ethanporcaro/eric-fulltext-meta huggingface dataset:
Moving into Adulthood: Implementation Findings from the Youth Villages Transitional Living Evaluation
Author: Manno, Michelle
Date: 2014-03-00
Type: Reports - Research
Subjects: Transitional Programs,Program Implementation,Independent Living,Daily Living Skills,Foster Care,Juvenile Justice,Emotional Disturbances,Behavior Problems,Intervention,Normalization (Disabilities),Community Based Instruction (Disabilities),Young Adults,Models,Program Evaluation,Resources,Control Groups,Staff Utilization,Participant Characteristics,Delivery Systems,Program Descriptions,Participation,Program Length,Barriers,Performance Factors,At Risk Persons,Operations Research

The Youth Villages Transitional Living program is intended to help youth who were formerly in foster care or juvenile justice custody, or who are otherwise unprepared for adult life, to make the transition to independent living. Youth Villages, which serves emotionally and behaviorally troubled young people, operates a number of programs in addition to Transitional Living. All of its programs are based on a set of core principles that emphasize treatment planning, systematic assessment of participating youth, and delivery of only evidence-informed practices within a highly structured supervisory system. Transitional Living clients receive intensive, individualized, and clinically focused and community-based case management, support, and counseling from staff who carry caseloads of about eight clients each. Youth eligibility is determined through an extensive recruitment and assessment process. Once youth are enrolled, Transitional Living staff continue to assess them to identify needs and work with them to develop goals, which become the basis of required weekly meetings. Over nine months, on average, program participants get support for education, housing, mental or physical health, employment, and life skills. This support is provided in a variety of forms, including action-oriented activities that involve completing a specific task during a weekly session or through more traditional counseling techniques. The Transitional Living Evaluation is focused exclusively on the program in Tennessee, although Youth Villages also has Transitional Living programs in six other states. Key Findings include: (1) Variation in the local context across Tennessee shaped the experiences of youth who participated in the evaluation. Resources that can be limited or challenging to navigate, particularly in rural areas, include access to transportation, employers, and social service providers. (2) Staff interviews and analysis of the management information system indicated that the Transitional Living program was implemented in accordance with the program model, with the frequency and duration of Transitional Living services close to expected levels. (3) Participation levels in the Transitional Living program were high, and youth were engaged in services soon after being assigned to receive them. Staff discussed a wide range of topics with their cases and made contact with other adults who were involved in each youth's life. A sample treatment plan is provided in the appendix.
Beyond the GED: Promising Models for Moving High School Dropouts to College
Author: Rutschow, Elizabeth Zachry
Date: 2014-01-00
Type: Information Analyses
Subjects: Dropouts,High School Students,Postsecondary Education,Transitional Programs,High School Equivalency Programs,Quasiexperimental Design,Literature Reviews,Intervention,Adult Education,Program Effectiveness,Student Personnel Services,Dual Enrollment,Educational Change,School Readiness,Career Development,Curriculum Development,Barriers,Federal Aid,College Preparation,Adult Basic Education,Developmental Programs

As globalization and technological change remake the labor market, it has become increasingly clear that the United States must create better educational and workforce training programs if we are to remain competitive. In order to help disadvantaged and low-skilled workers advance in the new labor market, educational opportunities are needed that can boost their ability to succeed in high-demand career areas that pay better wages. America&apos;s federally funded adult education programs represent an underutilized resource in meeting this goal. Targeting the nearly 39 million adults in this country who have yet to earn a high school credential, these programs have served as a lifeline for decades in helping millions of high school dropouts build their reading, writing, and math skills. However, despite their promise, such programs have generally been less successful in helping students make the transition into postsecondary education and training required for better-paying jobs. As a result, many students who have obtained an alternative high school credential such as the General Educational Development (GED) certificate have remained on the sidelines as our labor market has moved forward into the 21st century. This report provides a much-needed review of innovations in the adult education field aimed at helping high school dropouts overcome these barriers and make the transition to postsecondary education and training. Highlighting results from rigorous studies, the report documents reforms that have a number of promising methods for promoting dropouts&apos; transition to college, including the development of new, more rigorous college- and career-readiness curricula; enhanced supports such as assistance with college admissions and applying for financial aid; and increased on-the-ground connections with postsecondary institutions. The review finds that the most promising program reforms integrate basic skills and GED instruction within specific career fields and provide enhanced supports to ease students&apos; entry into college. The following are appended: (1) Journals, Organizations, Initiatives, and Programs Reviewed; (2) Full List of GED-to-College Bridge Programs; and (3) Full List of Concurrent Enrollment Programs.
Postsecondary Institutions and Cost of Attendance in 2013-14; Degrees and Other Awards Conferred, 2012-13; and 12-Month Enrollment, 2012-13 First Look (Provisional Data). NCES 2014-066rev
Author: Ginder, Scott A.
Date: 2014-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Costs,Institutional Characteristics,Public Colleges,Private Colleges,Geographic Location,Tuition,Fees,College Housing,On Campus Students,Commuting Students,Racial Composition,Gender Differences,Age Differences,Ethnicity,Academic Degrees,Two Year Colleges,Undergraduate Students,Graduate Students,Two Year College Students,Online Surveys,Student Financial Aid,Federal Aid

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data of the IPEDS fall 2013 data collection, which included three survey components: Institutional Characteristics for the 2013-14 academic year; Completions, covering the period July 1, 2012, through June 30, 2013; and 12-Month Enrollment, covering the period July 1, 2012, through June 30, 2013. Data for all three components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2014067 (also see ED545457). This &quot;First Look&quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not reviewed or edited extensively. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2014-15). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2013 collection are displayed in this &quot;First Look&quot;; however, all data from the fall 2013 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Two appendices present: (1) Data Collection Procedures; and (2) Glossary of Terms. [For &quot;Postsecondary Institutions and Cost of Attendance in 2013-14; Degrees and Other Awards Conferred, 2012-13; and 12-Month Enrollment, 2012-13. First Look (Preliminary Data). NCES 2014-066,&quot; see ED545298.]
2013-14 Integrated Postsecondary Education Data System (IPEDS) Methodology Report. NCES 2014-067
Author: Ginder, Scott A.
Date: 2014-07-00
Type: Reports - Research
Subjects: Postsecondary Education,Higher Education,Tuition,Fees,Student Financial Aid,Academic Degrees,Certification,Enrollment Trends,Employees,Educational Finance,Graduation Rate,Institutional Characteristics,Federal Legislation,Geographic Location,Online Surveys,Federal Aid,Two Year Colleges,Public Colleges,Private Colleges,Costs,Student Characteristics,Gender Differences,Racial Differences,Ethnicity,Age Differences,Human Resources,Salaries,College Housing,On Campus Students,Commuting Students

This report describes the universe, methods, and editing procedures used in the 2013-14 Integrated Postsecondary Education Data System (IPEDS) data collection. IPEDS data consist of basic statistics on postsecondary institutions regarding tuition and fees, number and types of degrees and certificates conferred, number of students enrolled, number of employees, financial statistics, graduation rates, and student financial aid. Institutions submitted these data during three reporting periods corresponding to fall 2013, winter 2013-14, and spring 2014. Information provided in this report is applicable to the full 2013-14 IPEDS collection year; response rates and specific information on data collected during a particular collection period are included in the &quot;First Look&quot; report specific to that collection period. [For &quot;Postsecondary Institutions and Cost of Attendance in 2013-14; Degrees and Other Awards Conferred, 2012-13; and 12-Month Enrollment, 2012-13. First Look (Preliminary Data). NCES 2014-066,&quot; see ED545298. For &quot;Postsecondary Institutions and Cost of Attendance in 2013-14; Degrees and Other Awards Conferred, 2012-13; and 12-Month Enrollment, 2012-13 First Look (Provisional Data). NCES 2014-066rev,&quot; see ED545456.]
Differentiated Instructional Strategies to Accommodate Students with Varying Needs and Learning Styles
Author: Gentry, Ruben
Date: 2013-11-18
Type: Speeches/Meeting Papers
Subjects: Individualized Instruction,Teaching Methods,Student Needs,Cognitive Style,Academic Ability,Student Characteristics,Student Surveys,Questionnaires,Preservice Teachers,Teacher Responsibility,Cooperation,Relevance (Education),Interaction

Students enter classrooms with different abilities, learning styles, and personalities. Educators are mandated to see that all students meet the standards of their district and state. Through the use of differentiated instructional strategies, teachers can meet the varying needs of all students and help them to meet and exceed the established standards (Levy, 2008). Differentiated teaching provides paths to learning so that the classroom becomes a &quot;good fit&quot; for varied learners (Adami, 2004). In this manuscript, the authors give the theory behind differentiated instruction to enhance learning and provide practical examples of how to differentiate content, process, and product for students.
An Application of Reverse Engineering to Automatic Item Generation: A Proof of Concept Using Automatically Generated Figures
Author: Lorié, William A.
Date: 2013-04-00
Type: Reports - Research
Subjects: Numeracy,Mathematical Concepts,Mathematical Logic,Difficulty Level,Test Items,Task Analysis,Engineering Technology,Human Factors Engineering,Item Sampling,Cognitive Measurement,Equated Scores,Construct Validity,Intelligence,Mathematical Applications,Mathematical Models,Statistical Analysis

A reverse engineering approach to automatic item generation (AIG) was applied to a figure-based publicly released test item from the Organisation for Economic Cooperation and Development (OECD) Programme for International Student Assessment (PISA) mathematical literacy cognitive instrument as part of a proof of concept. The author created an item template from which three items were randomly generated from within each of six types defined by a feature deemed to be most likely to affect item difficulty, for a total of eighteen distinct items. To assess their equivalence, these items were embedded in otherwise identical test forms and administered to human intelligence task workers on the Amazon Mechanical Turk system. One level of the type-defining feature appeared to affect item difficulty systematically. The author provides a task requirement rationale for removing this level. Implications for AIG theory and practice are discussed. An appendix presents a sample HTT.
The Use of Technology to Enhance the Learning Experience of ESL Students
Author: Diallo, Abdoulaye
Date: 2014-00-00
Type: Dissertations/Theses - Masters Theses
Subjects: Educational Technology,English Language Learners,Technology Uses in Education,Teaching Methods,Handheld Devices,Computer Oriented Programs,Language Proficiency,English (Second Language),Second Language Learning,Instructional Effectiveness,Literature Reviews,Statistical Analysis,Individualized Instruction

The growing numbers of ELLs (English language learners) makes the search for new effective and efficient instructional methods a priority. While several teaching methods and tools are used to help ELLs succeed in becoming proficient English speakers, technology has gained substantial attention due to the abundance of new technology tools, which are helping us, achieve more in less time and also due to our increasingly connected world. Tablets and apps are changing the nature of English language instruction. The purpose of this study is to investigate how technology tools helped ELLs become more proficient in English. Studies reviews and summaries of research published on the topic of technology tools and English language acquisition, specially focusing on the efficiency and effectiveness of technology tools in helping ELLs acquire English language will be scrutinized. Theories of second language acquisition will be used to better understand how Krashen&apos;s (1982) comprehensive input theory delivered using new technology provides learners with comprehensible materials leading to acquiring faster the language. Overall, from the current review of literature, I conclude that technology is an effective and efficient tool in helping ELLs become proficient in English. While there are several benefits, of using technology to enhance ELLs learning skills, quantitative data from various studies shows that factors such as costs and trainings are of great importance in assessing how efficient technology tools are. Thus, I will also explore relevant challenges to using technology for English language instruction.
School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students
Author: Bayer, Amanda
Date: 2013-08-00
Type: Reports - Research
Subjects: Mentors,Volunteers,Disadvantaged Youth,Youth Programs,Comparative Analysis,Control Groups,Experimental Groups,Interpersonal Relationship,Interaction,Elementary School Students,Secondary School Students,Surveys,Minority Group Students,Low Income Groups,Gender Differences,Student Characteristics,Program Effectiveness,Academic Achievement

Previous research suggests that school-based mentoring programs like those offered by Big Brothers Big Sisters of America (BBBSA) yield small but statistically significant improvements in the academic performance of mentored students and in their beliefs in their own scholastic efficacy. The present study uses data from a randomized control trial involving over 1,000 students from 71 schools across the country to investigate further the academic benefits of school-based mentoring, and to enrich the field&apos;s understanding of how schools can use volunteers to support students. We employ instrumental variables and other approaches to provide insight into why the BBBSA school-based mentoring program is effective, finding that the relationship between mentor and protégé appears to play a key role. The evidence suggests that developing a close relationship with a mentor led to better academic outcomes for students; in contrast, students who were mentored but did not experience a close relationship showed no improvement in academic outcomes relative to the control group. This pattern holds for mentoring relationships of various durations. In addition, there is no evidence that mentoring programs with an academic focus produced better academic outcomes than relationship-only programs. Findings do reveal, however, that programs structured with weekly meetings and with opportunities for pairs to interact outside of a large-group setting were more likely to generate close mentor-protégé relationships. Beyond reporting new empirical findings, this paper contributes a theoretical structure with which to assess the results of randomized evaluations of mentoring programs.
Reconnecting Disconnected Young Adults: The Early Experience of Project Rise. Policy Brief
Author: Bangser, Michael
Date: 2013-10-00
Type: Reports - Descriptive
Subjects: Out of School Youth,Barriers,At Risk Persons,Intervention,Social Support Groups,Access to Education,Internship Programs,Attendance Patterns,Peer Influence,Participation,Educational Attainment,Employment Level,Young Adults,Job Training,Caseworker Approach,High School Equivalency Programs,Disadvantaged Youth,Program Effectiveness

In the United States, 1.6 million young people between 18 and 24 years old are out of school (lacking either a high school degree or General Educational Development certificate) &quot;and&quot; out of work. These &quot;disconnected&quot; young people face significant barriers to economic opportunity and distressingly high odds of becoming involved with the criminal justice system. Project Rise, a program currently operating as part of the federal Social Innovation Fund (see Box 1 on page 2), seeks to reconnect these young people with education, work, and social support as a pathway to a brighter future. A distinctive feature of Project Rise is that participants are offered paid internships if they maintain satisfactory attendance in the program&apos;s education component. This policy brief provides early lessons from Project Rise, including: (1) Enrolling participants in a series of groups (or cohorts) can promote bonding among them through a combination of peer support and peer pressure. (2) Surprisingly, participants appear to value the program&apos;s education component more than they value the offer of a part-time paid internship. (3) Given the challenges of engaging disconnected young people for the full duration of the program, it is important to respond flexibly to participants&apos; barriers and strengths. These lessons and others that will emerge from the Project Rise implementation research can inform federal, state, and local policies for disconnected young people. [Additional funding for this policy brief was also provided by the Mayor&apos;s Fund to Advance New York City (Mayor&apos;s Fund).]
Financing Promising Evidence-Based Programs: Early Lessons from the New York City Social Impact Bond
Author: Rudd, Timothy
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: Financial Support,Best Practices,Adolescent Development,Adolescents,Behavior Modification,Intervention,Program Implementation,Delivery Systems,Program Administration,Change Strategies,Program Descriptions,Stakeholders,Participant Characteristics,Institutionalized Persons,Recidivism,Correctional Institutions,Correctional Rehabilitation,Hispanic Americans,African Americans,Males

Lack of money has long kept promising preventive programs from expanding. Existing government-funded programs are furthermore subject to budgetary cutbacks or complete loss of funding. Moreover, preventive programs traditionally offer no accountability for success or failure. This leaves government entities in a bind where if they invest their limited funding in preventive programs that turn out to be ineffective, they end up paying for both the ineffective program and the services the program was intended to prevent. Social Impact Bonds (SIBs) aim to combat chronic underinvestment in preventive programs while promoting increased accountability. This report details the structure of the New York City SIB and the program that it finances, the Adolescent Behavioral Learning Experience (ABLE). An appendix presents: Major Stakeholders in the New York City SIB Deal.
Piecing Together the College Affordability Puzzle: Student Characteristics and Patterns of (Un)Affordability
Author: Welbeck, Rashida
Date: 2014-02-00
Type: Information Analyses
Subjects: Higher Education,Costs,Student Financial Aid,Paying for College,Barriers,Academic Persistence,Graduation,Educational Attainment,Scholarships,Academic Achievement,Performance,Grants,Student Characteristics,Student Needs,Incentives,Program Effectiveness,Summer Programs,Correlation,Work Study Programs,Low Income Groups,Control Groups,Experimental Groups,Comparative Analysis,Eligibility

The cost of attending college has risen sharply over the last 40 years. Although more credit and grant aid have been made available to students, there are still major gaps between aid and the cost of attendance for many students in the United States, all of whom are left to figure out whether they can afford the remaining costs associated with attending college. Given that people with similar financial means may make different decisions about what they can and cannot afford to pay for college, it is difficult to identify a universal definition of affordability. Nevertheless, examining college cost, student financial need, and progress toward degree completion trends in concert with one another can help illuminate patterns of when college is unaffordable. This paper will develop a definition of college affordability by examining the literature on student financial need and student aid interventions as well as student data collected by MDRC to identify important indicators of college affordability and the lack thereof, which may ultimately help or impede college persistence and graduation. This paper provides a review of the literature on the relationships between unmet financial need and progress toward degree completion as well as a review of the findings from studies that show the effects of financial aid intervention on student persistence and completion. The paper then examines MDRC's experimental data from the Performance-Based Scholarship (PBS) Demonstration, a study spanning six states around the United States. Ultimately, this paper offers several puzzle pieces that fit together to help identify the students for whom college may not be affordable. It also offers recommendations for how policymakers in various sectors can respond to the affordability issues faced by the low-income students they serve and want to help to achieve success in college. [This paper was written with Melvin Gutierrez and Jessica Gingrich.]