ethanporcaro/eric-fulltext-meta huggingface dataset:
51st Annual Survey Report on State-Sponsored Student Financial Aid: 2019-2020 Academic Year
Author: National Association of State Student Grant and Aid Programs (NASSGAP)
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Student Financial Aid,Grants,State Aid,Student Loan Programs,Work Study Programs,Tuition,Merit Scholarships,Undergraduate Students,Graduate Students,Public Colleges,Private Colleges

Each year, National Association of State Student Grant and Aid Programs (NASSGAP) completes a survey regarding state-funded expenditures for postsecondary student financial aid. This report provides data regarding state-funded expenditures for student financial aid and illustrates the extent of efforts made by the states to assist postsecondary students. Information in this report is based on academic year 2019-20 data from the 51st Annual NASSGAP survey. Data highlights include: (1) In the 2019-20 academic year, the states awarded about $14.8 billion in total state funded student financial aid, an increase of about 4.5 percent in nominal terms and about 2.6 percent in constant dollar terms from the $14.1 billion in aid awarded in 2018-19; (2) The majority of state aid (87.5 percent) remains in the form of grants. In 2019-20, about 4.2 million grant awards were made representing about $12.9 billion in need and nonneed-based grant aid. This represents an increase of about 4.9 percent from the $12.4 billion in grants awarded in 2018-19. Of the grant money awarded in 2019-20, about three-quarters were need-based and about one-quarter was nonneed-based, essentially the same percentage breakout as last year; (3) Funding for undergraduate need-based grant aid increased nationwide from $8.9 billion (corrected) in 2018-19 to about $9.3 billion in 2019-20, an increase of about 4.4 percent in nominal terms; (4) Eight states (California, Texas, New York, New Jersey, Virginia, Illinois, Pennsylvania, Washington) collectively awarded about $6.3 billion in undergraduate need-based grant aid, accounting for about 69 percent of all aid of this type; and (5) States provided about $1.8 billion in nongrant student aid, including loans, loan assumptions, conditional grants, work-study, and tuition waivers. Tuition waivers represented about 47 percent of nongrant aid. [For the previous report, &quot;50th Annual Survey Report on State-Sponsored Student Financial Aid: 2018-2019 Academic Year,&quot; see ED611303.]
Operational Best Practices for Accountability: For the Accountability Systems and Reporting State Collaborative on Assessment and Student Standards
Author: D'Brot, Juan
Date: 2022-02-00
Type: Reports - Descriptive
Subjects: Accountability,Best Practices,Disclosure,State Departments of Education,Compliance (Legal),Educational Legislation,Elementary Secondary Education,Federal Legislation,Program Evaluation,Evaluation Criteria,Stakeholders,Program Administration,Performance Based Assessment,Standards,Program Implementation,Change Strategies

Accountability mechanisms and processes have evolved with changes in statute. State Education Agency (SEA) accountability systems may exhibit characteristics of compliance- and/or improvement-focused systems in light of requirements under the &quot;Elementary and Secondary Education Act&quot; (ESEA) and its reauthorizations under the &quot;Improving Americas School Act,&quot; &quot;No Child Left Behind,&quot; and State Flexibility from ESEA (aka Waivers). The purpose of this document is to provide guidance and criteria for the design, development, implementation, evaluation, and potential revision of accountability systems with which SEAs may interact or operate. These criteria describe practices that are applicable across context-dependent systems while providing concrete benefits to users. The first portion of this document includes this introduction and the pre-chapter. The pre-chapter is intended to provide readers with an overview of the key considerations influencing accountability system design, development, implementation, evaluation, and revision. The next section of this document is organized into chapters where the best practices and criteria are presented: (1) Design Stage--(a) Establishing an Accountability System's Theory of Action; (b) Identifying Stakeholders and their Involvement; and (c) Accountability Roles, Responsibilities, and Program Management; (2) Development Stage--(a) Selecting and Integrating Measures for Accountability Systems; and (b) Establishing Performance Standards for Accountability Systems; (3) Implementation Stage--(a) Articulating Operations and Quality Control in Accountability Systems; and (b) Reporting and Communicating Accountability Results; (4) Evaluation Stage--Monitoring and Evaluating Accountability Implementation; and (5) Revision Stage--Engaging in Accountability System Change Management. Within each chapter, readers are provided introductory text that clearly describes the importance and role of the information provided and how it is intended to be used. The chapter then presents detailed recommendations and considerations for accountability designers in the form of best practice statements and supporting actions. Where applicable, the chapter includes or references illustrative examples or scenarios. The final section of this document includes a glossary to assist with language throughout.
Studies on Social and Education Sciences 2021
Author: Hartono, Rudi, Ed.
Date: 2022-01-00
Type: Books
Subjects: Foreign Countries,Social Sciences,Education,COVID-19,Pandemics,Educational Research,Locus of Control,Undergraduate Students,Hispanic American Students,Perinatal Influences,Stress Variables,Organizational Learning,Distance Education,Indonesian Languages,Second Language Instruction,Teaching Methods,Learning Processes,Physical Education,Video Technology,Technology Uses in Education,Electronic Learning,Higher Education,Educational Trends,Technology Integration,Secondary Education,Science Instruction,Biology,Educational Technology,Principals,Instructional Leadership,Student Evaluation

Studies in the fields of education and social sciences have always been important in terms of their impacts on society. These studies have gained even more importance during the COVID-19 pandemic process. The impact of the pandemic period on children, schools and society has been demonstrated through such studies. This book also includes studies conducted during the pandemic period. The studies in this book contribute to the fields of education and social sciences by different research methods, participants, and contexts and add a global perspective to these fields. The book is divided into two sections related to studies on social sciences and education sciences. Each section includes four chapters. The chapter's contributors are from the following countries: the United States, Turkey, China, Indonesia, Russia, Rwanda, and Malaysia.
Pathways for Academic Career and Employment (PACE): Fiscal Year 2020
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Labor Force Development,Labor Legislation,Financial Support,Community Colleges,Educational Quality,Employment Opportunities,State Aid,Funding Formulas,Program Implementation,Partnerships in Education,Adult Basic Education,Eligibility,Curriculum Development,College Credits,Underemployment,Unemployment,Dislocated Workers,School Business Relationship,Credentials,Career Development,Budgets

The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic training to ensure gainful employment and customized support services. This is the seventh year for Pathways for Academic, Career and Employment (PACE) reporting. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Colleges continue to work hard to implement PACE programs in their regions and communities as they align themselves with the Workforce Innovation and Opportunity Act (WIOA) legislation. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with WIOA core partners and adult basic education programs, balancing services and engaging sector partnerships. [For the Fiscal Year 2019 Report, see ED617859.]
Pathways for Academic Career and Employment (PACE): Fiscal Year 2021
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,School Business Relationship,Partnerships in Education,Employment Opportunities,Budgets,State Aid,Financial Support,Unemployment,Underemployment,Dislocated Workers,Eligibility,Adult Basic Education,Program Implementation,Federal Legislation,Labor Force Development,Labor Legislation,Credentials,Academic Education,Job Training,Funding Formulas,Curriculum Development

The Pathways for Academic Career and Employment (PACE) program is established to provide funding to community colleges for the development of programs that will lead to gainful, quality, in-state employment for members of target populations by providing them with both effective academic and employment training to ensure gainful employment and customized support services. This is the eighth year for Pathways for Academic, Career and Employment (PACE) reporting. PACE funds are allocated pursuant to the community college state general aid distribution formula established in Iowa Code and are eligible to be carried forward to the next year. The figures noted in this report were obtained from each of Iowa's 15 community colleges. Each college has committed to building career pathway frameworks and structuring programs to ensure increased employment success of the identified target populations. This is achieved by refocusing program activities around collaboration with core partners and adult basic education programs, balancing services and engaging sector partnerships. [For the Fiscal Year 2020 Report, see ED617842.]
Academic Growth for Students with Disabilities: Lessons from School-Year Learning Gains and Summer Learning Loss--Implications for COVID-19 Recovery and Beyond
Author: NWEA
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Students with Disabilities,Achievement Gains,COVID-19,Pandemics,Intervention,Summer Programs,Extended School Year,At Risk Students,Elementary School Students,Educational Finance

How can we support academic growth for students with disabilities (SWD) who may have experienced disproportionate academic impacts from COVID-19? Recent NWEA research may help inform how federal ESSER [Elementary and Secondary School Emergency Relief] and IDEA [Individuals with Disabilities Education Act] funding can provide early intervention, extended school year support in the summer, and other evidence-based supports that can create sustainable change and further growth for SWD.
Life Journey through Autism: Navigating the Special Education System
Author: Organization for Autism Research
Date: 2019-12-16
Type: Guides - Non-Classroom
Subjects: Autism,Pervasive Developmental Disorders,Students with Disabilities,Equal Education,Educational Legislation,Federal Legislation,Eligibility,Confidentiality,Discipline,Student Rights,Student Evaluation,Special Education,Individualized Education Programs,Behavior Modification,Functional Behavioral Assessment,Student Placement,Inclusion,Self Contained Classrooms,Student Needs,Academic Accommodations (Disabilities),Transitional Programs,Extended School Year,Early Intervention,Preschool Education,Elementary Secondary Education,Parent Role,Advocacy,Parent Grievances,Grievance Procedures,Student Mobility,Military Personnel

The fundamental intent of special education is to provide instruction to meet each child's unique needs. &quot;Life Journey through Autism: Navigating the Special Education System&quot; offers information, tools, and tips that will help parents become an even more effective advocate for their children. Many teachers, administrators, and school support staff lack the background and training to meet the unique needs of students with autism. It falls to the parents to make sure that their children's challenges--whether with social interactions, communication, or behavior--are addressed with research-based interventions within the school setting. To assure this, parents must have a basic understanding of special education services, their child's rights, and their own. This Guide is designed as a resource for parents. Its purpose is to give each family the information and tools needed to successfully navigate the education system anywhere in the country. More specifically, it offers: (1) Background on special education in the United States; (2) An understanding of the laws and regulations about special education; (3) An overview of the timeline of services; (4) A detailed explanation of Individualized Education Programs (IEPs); (5) Tips and techniques for being an effective advocate; (6) Sources and links that will help you identify state specific resources and find more in-depth information; and (7) Lists and definitions of terms that are frequently used in school systems. [This is an update to the previous version of &quot;Life Journey through Autism: Navigating the Special Education System.&quot; For the previous version, see ED542647. This report was funded by the Lisa Higgins-Hussman Foundation. Contributing writers include Julie Swanson and Julie Augeri.]
Adapting Work Readiness Training for People in Recovery. Strategy Spotlight. Innovative Employment and Training Interventions to Address the Opioid Crisis
Author: Staatz, Colleen
Date: 2021-10-00
Type: Reports - Descriptive
Subjects: Grants,Job Training,COVID-19,Pandemics,Readiness,Community Colleges,Soft Skills,Mathematics Instruction,Reading Instruction,Career Readiness,Drug Addiction,Drug Rehabilitation,Online Courses

The workforce system offers work readiness training through nearly 2,400 American Job Centers (AJCs) nationwide. However, people in recovery can face unique barriers to employment not covered in traditional work readiness curricula. New Hampshire has a work readiness program called WorkReadyNH, which it offered free of charge to customers receiving services through AJCs. Before shifting to a virtual format during the COVID-19 pandemic, WorkReadyNH was offered at community colleges in the state. The program consisted of a 60-hour course offered over a three-week period: it covered soft skills as well as online math and reading tutorials, and included an assessment at the end that enabled participants to earn a National Career Readiness Certificate issued through American College Testing (ACT). This strategy spotlight focuses on an innovative effort, funded through a National Health Emergency (NHE) Dislocated Worker Demonstration Grant to Address the Opioid Crisis to the state of New Hampshire, to adapt work readiness training for people in recovery. [This is the second report of a four-part series. For the first report, &quot;Embedding Employment Services in an Opioid Treatment Facility,&quot; see ED617973.]
Evaluation of Virginia&apos;s 21st Century Community Learning Centers, 2019-2020
Author: Muzzi, Cindy
Date: 2021-07-00
Type: Reports - Research
Subjects: Program Evaluation,Program Effectiveness,After School Programs,Enrichment Activities,Reading Achievement,Mathematics Achievement,Preschool Education,Elementary Secondary Education,Attendance,Student Participation,Summer Programs,Parent Participation,Outcomes of Education,COVID-19,Pandemics

The 21st Century Community Learning Centers (21st CCLC) program, funded through the U.S. Department of Education, provides academic enrichment opportunities outside of the regular school day to help students meet state and local performance standards in core academic subjects, such as reading and math. This report summarizes the 2019-2020 evaluation procedures and results for Virginia 21st CCLC programs. The purpose of the evaluation was to determine whether the 21st CCLC programs were addressing the statewide program objectives: (1) improving student academic achievement in reading; (2) improving student academic achievement in mathematics; and (3) providing opportunities for family engagement. While not one of the statewide objectives, an analysis of school-day attendance was also included. Data were analyzed from the following sources: (1) 21st CCLC and school-day attendance for all student participants; (2) the online Annual Local Evaluation Survey (ALERT); (3) the Virginia Annual Performance Report (VAPR); and (4) the Teacher Survey. [For &quot;Virginia Department of Education: Evaluation of 21st Century Community Learning Centers, 2017-2018,&quot; see ED617663.]
Fast Facts 2020-2021
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2021-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,School Personnel,Gender Differences,Racial Differences,Ethnicity,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,Bachelors Degrees,Masters Degrees,Associate Degrees,Student Certification,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Student Financial Aid,Doctoral Degrees

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2020, 77,154 students enrolled in Mississippi's Universities, with an operating budget of $4.64 billion. The system awarded 19,159 degrees in Academic Year 2019-20. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2020 Headcount Enrollment; (5) 2020-21 Financial Information; (6) 2019-2020 Student Financial Aid; (7) 2020-21 Annual Cost of Education; (8) 2020-21 Buildings/Facilities; (9) 2019-2020 Degrees Awarded (by Degree); and (10) 2019-2020 Degrees Awarded (by Ethnicity and Gender). [For &quot;Fast Facts 2019-2020,&quot; see ED603676.]
Fast Facts 2021-2022
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,School Personnel,Gender Differences,Racial Differences,Ethnicity,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,Bachelors Degrees,Masters Degrees,Associate Degrees,Student Certification,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Student Financial Aid,Doctoral Degrees

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. In Fall 2021, 76,510 students enrolled in Mississippi's Universities, with an operating budget of $4.88 billion. The system awarded 19,681 degrees in Academic Year 2020-21. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2021 Headcount Enrollment; (5) 2021-22 Financial Information; (6) 2020-2021 Student Financial Aid; (7) 2020-21 Annual Cost of Education; (8) 2021-22 Buildings/Facilities; (9) 2020-2021 Degrees Awarded (by Degree); and (10) 2020-2021 Degrees Awarded (by Ethnicity and Gender). [For &quot;Fast Facts 2020-2021,&quot; see ED617848.]
Research Catalog, FY 2020
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2020-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Financial Support,Educational Finance,Research,Federal Aid,State Aid,Private Financial Support,Resource Allocation,Corporate Support,Technology Transfer,Research Universities

The Mississippi Public Universities &quot;Research Catalog&quot; is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The &quot;Research Catalog&quot; includes only external awards and non-appropriated state awards for research and sponsored programs. External funds for student financial aid are not included in the totals. The external resources identified in the &quot;Research Catalog&quot; are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [For the FY 2019 catalog, see ED603668.]
Research Catalog, FY 2021
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2021-10-00
Type: Numerical/Quantitative Data
Subjects: State Universities,Financial Support,Educational Finance,Research,Federal Aid,State Aid,Private Financial Support,Resource Allocation,Corporate Support,Technology Transfer,Research Universities

The Mississippi Public Universities &quot;Research Catalog&quot; is mandated by the State through the University Research Center Act of 1988 (§ 37-141-17). The publication lists the funding amounts by the sources of funding and by the university disciplines receiving the funding. It is designed for use by state policy makers, the educational community, economic developers, and the general public as a resource to: (1) Assist in developing strong legislative funding support for research; (2) Improve the regional, national, and international image of Mississippi universities as research institutions; (3) Encourage continued and expanded external funding support for state university research and sponsored programs; and (4) Enhance further development of technology transfer and practical applications of research which impact the state's economy. The &quot;Research Catalog&quot; includes only external awards and non-appropriated state awards for research and sponsored programs. External funds for student financial aid are not included in the totals. The external resources identified in the &quot;Research Catalog&quot; are an indication of the national competitiveness of the universities in the state of Mississippi and of the quality research and sponsored programs they conduct. These resources provide essential funds to the state's public universities which strengthen the research, teaching, and service missions of the universities. [For the FY 2020 catalog, see ED617850.]