ethanporcaro/eric-fulltext-meta huggingface dataset:
The State of Preschool 2013. First Look. NCES 2014-078
Author: Barnett, W. Steven
Date: 2014-05-00
Type: Reports - Research
Subjects: Preschool Education,Enrollment Trends,State Aid,Educational Finance,Expenditures,Financial Support,Comparative Analysis,Population Trends,Census Figures,Early Childhood Education,Group Experience,Teaching Methods,Disabilities,Child Care,At Risk Students,Federal Programs,Disadvantaged Youth,Access to Education,Geographic Location,Expenditure per Student,State Surveys,Resource Allocation

Participation in preschool programs has been associated with a number of positive outcomes. Evaluating data from the 40-year follow-up to the High/Scope Perry Preschool Program Study, Belfield and his colleagues show how preschool participation by low income children relates to significant economic benefits both to the children by the time they are in their 40s and to society more generally (Belfield et al. 2006). Summarizing over 160 studies conducted from 1960 through 2000, Camilli et al. found that preschool had a range of shorter and longer term positive relationships to cognitive gains, progression through school, and social-emotional development (Camilli et al. 2010). This report provides an overview of state supported preschool enrollment and state funding of preschool programs. Information provided here is based primarily on data collected from state agencies that manage preschool programs through the State of Preschool 2012-13 data collection. Officials in states with state preschool programs were the respondents to the data collection effort. Data collection occurred between November 2013 and March 2014. Forty states and the District of Columbia operated 53 programs in 2012-13 (see Carolan et al. forthcoming). Two additional data sources are utilized in the report. Comparisons are made to data collected through the State of Preschool 2011-12 data collection. Population counts for determining the percentage of 3- and 4-year-olds in each state that are enrolled in state supported preschool programs were obtained from U.S. Census Population Estimates, State Population Datasets. The Census Bureau's Population Estimates Program (PEP) uses data on births, deaths, and migration to calculate population change since the most recent decennial census. Details about the data sources used in the report are provided in the appendices. Three appendices provide: (1) Technical Notes; (2) Glossary; and (3) Support Tables. [This report was prepared in part under Contract No. ED-IES-13-C-0055 with the National Institute for Early Education Research, Rutgers University.]
2008/09 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/09). Full-Scale Methodology Report. NCES 2014-041
Author: Wine, Jennifer
Date: 2013-11-00
Type: Numerical/Quantitative Data
Subjects: Bachelors Degrees,Longitudinal Studies,Data Analysis,College Graduates,Enrollment,School Demography,Gender Differences,Racial Differences,Ethnicity,Time to Degree,Paying for College,Student Loan Programs,Debt (Financial),Loan Repayment,Outcomes of Education,Graduate Study,Employment Experience,Income,Teaching (Occupation),Teacher Education,Elementary Secondary Education

This report documents the methodological procedures and evaluations of the 2008/09 Baccalaureate and Beyond Longitudinal Study (B&amp;B:08/09). RTI, with the assistance of MPR, conducted B&amp;B:08/09 for the National Center for Education Statistics (NCES) of the U.S. Department of Education. Chapter 1 describes the background, legislative authorization, and schedule and products of B&amp;B:08/09. Chapter 2 presents the sampling details of the B&amp;B:08 cohort and provides the definition of a B&amp;B:08 cohort study respondent. Chapter 3 describes the development of the student interview and details of the data collection and results, and provides an evaluation of the student interview data quality. Chapter 4 describes the transcript data collection including systems for collecting, recording, and evaluating transcript data. Chapter 5 summarizes the file preparation process for the B&amp;B:08/09 student interview and transcript data collections. Finally, Chapter 6 provides information pertaining to the weighting and variance estimation procedures for B&amp;B:08/09. Materials used during the full-scale student interview and transcript data collection are appended to the report and cited in the text where appropriate. Appendices include: (1) NPSAS:08 Institution and Student Sampling Details; (2) Technical Review Panel; (3) Data Elements for Student Interview; (4) Facsimile of Full-scale Instrument; (5) Interviewer Training Agenda and Training Manual Contents; (6) Notification Material for Student Interview Data Collection; (7) Training Agendas for Transcript Data Collection; (8) Notification Material for Transcript Data Collection; (9) Data Elements for Keying and Coding System; (10) Imputation Rates; (11) Analysis Variables; (12) Design Effects; and (13) Nonresponse Bias Analysis.
2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. Appendix J-O. NCES 2014-182_2
Author: Wine, Jennifer
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Student Financial Aid,Institutional Characteristics,Research Methodology,School Statistics,Educational Legislation,Student Characteristics,Data Collection,Student Records,Student Recruitment,Enrollment,Student Surveys,Interviews,Statistical Analysis

The National Postsecondary Student Aid Study (NPSAS) helps fulfill the U.S. Department of Education's National Center for Education Statistics (NCES) mandate to collect, analyze, and publish statistics related to education. The purpose of NPSAS is to compile a comprehensive research dataset, based on student-level records, on financial aid provided by the federal government, the states, postsecondary institutions, employers, and private agencies, along with student demographic and enrollment data. NPSAS is the primary source of information used by the federal government (and others, such as researchers and higher education associations) to analyze student financial aid and to inform public policy on such programs as the Pell grants and Stafford loans. This document presents the concluding appendices of &quot;2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. NCES 2014-182.&quot; These include: (J) Nonresponse Bias Analysis; (K) Weighted-Analysis Considerations; (L) Design Effects; (M) Imputations; (N) Analysis Variables; and (O) NPSAS:12 Field Test. [For appendices A-I, see ED545104. For &quot;2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. NCES 2014-182,&quot; see ED545105.]
2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. Appendix A-I. NCES 2014-182_1
Author: Wine, Jennifer
Date: 2013-12-00
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,Student Financial Aid,School Statistics,Institutional Characteristics,Student Characteristics,Data Collection,Educational Legislation,Student Records,Student Recruitment,Enrollment,Student Surveys,Interviews,Statistical Analysis,Research Methodology

The National Postsecondary Student Aid Study (NPSAS) helps fulfill the U.S. Department of Education's National Center for Education Statistics (NCES) mandate to collect, analyze, and publish statistics related to education. The purpose of NPSAS is to compile a comprehensive research dataset, based on student-level records, on financial aid provided by the federal government, the states, postsecondary institutions, employers, and private agencies, along with student demographic and enrollment data. NPSAS is the primary source of information used by the federal government (and others, such as researchers and higher education associations) to analyze student financial aid and to inform public policy on such programs as the Pell grants and Stafford loans. This report provides Appendices A-I of the full report: &quot;2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. NCES 2014-182.&quot; Appended are the following: (A) 2011-12 National Postsecondary Student Aid Study (NPSAS:12) Technical Review Panel; (B) Sampling Details; (C) Data Elements for Student Records; (D) NPSAS Endorsements; (E) Institution Data Collection Materials; (F) Data Elements for Student Interview; (G) Student Interview Facsimiles; (H) Student Data Collection Materials; and (I) Training Materials. [To access the full report &quot;2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. NCES 2014-182,&quot; see ED545105.]
2011-12 National Postsecondary Student Aid Study (NPSAS:12). Data File Documentation. NCES 2014-182
Author: Wine, Jennifer
Date: 2013-12-00
Type: Reports - Research
Subjects: Postsecondary Education,Student Financial Aid,Research Methodology,School Statistics,Educational Legislation,Student Characteristics,Institutional Characteristics,Data Collection,Student Records,Student Recruitment,Enrollment,Student Surveys,Interviews,Statistical Analysis

This report describes the methods and results for the 2011-12 National Postsecondary Student Aid Study (NPSAS:12), conducted for the U.S. Department of Education's National Center for Education Statistics (NCES), Washington, DC. The following legislation authorizes this and previous cycles of NPSAS, as well as two longitudinal studies deriving from it--the Beginning Postsecondary Students Longitudinal Study (BPS) and the Baccalaureate and Beyond Longitudinal Study (B&amp;B): (1) the Higher Education Act of 1965, as amended by the Higher Education Opportunity Act of 2008, 20 U.S.C. § 1015(a) (2012); (2) the Education Sciences Reform Act of 2002, 20 U.S.C. §§ 9541 to 9548 (2012); and (3) the Higher Education Act of 1965, as amended, 20 U.S.C. § 1070 et seq. (2012). This cycle of NPSAS occurs 4 years after the last data collection (NPSAS:08) in response to the need to collect periodic information on financial aid programs. The large-scale and rapid changes in federal policy concerning postsecondary student aid necessitate such frequent studies. Eligibility restrictions change, size of grant and loan amounts fluctuate, and the balance between various aid options can change dramatically. Student loan programs create continued obligations for the federal government as long as the loans are being repaid, thus a recurring study like NPSAS is essential to help predict future costs for financial aid. Chapter 1 of this report provides an overview of the background and purpose of NPSAS, as well as the study design and its schedule and products. Chapter 2 describes the sampling design and the steps NPSAS statisticians used to select institution and student samples. Chapter 3 describes the design, outcomes, and evaluation activities associated with institution data collection. Chapter 4 provides details on the student interview design, data collection, outcomes and evaluations. Chapter 5 includes information on the student administrative records matching activities and outcomes. Chapter 6 contains a description of postdata collection data file processing, including editing, weighting, imputation, bias analysis, and variance estimation. For the following appendices (A-I), see ED545104: (A) Technical Review Panel; (B) Sampling Details; (C) Data Elements for Student Records; (D) NPSAS Endorsements; (E) Institution Data Collection Materials; (F) Data Elements for Student Interview; (G) Student Interview Instrument Facsimiles; (H) Student Data Collection Materials; and (I) Training Agenda. For the remainder of the appendices (J-O), see ED545103: (J) Nonresponse Bias Analysis; (K) Weighted Analysis Considerations; (L) Design Effects; (M) Imputations; (N) Analysis Variables; and (O) NPSAS:12 Field Test.
Undergraduate Financial Aid Estimates by Type of Institution in 2011-12. Web Tables. NCES 2014-169
Author: Ifill, Nicole
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,Student Financial Aid,Institutional Characteristics,Tables (Data),Private Colleges,Public Colleges,Two Year Colleges,Paying for College,Full Time Students,Part Time Students,Eligibility,Statistical Data,Student Characteristics,Dependents,Federal Aid,State Aid,Grants,Student Loan Programs,Educational Finance

These Web Tables present estimates of tuition and fees, the total price of attendance (tuition and fees plus living expenses), and several types and combinations of financial aid packages that undergraduates received in 2011-12. The price of an undergraduate education varies widely depending on a number of characteristics, including institution type and attendance status (Berkner and Choy 2008). To take these factors into account, estimates are shown by institution type for those enrolled in public 4-year, private non-profit 4-year, private for-profit 4-year, public 2-year, and private for-profit 2-year institutions. Both for all undergraduates and for those within each institution type, estimates are presented by students' attendance status, dependency status, and income. Many institutions charge full-time/full-year undergraduates higher tuition and fees than their part-time counterparts. Further, eligibility for certain financial aid programs is based upon attendance status: to qualify for a federal Direct Loan, a student must be enrolled at least half time. Therefore, these Web Tables present results for full-time/full-year undergraduates as well as all undergraduates. Students' or their families' income level affects the amount of aid for which students are eligible, and the effects of income depend on whether a student is financially dependent on his or her family or is independent. Consequently, estimates are presented by dependency status and income categories for all undergraduates and undergraduates in each type of institution. Tables 1-4 show the percentage of students receiving aid and the average amount of aid received by aided students enrolled in all types of institutions. Tables 5-8 show the same data for those enrolled in public 4-year institutions; tables 9-12 present the data for those enrolled in private nonprofit 4-year institutions; tables 13-16 show the statistics for those attending private for-profit 4-year institutions; tables 17-20 show estimates for those attending public 2-year institutions; and tables 21-24 show the same data for undergraduates enrolled in private for-profit 2-year institutions.
Education Longitudinal Study of 2002 (ELS:2002) Third Follow-up Data File Documentation. NCES 2014-364
Author: Ingels, Steven J.
Date: 2014-01-00
Type: Numerical/Quantitative Data
Subjects: Longitudinal Studies,High School Students,Grade 10,Outcomes of Education,Followup Studies,Postsecondary Education,College Attendance,Employment Level,Educational Attainment,Labor Market,Family Characteristics,Marital Status,Place of Residence,Occupations,Career Choice,Family Structure,Gender Differences,Racial Differences,Ethnicity,Parent Background,Socioeconomic Status,Academic Aspiration,Grade Point Average,Institutional Characteristics,Debt (Financial),Student Attitudes,Stress Variables,High School Graduates,Graduation,Health Insurance,Job Satisfaction,Intention,Persistence,Work Environment

This report provides guidance and documentation for users of the combined base-year to third follow-up data of the Education Longitudinal Study of 2002 (ELS:2002). ELS:2002 is sponsored by the National Center for Education Statistics (NCES) of the Institute of Education Sciences, U.S. Department of Education. The base-year and follow-up studies were conducted through a contract to RTI International. This manual contains information about the purposes of ELS:2002, the base-year to third follow-up data collection instruments, the sample design, and data collection and processing procedures. The manual provides guidance for understanding and using data from all components of the base year and its three follow-ups. Appended are: (A) Glossary of Terms; (B) Cross-Cohort Comparisons; (C) Facsimile of the Third Follow-Up Survey Instrument; (D) FS Flow Charts; (E) Occupational Crosswalk: O*NET and ELS:2002 Classifications; (F) Weight Adjustments; (G) Design Effects; (H) Unit Nonresponse; (I) Item Nonresponse; (J) Responsive Design Bias Estimates; (K) Extant Sources; (L) Extant Variable List; (M) All Variables; and (N) F3 Composites.
What Works Clearinghouse Quick Review: &quot;The Short-Term Effects of the Kalamazoo Promise Scholarship on Student Outcomes&quot;
Author: What Works Clearinghouse (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Scholarships,High School Students,Student Behavior,Behavior Change,Statistical Significance,Program Effectiveness,Achievement Gains,Incentive Grants

The study examined the impact of the Kalamazoo Promise Scholarship on high school students' academic and behavioral outcomes. Depending on how long the student had attended Kalamazoo Public Schools (KPS), the scholarship would cover up to 100 percent of tuition and fees for attending any public college or university in the state of Michigan. The authors hypothesized that the promise of such a scholarship might have an effect on students' high school outcomes. The study focused on students who attended KPS schools from ninth grade through graduation. The authors compared the differences in academic and behavioral outcomes in high school before and after introduction of the Promise Scholarship for students who would be eligible to receive it (if they were accepted to a public Michigan college or university) and those who would not (because they had not attended school in the district for long enough to qualify). The authors reported that the scholarship had a statistically significant positive impact on the probability of earning any high school credits and a statistically significant reduction in the number of times students were suspended per year. There were no statistically significant differences in grade point average, the number of high school credits earned, the probability of being suspended, the probability of being in detention, or the number of days spent in detention. This study does not meet WWC group design standards because the authors did not establish baseline equivalence of the analytic samples. As a result, the WWC cannot determine whether the differences in student outcomes were attributable to the Promise Scholarship program. [The following study is the focus of this &quot;Quick Review&quot;: Bartik, T. J., &amp; Lachowska, M. (2013). &quot;The short-term effects of the Kalamazoo Promise Scholarship on student outcomes&quot;. In S. W. Polachek &amp; K. Tatsiramos (Eds.), &quot;New analysis of worker well-being research in labor economics&quot; (Vol. 38, pp. 37-76). Bingley, United Kingdom: Emerald Group Publishing Limited.]
Case Studies of Schools Receiving School Improvement Grants: Findings after the First Year of Implementation. NCEE 2014-4015
Author: Le Floch, Kerstin Carlson
Date: 2014-05-00
Type: Reports - Research
Subjects: Case Studies,Grants,Educational Improvement,Federal Aid,Teacher Surveys,Educational Environment,Principals,Leadership Styles,Change Strategies,State Aid,School Districts,Stakeholders,Attitude Measures,Low Achievement,Human Capital,Teacher Competencies,Educational Indicators,Educational Finance,Interviews,Focus Groups,Administrators,Students,Parents,Surveys,Intervention,Institutional Characteristics,Transformational Leadership,Educational Resources,Disadvantaged Schools,Administrator Characteristics,Teacher Characteristics,Expenditure per Student,Budgets,Student Behavior,Program Effectiveness

The Study of School Turnaround examines the improvement process in a purposive sample of 35 case study schools receiving federal School Improvement Grants (SIG) over a three-year period (2010-11 to 2012-13 school years). Using site visit, teacher survey, and fiscal data, the case studies describe the school contexts, the principals' leadership styles, the schools' improvement strategies and actions, the supports states and districts provide to the schools, school stakeholders' perceptions of improvement, and how SIG fits into the schools' change process. Findings after the first year of implementation in the 25 &quot;core&quot; sample schools reveal that while all were low-performing, the schools differed in their community and fiscal contexts, performance and reform histories, interpretations of the causes of--and potential solutions for--their performance problems, and perceptions of improvement after the first year of SIG. However, most schools did report that their improvement strategies and actions during the first year of SIG were a continuation of activities or plans that predated SIG, and few schools appeared to have experienced a disruption from past practice as of spring 2011. Five appendices are included: (1) Study of School Turnaround Codebook; (2) Technical Approach to Qualitative Analyses; (3) Analyses of Nonresponse Bias; (4) Classifications Using Survey Data; and (5) Study of School Turnaround Budget Codebook.
WWC Review of the Report &quot;Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps.&quot; What Works Clearinghouse Single Study Review
Author: What Works Clearinghouse (ED)
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Large Group Instruction,Class Size,Student Evaluation,Computer Assisted Testing,Educational Technology,College Students,Introductory Courses,Comparative Analysis,Tests,Feedback (Response),Grade Point Average,Psychology,Program Effectiveness,Parent Background,Educational Attainment,Achievement Gap,Grades (Scholastic)

The 2013 study, &quot;Daily Online Testing in Large Classes: Boosting College Performance While Reducing Achievement Gaps,&quot; examined the impact of frequent online testing and immediate feedback on the academic performance of college students. The study was conducted at the University of Texas in the fall of 2008 and 2011. Researchers found that students who received daily online testing and immediate feedback on their performance earned higher grades than comparison group students during both the fall semester and the subsequent spring semester. Students were not randomly assigned to the intervention and comparison groups, however, and the two groups were not shown to be equivalent at baseline on any of the outcome variables in this study. Therefore, the research does not meet What Works Clearinghouse (WWC) group design standards. A glossary of terms is included. [The following study is the focus of this &quot;Single Study Review&quot;: Pennebaker, J. W., Gosling, S. D., &amp; Ferrell, J. D. (2013). &quot;Daily online testing in large classes: Boosting college performance while reducing achievement gaps.&quot; &quot;PLoS ONE,&quot; 8(11), e79774. doi:10.1371/journal.pone.0079774.]