ethanporcaro/eric-fulltext-meta huggingface dataset:
&quot;America after 3PM&quot;: Full STEM Ahead--Afterschool Programs Step Up as Key Partners in STEM Education. Executive Summary
Author: Afterschool Alliance
Date: 2015-09-00
Type: Reports - Research
Subjects: STEM Education,National Surveys,Leisure Time,Access to Education,After School Programs,Participation,Parent Attitudes,Satisfaction,Racial Differences,Ethnicity,Family Income,Socioeconomic Status,Program Content,Youth Programs,Rural Areas,Urban Areas,Suburbs,Labor Force Development,Student Interests,Experiential Learning,Gender Differences,Employment Level,Barriers,Parent Education,Geographic Location,Elementary Secondary Education

The &quot;America After 3PM&quot; survey is the nation's most comprehensive household survey of how children spend the hours after school and asks parents and guardians of school-age children in the United States a number of questions about availability and access to afterschool programs. In addition to asking for information about afterschool programs generally, the 2014 &quot;America After 3PM&quot; survey was the first to ask about children's participation in programs offering science, technology, engineering and mathematics (STEM) learning opportunities, making it possible to produce this special report on STEM. This report outlines the importance of STEM learning and outlines a national picture of STEM in expanded learning. The report highlights availability and access, frequency, participation, and parent attitudes and satisfaction related to STEM learning in expanded learning programs, including how parent attitudes vary by income and ethnicity. The report also summarizes implementation challenges and recommendations to increase and improve STEM learning in expanded learning programs. [For the full report, &quot;America after 3PM: Full STEM Ahead--Afterschool Programs Step Up as Key Partners in STEM Education,&quot; see ED582338.]
Characteristics of Rural and Non-Rural Districts in Utah from 2012 to 2017
Author: Rice, John
Date: 2018-03-00
Type: Reports - Research
Subjects: School Districts,Rural Schools,Rural Urban Differences,Student Characteristics,Teacher Characteristics,Institutional Characteristics,Income,Educational Finance,Expenditure per Student,Expenditures,Teacher Salaries,Academic Achievement,Economic Factors,Small Schools,Taxes,Costs,Transportation,Class Size,Teacher Student Ratio,Teacher Qualifications,Faculty Mobility,Advanced Placement,Graduation Rate,Standardized Tests

To help inform education stakeholders in Utah, this study examined the differences in characteristics between rural and non-rural districts in the state from fiscal year 2012 through fiscal year 2017 using administrative data from the Utah State Board of Education and the Utah Education Association. All the findings are descriptive and do not address the causes of the differences between rural and non-rural districts. The study found that rural and non-rural school districts differed on a number of dimensions, some of which point to advantages for rural districts compared to non-rural districts. For example, compared to non-rural districts, average median class sizes were lower in rural districts and the average four-year graduation rate was slightly higher. In addition, the average inflation-adjusted per-pupil revenue and expenditure were larger, and the average inflation- and cost-of-living-adjusted starting annual teacher salary was slightly higher in rural districts compared to the non-rural districts. Other differences indicate disadvantages for rural districts compared to non-rural ones. For example, compared to non-rural districts, rural districts had a smaller percentage of classes taught by highly qualified teachers. Also, a smaller proportion of students in rural districts were proficient in English language arts and science compared to students in non-rural districts. Also, fewer unique advanced courses were available to students attending rural secondary schools that offered advanced courses compared to students attending non-rural secondary schools that offered such courses. Compared to non-rural districts there was a smaller proportion of high school graduates in rural districts that scored 18 or more on the ACT and a smaller proportion that had enrolled in at least one advanced course. In addition, non-rural districts spent a smaller proportion of their expenditures on administration and student transportation expenses compared to rural districts. At the same time, compared to rural districts, instructional expenses comprised a greater proportion of general fund expenditures in non-rural districts. Finally, the inflation-and cost-of-living-adjusted average annual scheduled teacher salary was slightly lower in rural districts compared to non-rural districts.
Hispanic Higher Education and HSIs. 2017 Fact Sheet
Author: Hispanic Association of Colleges and Universities (HACU)
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Higher Education,Demography,Educational Attainment,Hispanic American Students,College Students,Colleges,Institutional Characteristics,Enrollment Trends,Geographic Location

This paper presents facts about Hispanic higher education. Facts on the following topics are presented: (1) Hispanic demographics; (2) Hispanic academic attainment; (3) Hispanic higher education; and (4) Hispanic-Serving Institutions (HSIs). A 2015-2016 Fall enrollment snapshot of Hispanic undergraduate students is also provided. [For the 2012 version of this fact sheet, see ED537727.]
Quality Measures™ Principal Preparation Program Self-Study Toolkit: For Use in Developing, Assessing, and Improving Principal Preparation Programs. 10th Edition
Author: King, Cheryl L.
Date: 2018-00-00
Type: Guides - General
Subjects: Principals,Management Development,Program Development,Program Evaluation,Program Improvement,Admission Criteria,Admission (School),Course Content,Andragogy,Clinical Experience,Performance Based Assessment,Educational Quality,Outcomes of Education,Experiential Learning,Practicums,Internship Programs,Instruction

This 10th edition toolkit was developed for use in states and districts taking part in Wallace Foundation-funded efforts to improve school leadership. It includes rubrics on candidate admissions, course content, pedagogy-andragogy, clinical practice, performance assessment, and graduate performance outcomes, and was designed to help principal preparation programs assess the quality of the training offered. [A list of selected references is included.]
Improving Career Development Opportunities through Rigorous Career Pathways Research. Occasional Paper. RTI Press Publication OP-0037-1703
Author: Hedge, Jerry W.
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Career Development,Employees,Employers,Role,Models,Promotion (Occupational),Employment Opportunities

Organizational life has become less predictable in today's rapidly changing workplace. Workers must make career decisions within an increasingly uncertain organizational, societal, and global environment. Businesses face the same evolving landscape, making it difficult for them to anticipate their employees' needs, desires, and likely career directions. Career pathways systems can provide the structure that is vital for career progression, helping people develop competencies designed to increase employability while helping organizations develop employees strategically, build engagement, and improve retention. In our focus on the workplace, we underscore the need for more holistic, data-driven individual and organizational perspectives on career growth and success; we describe how a career pathways framework can contribute to these goals. We offer directions for future research to promote career growth and success for individuals, and to help employers create or strengthen career pathways systems that will reduce bias and enhance organizational performance by supporting the advancement of their employees.
Career Builders: Key Components for Effective Global Youth Career and Workforce Development. Occasional Paper. RTI Press Publication OP-0045-1709
Author: Nassar, Sylvia C.
Date: 2017-09-00
Type: Reports - Research
Subjects: Labor Force Development,Career Development,Youth,Unemployment,Global Approach,Best Practices,Program Development,Program Implementation,Career Counseling,Content Analysis,Qualitative Research

Global youth unemployment is a significant cause of poverty, resulting in the persistent marginalization of populations. Education and career counseling professionals and professionals in policy, research, and practice concur that the consequences of global youth unemployment are dire. But leaders in these domains have not yet come to an agreement on the best ways to face this global challenge. Our analysis of interdisciplinary literature on global youth unemployment is a first step in identifying and formalizing best practices for culturally appropriate career and workforce development worldwide. This research will support education and career counseling professionals in developing appropriate career and psychosocial support interventions, establishing empirical intervention efficacy and other program evaluation protocols, and creating a capacity-building infrastructure for knowledge-sharing across policy, research, and practitioner stakeholder groups. We also include a proposal for next steps to establish rigorous empirical support for these future initiatives.
Decentralization and Decentralized Education Finance in Egypt (2007-2013). Occasional Paper. RTI Press Publication OP-0025-1601
Author: Healey, F. Henry
Date: 2016-01-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Administrative Organization,Educational Finance,Educational Objectives,Federal Government,Government Role,Pilot Projects,Educational Equity (Finance),Accountability,Planning,Capacity Building,Program Implementation,Program Evaluation,Resource Allocation,Achievement,Political Influences,Educational Change,Resistance to Change,Economic Factors

Over the period 2007-2013, a series of undertakings were made to introduce fundamental elements of decentralized education finance to Egypt. In 2009, 8.4M Egyptian pounds (EGP) of the Government of Egypt's (GOE) budget was decentralized to every primary school in three pilot governorates. By 2013, EGP 1.2B of the GOE's money had been decentralized nationwide. This paper describes what these undertakings strived to achieve, what specifically was done to achieve these objectives, the degree to which these objectives were achieved, the reasons why they were achieved to the degree they were with particular attention paid to the institutional and political context within which these undertakings unfolded. The account of the technical work that was undertaken to decentralize these funds is important, but more important is the account of the interplay between the technical work, the fact that this work supported a GOE-led initiative, and the volatile political environment--pre-revolution, revolution, and post-revolution Egypt--in which the work was done for it is here where important lessons about reform emerge.
Linking Learning to Employment: An Answer to the Global Search for Education Quality and Relevance? Policy Brief. RTI Press Publication PB-0008-1509
Author: Johnson, Eric
Date: 2015-09-00
Type: Reports - Descriptive
Subjects: Correlation,Career Readiness,Educational Quality,Global Approach,Secondary Education,Educational Change,Models,Labor Force Development,Career Academies,Program Effectiveness,College Readiness

Current approaches to secondary school are producing high numbers of dropouts and low numbers of students well prepared for college and careers. Given global demand for better education quality and relevance, a reform movement in the US that blends rigorous academic learning and applied technical study may be of interest to other countries. Yet the transport of a successful approach from one country to another must be carefully considered and implemented, with attention paid to local political economy and education system variables. This policy brief discusses the successful US approach--called Linked Learning--and RTI International's approach to adapting it for other country contexts.
The Landscape of School Rating Systems. Occasional Paper. RTI Press Publication OP-0046-1709
Author: Dalton, Ben
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: Accountability,Institutional Evaluation,Performance,High Schools,Rating Scales,Educational Improvement,Academic Achievement,Elementary Secondary Education,Comparative Analysis,Achievement Rating,School Effectiveness,Institutional Characteristics,Educational Legislation,Federal Legislation,Geographic Location,State Standards,Measurement Techniques,Educational Quality

The rise of the accountability movement in education has resulted in the proliferation of school report cards, school ratings and rankings, and other kinds of performance reporting for public consumption and policy use. To understand the strengths and limitations of school rating systems and the role they play in shaping public perceptions and school improvement practices, this paper situates rating systems within the broader field of comparative organizational assessments and neo-institutional theory; describes school rankings and rating systems in use by states and consumer-oriented enterprises; and details four aspects of school ratings (measurement, transformation, integration, and presentation) that affect their use and interpretation.
School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701
Author: Bulat, Jennae
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Disabilities,Inclusion,Educational Practices,Developing Nations,Foreign Countries,Guidelines,Educational Environment,Academic Accommodations (Disabilities),Sense of Community,Best Practices,Manipulative Materials,Active Learning,Formative Evaluation,Progress Monitoring,Student Educational Objectives,Visual Impairments,Blindness,Hearing Impairments,Deafness,Classroom Techniques,Assistive Technology,Response to Intervention,Individualized Education Programs,Educational Planning,Social Support Groups

Having a disability can be one of the most marginalizing factors in a child's life. In education, finding ways to meet the learning needs of children with disabilities can be challenging, especially in schools, districts, regions, and countries with severely limited resources. Inclusive education--which fully engages all children in quality education, including children with various types of disabilities or other learning challenges--has proven particularly effective in helping all children learn, including those with disabilities. This guide provides strategies and recommendations for developing inclusive classrooms and schools. We specifically address the needs of Sub-Saharan African countries, which lack the resources for implementing inclusive education. However, our strategies and recommendations can be equally useful in other contexts where inclusive education practices have not yet been adopted.
Student Employment during the Transition to College in the United States. Research Report. RTI Press Publication RR-0001-0802
Author: Bozick, Robert
Date: 2008-02-00
Type: Reports - Research
Subjects: High School Seniors,Student Employment,Employment Level,Employment Patterns,College Bound Students,Labor Force,Unemployment,Probability,Grades (Scholastic),Tests,Scores,Learner Engagement,Socioeconomic Influences,Hypothesis Testing,Longitudinal Studies,National Surveys,Correlation,Grade 11,Grade 10,Grade 12,Interviews,Statistical Analysis

In this paper, I use a nationally representative sample of American high school seniors in 1992 to examine change and stability in the employment patterns of youth as they make the transition from high school to college. Students with weak attachments to the labor force in high school tend to remain unemployed during the first year of college. Conversely, students who work in moderation while in high school have the highest odds of enrolling in college and working while doing so. Compared with their nonworking peers, student workers enter college with lower grades and test scores but are equally engaged in school. Socioeconomic factors have little bearing on high school employment, but they are strongly related to postsecondary employment: students who work during the first year of college have fewer socioeconomic resources than nonworking students. The findings highlight the intersection of school and work in young adulthood and its importance when studying the transition from high school to college among contemporary American youth.
Primary 1 Repetition and Pre-Primary Education in Uganda. Research Brief
Author: Brunette, Tracy
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary Education,Access to Education,Enrollment Trends,Preschool Education,Early Childhood Education,Grade Repetition,Foreign Countries,Age Differences,Correlation,School Entrance Age,Student Records,Parent Attitudes,Interviews,Expectation

As a result of Universal Primary Education (UPE) and reform efforts, primary school enrollment in Uganda doubled from 2.9 million in 1995 to 5.8 million by 1998. By 2016, enrollment had reached 8.3 million. Although enrollment gains have been dramatic, the completion rate has stalled for at least a decade, with only about 60% of learners completing primary school. RTI International conducted research that suggests this is due to problems that begin in the first few grades of primary school (and earlier). Primary 1 (P1) repetition is partially attributed to lack of access to early childhood educational opportunities. This brief summarizes these and other key findings of the research, &quot;Repetition of Primary 1 and Pre-Primary Education in Uganda,&quot; published in 2017. [For &quot;Repetition of Primary 1 and Pre-Primary Education in Uganda. International Development Working Paper, No. 2017-02,&quot; see ED582363.]
Measuring Workforce Preparation and Employment Outcomes. Policy Brief. RTI Press Publication PB-0005-1410
Author: Radwin, David
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Community Colleges,Labor Force Development,Career Readiness,Postsecondary Education,Program Evaluation,Program Effectiveness,Data Collection,Unemployment,Insurance,Graduation,Educational Certificates,Surveys,Employees

As the nation's largest provider of postsecondary education, community colleges are instrumental to workforce development, but measuring student outcomes is challenging after students have left for the workplace. Many states use existing administrative data such as unemployment insurance records to calculate employment outcomes at minimal marginal cost, often disaggregated by field of study and award type, but they miss certain segments of the workforce and are significantly limited in the detail they can provide. Surveys cover individuals not included in administrative data and collect other important details, but they are expensive to administer and may not yield results that can be reliably disaggregated by field of study or award type. Ideally, community colleges would use both administrative record matching and surveys to provide a comprehensive measure of workforce preparation and employment success.
Repetition of Primary 1 and Pre-Primary Education in Uganda. International Development Working Paper, No. 2017-02
Author: Brunette, Tracy
Date: 2017-06-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Education,Access to Education,Grade 1,Enrollment Trends,Preschool Education,Early Childhood Education,Grade Repetition,Age Differences,Correlation,School Entrance Age,Student Records,Parent Attitudes,Interviews

This paper describes a 2016 pilot study undertaken in Uganda to document the real repetition rate in Primary 1 classes and to examine the relationship between repetition in Primary 1 and attendance in pre-primary education. The study explored knowledge and practice about the age of entry for children into pre-primary education and Primary 1. It also documented parents' knowledge and expectations about participation in pre-primary education. The study was conducted in two purposefully selected districts in Uganda (a &quot;high-risk&quot; district--with higher rates of poverty and reported repetition--and a &quot;low-risk&quot; district--with lower rates of poverty and reported repetition) by RTI International, with support from the Development Research and Social Policy Analysis Center, a Ugandan data collection firm. In addition to answering research questions about early primary repetition and pre-primary attendance, the pilot aimed to test a methodology of triangulating information from the Education Management Information System, school records, and parents' reports. The study confirmed that it is possible to compare data from teacher and classroom records with data from parent and teacher interviews; parents or caregivers were invited to come to school for an interview, and a large percentage did. The study also showed that according to teachers and parents, repetition rates in Primary 1 are much higher than perceived by the system. Repetition rates in Primary 1, as perceived by parents and teachers, are quite high--roughly 30% to 40%, depending on source and location. In addition, parents reported that early entry into Primary 1 (and the possible resulting repetition) is being used as a substitute for pre-primary education due to the lack of pre-primary schooling options. Some parents send their children to school at an early age because they cannot afford pre-primary schooling, even though they realize the child might have to repeat the year or will learn less the first time through Primary 1. For children who attended pre-primary, the data demonstrate a strong &quot;protective&quot; effect on their chances of repeating Primary 1 (i.e., the children who attended pre-primary were less likely to repeat in Primary 1). Gender was not found to affect these issues to any significant degree. [For &quot;Primary 1 Repetition and Pre-Primary Education in Uganda. Research Brief,&quot; see ED582360.]
Library and Afterschool Partnerships: How Afterschool Providers Are Working Together with Public Libraries
Author: Afterschool Alliance
Date: 2017-09-00
Type: Reports - Evaluative
Subjects: After School Programs,Public Libraries,Partnerships in Education,Library Services,STEM Education,Information Dissemination,Outreach Programs,Program Descriptions,Demography,Student Characteristics,Surveys

How do afterschool programs view their local public libraries? Are they working with them, and in what ways? These are the questions that the Afterschool Alliance, along with its partners at the Space Science Institute's National Center for Interactive Learning (NCIL) and the American Library Association, wanted to answer. Overall, the goal is to build bridges between the afterschool and library fields, so that both can share knowledge and resources to better serve youth. While working together has primarily focused on science, technology, engineering, and math (STEM) education through NCIL's project, STAR_Net (Science-Technology Activities and Resources Library Education Network) the questions posed in the survey of afterschool providers offers a broader glimpse into the many types of partnerships happening with public libraries, as well as ideas for future growth. Discussion of the findings were kept brief, but the full set of survey results can be found in the Appendix on page 12. [The Afterschool Alliance is partnered with NCIL's STAR_Net project (Science Technology Activities and Resources Library Education Network) to support collaborations between public libraries and afterschool programs in STEM learning.]