ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Student Momentum from High School into College. Ready or Not: It's Time to Rethink the 12th Grade
Author: Barnett, Elisabeth
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: College Preparation,Educational Attainment,Experience,College School Cooperation,College Readiness,High School Seniors,Grade 12,Academic Ability,Cultural Capital,Elementary Secondary Education,Higher Education,School Responsibility

Elisabeth Barnett of the Community College Research Center proposes a new dimension to the general understanding of how best to prepare high school students for higher education. She suggests considering the accumulation of momentum points--specific to college preparatory &quot;experiences&quot; and markers of educational &quot;attainment&quot; in high school--that together provide graduates with a greater likelihood of college success. Together, these critical points can form a &quot;momentum chain&quot;--that is, a path by which students move with increased forward motion toward college readiness. They may be particularly helpful to low-income and first-generation college students, who are disproportionately underprepared. Barnett proposes that students who have the opportunity and supports to accumulate these momentum points are more likely to avoid remediation, persist in college, and graduate with a credential of value within a reasonable amount of time. This paper is one of a series of five reports intended to encourage K-12 and higher education systems to take joint responsibility for student success in the &quot;shared transition zone&quot; of 12th grade and the first year of college. In this series, and in this paper in particular, ways that local high school and college partners can collaborate to support their attainment are suggested. The first section of this paper describes momentum points and momentum chains in more detail and outlines a student momentum framework based on three research-based components of college readiness. The three sections that follow discuss the research base related to each component and ways that high schools and colleges can work both separately and together to promote smoother cross-institutional transitions. The paper then explores some of the practical considerations of co-creating momentum chains in practice, including aspects of co-design, co-delivery, and co-validation. The paper concludes with conditions that could support the development of a system of shared responsibility for building student momentum from high school into college. A tool for monitoring momentum chain experiences and attainments is appended. [For the executive summary, see ED564837.]
Building Student Momentum from High School into College. Ready or Not: It's Time to Rethink the 12th Grade. Executive Summary
Author: Barnett, Elisabeth
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: College Preparation,Educational Attainment,Experience,College School Cooperation,College Readiness,High School Seniors,Grade 12,Academic Ability,Cultural Capital,Elementary Secondary Education,Higher Education,School Responsibility

This executive summary describes a paper that is part of a series intended to encourage the nation's secondary and postsecondary systems to take joint responsibility for substantially increasing the number of young people who are prepared for college and career success. In this report, author Elisabeth Barnett of the Community College Research Center identifies key ways that high schools and higher education can collaborate to redesign the transition from 12th grade through the first year of college and build critical momentum toward completion. Barnett proposes a student momentum framework of specific college preparatory experiences and markers of educational attainment in high school. Students who accumulate these evidence-based &quot;momentum points&quot; are more likely to enter college, avoid remediation, and graduate with a credential of value within a reasonable amount of time. Ideally, secondary and postsecondary institutions would co-design, co-deliver, and co-validate these strategies. The paper focuses on the high school senior year and many of the actions proposed would be delivered primarily by high schools, or by high schools and colleges separately. However, the plans would be created collaboratively--co-designed by secondary and postsecondary institutions, and both sectors would evaluate and co-validate the results. Drawing on the work of other scholars, the paper focuses on three dimensions of college readiness that are rooted in research: (1) Academic knowledge and skills; (2) Noncognitive skills; and (3) College cultural capital. [For the full report, see ED564836.]
Australian Vocational Education and Training Statistics: Apprentices and Trainees. 2015 September Quarter
Author: National Centre for Vocational Education Research
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Vocational Education,Apprenticeships,Trainees,Educational Trends,Tables (Data),Trade and Industrial Education,Withdrawal (Education),Computation

This publication presents estimates of apprentice and trainee activity in Australia for the September quarter 2015. The figures in this publication are derived from the National Apprentice and Trainee Collection no.86 (December 2015 estimates). The most recent figures in this publication are estimated (that is, for training activity from the March quarter 2014 to the September quarter 2015). Estimates take into account reporting lags that occur at the time of data collection. Consequently, the figures in this publication may differ from those published in earlier or later reports. The figures in bold are actual numbers. Estimated data are presented on a quarterly and 12-month ending series basis. The 12-month ending series is particularly useful in showing longer-term data trends, but is less useful in identifying turning points. This publication also presents early trend estimates for the December quarter 2015 for seasonally adjusted and smoothed commencements at the national level for trade and non-trade occupations. Seasonal adjustment and smoothing involves the use of a mathematical model to smooth out fluctuations due to seasonal influences. These early trend estimates cannot be disaggregated further by state and territory. Note that percentages presented in this publication are reported to one decimal place. All other numbers, after aggregation, have been rounded to the nearest hundred. Rounding can lead to situations where the numbers in the body of a given table might not add to the rounded totals.
Walk This Way: Detailed Steps for Transferring Born-Digital Content from Media You Can Read In-House
Author: Barrera-Gomez, Julianna
Date: 2013-06-00
Type: Guides - Non-Classroom
Subjects: Archives,Electronic Publishing,Documentation,Computer Software,Computer Security,Metadata,Data Processing,Information Storage,Information Security,Library Services,Library Materials

This document is a companion to the report, &quot;You've Got to Walk before You Can Run: First Steps for Managing Born-Digital Content Received on Physical Media.&quot; Like the &quot;First Steps&quot; report, the intended audience is those who are just starting to manage born-digital materials, from those wondering where to begin, to those who are actively planning their archival workflow. This paper takes the reader to the point where the digital content has been successfully transferred and preliminary processing of the files has begun. It ends with sample workflows to help readers conceptualize the process, resources that may provide additional avenues of learning and research, and ways to become engaged in the digital archives community. The advisors who helped with the &quot;First Steps&quot; report had offered a lot of ancillary recommendations not ultimately included in that report in order to keep it brief and simple. This experience-based advice forms the basis of this document, which describes the steps in more detail, and suggests software, tools, and resources for learning more about each step. The authors aimed to keep these steps as basic as possible to accommodate the various skill sets and resources that readers (including non-archivists) may have. These steps are a guide to the transfer of born-digital material from media and the documentation of what was done to the digital files. This guide presents these steps as discrete phases of workflow, with a variety of standalone tools for each phase of the most basic workflow, while pointing to more all-inclusive tools to meet larger-scale accessioning needs.
Making Archival and Special Collections More Accessible
Author: Renspie, Melissa, Comp.
Date: 2015-04-00
Type: Reports - Research
Subjects: Special Libraries,Archives,Access to Information,Libraries,Surveys,Library Materials,Library Services,Evaluation,Barriers,Program Implementation,Documentation,Metadata,Photography,Cataloging,Library Personnel,Media Adaptation,Foreign Countries

Revealing hidden assets stewarded by research institutions so they can be made available for research and learning locally and globally is a prime opportunity for libraries to create and deliver new value. &quot;Making Archival and Special Collections More Accessible&quot; collects important work OCLC Research has done to help achieve the economies and efficiencies that permit these materials to be effectively described, properly disclosed, successfully discovered and appropriately delivered. Achieving control over these collections in an economic fashion will mean that current resources can have a broader impact or be invested elsewhere in other activities. Much of the work represented in this compilation was done with the specific advice, guidance or participation of the staff at OCLC Research Library Partnership institutions. OCLC is grateful for this relationship, privileged to provide this venue, and committed to listening and leading in this Partnership. This publication will be beneficial to anyone interested in enhancing the library's value proposition by mobilizing unique materials in the networked environment. Following a foreword by James Michalko, the following contents are provided: (1) Taking Our Pulse: The OCLC Research Survey of Special Collections and Archives--Executive Summary (Jackie M. Dooley and Katherine Luce); (2) Survey of Special Collections and Archives in the United Kingdom and Ireland--Summary and Recommendations (Jackie M. Dooley, Rachel Beckett, Alison Cullingford, Katie Sambrook, Chris Sheppard, and Sue Worrall); (3) Taking Stock and Making Hay: Archival Collections Assessment (Martha O'Hara Conway and Merrilee Proffitt); (4) Over, Under, Around and Through: Getting Around Barriers to EAD Implementation (Michele Combs, Mark A. Matienzo, Merrilee Proffitt, and Lisa Spiro); (5) Thresholds for Discovery: EAD Tag Analysis in ArchiveGrid, and Implications for Discovery Systems (Marc Bron, Merrilee Proffitt and Bruce Washburn); (6) The Metadata IS the Interface: Better Description for Better Discovery of Archives and Special Collections (Jennifer Schaffner); (7) &quot;Capture and Release&quot;: Digital Cameras in the Reading Room (Lisa Miller, Steven K. Galbraith, and the RLG Partnership Working Group on Streamlining Photography and Scanning); and (8) Tiers for Fears: Sensible, Streamlined Sharing of Special Collections (Dennis Massie). Some chapters provide references.
2016 State of the State Addresses: Governors' Top Education Issues. Education Trends
Author: Auck, Alyssa
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Educational Trends,Educational Policy,Educational Finance,Compensation (Remuneration),Teacher Recruitment,Teacher Persistence,Access to Education,Higher Education,Student Costs,Teacher Effectiveness,Vocational Education,Labor Force Development,School Choice,Early Childhood Education,Career Readiness,College Readiness,Career Counseling,Educational Counseling,Dual Enrollment,State Officials

Each year, governors take the stage to highlight accomplishments and outline policy priorities for their states. In an effort to provide up-to-date information on education policy trends, Education Commission of the States tracks all education policy proposals and accomplishments featured by governors in these State of the State addresses. At the top of the agenda for governors in 2016 is the continued focus on increasing education funding without raising taxes or cutting other services. Governors also seek to provide additional compensation to teachers while developing strategies to recruit and retain instructors. Additionally, governors are working to coordinate initiatives that make college more affordable and draw residents to degree and training programs for high demand sectors. This report provides a summary of the top education issues highlighted by the 41 governors who have delivered their 2016 State of the State addresses to date. A full summary of the education policy highlights within each address is available on the Education Commission of the States website.
MakeHERspaces: STEM, Girls, and the Maker Movement. CRB Short Subjects. S­-14-­022
Author: Martin, Pamela
Date: 2014-09-00
Type: Reports - Descriptive
Subjects: Females,STEM Education,Manufacturing,Community Centers,Libraries,Schools,Museums

Few innovations have galvanized libraries, schools, and museums like the maker movement. &quot;Makerspaces&quot; are community centers that combine manufacturing equipment with education in a way that lets people collaborate, explore and innovate. In makerspaces, people apply scientific and engineering principles in a hands-on environment to create things such as robots and 3D models. The excitement of freestyle innovating lends itself to interest in Science, Technology, Engineering and Mathematics (STEM). This Short Subject discusses the interface between makerspaces and STEM and the ways in which women and girls are seizing opportunities presented by the maker movement
Collective Impact: Theory versus Reality. Corridors of College Success Series. CCRC Research Brief. Number 61
Author: Karp, Melinda Mechur
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: Social Problems,Social Change,Cooperation,Cooperative Planning,Theory Practice Relationship,Data Collection,Data Analysis,Community Organizations

Collective impact is an increasingly popular approach to addressing persistent social problems. It takes a place-based systems approach to social change and compared with other forms of collaboration is meant to be more structured and strategic. Such an approach is intuitively appealing, and it has the support of stakeholders at the local level, the state level, and even the White House. However, engaging in strategic, cross-sector collaboration is challenging. This brief draws on the experiences of five committed collective impact communities participating in the Ford Foundation's Corridors to College Success initiative to expose some of the practical challenges of translating the theory of collective impact into action.
Registering Researchers in Authority Files
Author: Smith-Yoshimura, Karen
Date: 2014-10-00
Type: Reports - Research
Subjects: Documentation,Researchers,Stakeholders,Librarians,Administrators,College Administration,Financial Support,Management Systems,Publishing Industry

Written by OCLC Research Program Officer Karen Smith-Yoshimura and the 13 members of the Registering Researchers in Authority Files Task Group comprised of specialists from the US, UK, and the Netherlands, this report summarizes their research into approaches to providing authoritative researcher identifiers. Registering researchers in some type of authority file or identifier system has become more compelling as both institutions and researchers recognize the need to compile their scholarly output. The report presents functional requirements and recommendations for six stakeholders: researchers, funders, university administrators, librarians, identity management systems, and aggregators (including publishers). It also provides an overview of the researcher identifier landscape, changes in the field, emerging trends, and opportunities. Supplementary data sets document the task group's research and are also available for downloading at the links above: 18 use-case scenarios for the six stakeholders; functional requirements derived from the use-case scenarios; the list of 100 research networking and identifier systems the task group considered; characteristics profiles of 20 research networking and identifier systems; mappings of each of the 20 systems to the functional requirements; and a researcher identifier information flow diagram. This report and its supplementary data sets will be of interest to everyone who has a stake in identifying the research output of individual authors and institutions. [Supplementary data sets include: (1) &quot;Supplement A: Use Cases. A Companion to the OCLC Research Report, Registering Researchers in Authority Files&quot; (ED564929); and (2) &quot;Supplement B: Research Networking Systems Characteristics Profiles. A Companion to the OCLC Research Report, Registering Researchers in Authority Files&quot; (ED564931).]
Why the Gap? English Language Learners and New York City Charter Schools. Civic Report No. 93
Author: Winters, Marcus A.
Date: 2014-10-00
Type: Reports - Research
Subjects: Charter Schools,English Language Learners,Classification,Public Schools,Criticism,Disadvantaged,Longitudinal Studies,Academic Achievement,Achievement Gap,Comparative Analysis,Student Mobility,Elementary School Students,Secondary School Students

The significant growth of charter schools in the United States has brought both praise for the excellent results achieved by some schools and criticism that charter schools may not be serving the most disadvantaged students. In New York City and elsewhere, a significantly smaller proportion of students enrolled in charter schools are classified as English language learners (ELL) than in traditional public schools. This observation has produced considerable discussion and some policy responses. This paper uses longitudinal student-level enrollment data to explain the ELL gap between New York City charter and traditional public schools. Key findings include: (1) The ELL gap &quot;does&quot; indeed exist; (2) The ELL gap is &quot;not&quot; primarily due to the movement of students with existing ELL classifications across the charter and traditional public school sectors, or out of New York City entirely; (3) The vast majority of the ELL gap is, instead, explained by the fact that ELL students are far less likely to apply to attend charter schools in gateway grades than non-ELL students; and (4) Charter schools declassify a significantly larger proportion of their ELL students than do traditional public schools.
Supplement A: Use Cases. A Companion to the OCLC Research Report, Registering Researchers in Authority Files
Author: Smith-Yoshimura, Karen
Date: 2014-00-00
Type: Reports - Research
Subjects: Documentation,Researchers,Stakeholders,Librarians,Administrators,College Administration,Financial Support,Management Systems,Publishing Industry,Case Studies

This report is a companion piece to OCLC Research Report, &quot;Registering Researchers in Authority Files&quot; (ED564924). While the main report summarizes the results of the research conducted by the OCLC Research Registering Researchers in Authority Files Task Group in 2012-2014, details of this research are provided in these supplementary data sets. This data set, Supplement A, contains the 18 use-case scenarios the task group developed around different stakeholders, i.e., researcher, funder, university administrator, librarian, identity management system, and aggregator (including publishers). &quot;Supplement B: Research Networking Systems Characteristics Profiles. A Companion to the OCLC Research Report, Registering Researchers in Authority Files&quot; can also be found in ERIC at ED564931, and provides the 20 research networking systems the task group characterized.
Supplement B: Research Networking Systems Characteristics Profiles. A Companion to the OCLC Research Report, Registering Researchers in Authority Files
Author: Smith-Yoshimura, Karen
Date: 2014-00-00
Type: Reports - Research
Subjects: Documentation,Researchers,Management Systems,Profiles,Networks

The OCLC Research Report, &quot;Registering Researchers in Authority Files&quot;, [Accessible in ERIC as ED564924] summarizes the results of the research conducted by the OCLC Research Registering Researchers in Authority Files Task Group in 2012-2014. Details of this research are in supplementary data sets: (1) &quot;Supplement A: Use Cases. A Companion to the OCLC Research Report, Registering Researchers in Authority Files&quot; [available in ERIC as ED564929] presents the 18 use-case scenarios the task group developed around different stakeholders: researcher, funder, university administrator, librarian, identity management system and aggregator (including publishers). (2) This record, &quot;Supplement B: Research Networking Systems Characteristics Profiles. A Companion to the OCLC Research Report, Registering Researchers in Authority Files&quot; provides the 20 research networking systems the task group characterized.
2013-2014 Office of Early Learning Annual Report: Moving in the Right Direction
Author: Florida Department of Education, Office of Early Learning (OEL)
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,State Legislation,Educational Quality,Accountability,Preschool Education,Annual Reports,Partnerships in Education,Preschool Children,School Readiness,Child Care,Budgets,Educational Finance,Expenditures,Educational Improvement,Ethics,Consumer Education,Financial Support,Training,Technical Assistance,Infants,Toddlers,Inclusion,Program Evaluation,Child Development,Screening Tests,Online Courses,Faculty Development,Specialists,Curriculum,Facilitators (Individuals),Pretests Posttests,Comparative Analysis,Poverty,Counties,Delivery Systems

While fiscal year 2012-2013 was a year of transition for the Office of Early Learning (OEL), fiscal year 2013-2014 proved to be a year when new leadership, organizational structure, direction and vision coalesced, producing results that demonstrated the office was moving in the right direction. The first day of the fiscal year--July 1, 2013--was also the day that House Bill 7165 went into effect. Designed to improve quality, while increasing accountability and transparency for the state's early learning programs, this important legislation moved OEL into the Florida Department of Education. The law consolidated department duties and responsibilities for voluntary prekindergarten within early learning, and directed a number of additional changes to the early learning system across the state. This annual report provides an overview of the activities and accomplishments of OEL, early learning coalitions and partner organizations across the state during the 2013-2014 fiscal year period. The following are appended: (1) Map of Early Learning Coalitions; (2) Percentage of Children in School Readiness Compared to Children in Poverty by Early Learning Coalition; (3) Percentage of Children in School Readiness Compared to Children in Poverty by County; and (4) Coalition Service Delivery.