buck, Julie
Date: 2018-00-00
Type: Reports - Research
Subjects: Standardized Tests,State Standards,Achievement Tests,Criterion Referenced Tests,Scores,Student Evaluation,Predictor Variables,Reading Comprehension,Elementary School Students

This study was conducted to determine how useful students' prior performance on the Florida Comprehensive Assessment Test (FCAT) is in helping to identify students who are likely to struggle on the subsequent year's FCAT, if intervention is not provided. Specifically, the authors wanted to determine how students are likely to perform on the FCAT-SSS, a criterion reference test designed to determine if students are meeting the Sunshine State Standards (SSS). They used students' prior performance on both the FCAT-SSS and the FCAT-NRT (i.e., the norm referenced portion of the FCAT) to predict FCAT-SSS scores. For students who took the FCAT for the first time as 3rd graders in 2002, they used previous performance on the SAT9 measure of reading comprehension to predict their FCAT-SSS scores.
Review of the Research on Inclusive Classrooms: Academic and Social Outcomes for Students with and without Disabilities; Best Practices; and Parents&apos; Perceptions of Benefits and Risks. Information Capsule. Volume 1701
Author: Blazer, Christie
Date: 2017-08-00
Type: Information Analyses
Subjects: Inclusion,Outcomes of Education,Disabilities,Best Practices,Parent Attitudes,Educational Benefits,Risk,Academic Achievement,Self Contained Classrooms,Special Education,Social Behavior,Sense of Community,Student Placement,Teacher Education

Over the past few decades, an increasing number of schools across the U.S. have adopted inclusive education models in which students with disabilities (SWD) attend classes with their nondisabled peers. This Information Capsule summarizes the research on the academic and social outcomes of inclusion on students with and without disabilities. Most studies have found no significant difference between the academic achievement of SWD in inclusive classrooms and SWD in self-contained special education classrooms; however, no consensus has been reached regarding the impact of inclusion on nondisabled students' academic achievement. Most researchers have concluded that inclusive classrooms have a positive impact on disabled students' social outcomes, but the impact of inclusion on nondisabled students' social outcomes has not yet been determined.
Strengthening Workforce Data to Support Quality: State Spotlight on Oregon
Author: Early Childhood Data Collaborative (ECDC)
Date: 2017-02-21
Type: Reports - Research
Subjects: Early Childhood Education,Preschool Teachers,Preschool Education,Kindergarten,Teacher Salaries,Data Collection,Information Dissemination,Faculty Development,Educational Quality,Teacher Competencies,Educational Policy

As state policies promote, and parents demand, high-quality child care, states must better understand both the strengths and needs of its early care and education workforce. In 2016, the Center for the Study of Child Care Employment launched its biennial Early Childhood Workforce Index to describe the early childhood workforce conditions and policies in states. The Early Childhood Workforce Index identifies several strengths for Oregon's workforce policies, including legislation to support wage parity for preschool teachers with kindergarten teachers to increase wages in recent years. The state also has a strong data infrastructure, with a comprehensive process for collecting workforce data that includes information on staff wages and produces publicly available workforce reports. This case study tells the story behind Oregon's recent workforce data developments and describes the different ways they are using their workforce data to strengthen their early care and education workforce.
Building Collaboration to Coordinate Early Childhood Data: State Spotlight on Wisconsin
Author: Early Childhood Data Collaborative (ECDC)
Date: 2017-05-17
Type: Reports - Research
Subjects: Early Childhood Education,Child Development,Agency Cooperation,Health Services,Family Programs,Public Schools,State Agencies,Young Children,Child Health,Data,Shared Resources and Services

States provide a variety of public services to support the healthy growth and development of young children. These services are often administered by several different agencies within a state, and it isn't unusual for young children to receive services from multiple agencies simultaneously. This can lead to challenges for policymakers, agency decision-makers, and researchers in search of a complete picture of the services being accessed by each child. It can be difficult to understand exactly how each of these services help a child enter school happy, healthy, and ready to learn. This case study highlights the collaboration of three state agencies to share early childhood data through the Wisconsin Early Childhood Integrated Data System (WI ECIDS), strategies that supported their efforts, and lessons from the state. The state agencies are: (1) Department of Health Services (DHS); (2) Department of Children and Families (DCF); and (3) Department of Public Instruction (DPI).
Lead in School Drinking Water: Guide for Parents and Others
Author: Healthy Schools Network, Inc.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Child Health,Water Pollution,Hazardous Materials,Environmental Influences,School Safety,Pregnancy,Public Health,Health Promotion,Parent Role

Children are uniquely vulnerable to environmental contaminants. Their bodies are still developing, they eat, drink, and breathe more per pound of body weight than adults, they have lungs that are still developing, and they may be more exposed to hazards and unaware of how to protect themselves. Lead exposure can cause serious damage to children's developing brains. There is no safe level of lead. Most of children's lives are spent in schools when they are not at home. Lead in drinking water is an issue most schools have not been required to address or report. Parents should learn about lead in the drinking and cooking water in their children's schools and care centers. After discussing the health effects of lead on children and pregnant women, this paper presents the Healthy Schools Network's 5-Point Plan for lead in school drinking water and discusses what state officials, school officials, and parents can do. A list of resources is provided.
Linking Head Start Data with State Early Care and Education Coordinated Data Systems. Policy Brief
Author: Jordan, Elizabeth
Date: 2015-03-00
Type: Reports - Evaluative
Subjects: Early Intervention,Early Childhood Education,At Risk Students,Data,Shared Resources and Services,Information Management,Partnerships in Education,Federal Government,State Government,Government Role,Databases,Elementary Secondary Education,Student Records

Head Start programs are a critical component of early care and education. At present, there is no requirement for local Head Start programs to link or share their data with other state data systems. However, several states are making advances toward linking and/or sharing data across their state's K-12 data system or other services' data systems. In this process, states have encountered some challenges and have had to tackle issues related to data privacy and security, among others. To better understand the challenges, successes, and strategies behind this work, the Early Childhood Data Collaborative (ECDC) interviewed a sample of Head Start and state early childhood leaders in a dozen states. Based on these interviews, this brief examines actions some states have taken in linking Head Start data to other state systems. It describes the importance of including Head Start data in a coordinated early care and education data system, relays what has been learned about current data linkage steps across states, and presents action steps for state and federal leaders. The brief highlights the variety of approaches for incorporating Head Start data into state early childhood data systems and examines strategies for linking child-level data with K-12 and other key data systems, linking program-level and workforce data, including Head Start representatives in state data governance bodies, and ensuring transparent privacy protection and security practices and policies.