ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education and Reentry: The Gifts They Bring. Reentry Research in the First Person
Author: Halkovic, Alexis
Date: 2013-11-00
Type: Reports - Research
Subjects: Higher Education,Reentry Students,Institutionalized Persons,Participatory Research,Student Motivation,Student Experience,Barriers,Nonprofit Organizations,Success,Academic Persistence,Transformative Learning,Self Disclosure (Individuals),Research Design,Focus Groups,Social Support Groups,Social Bias

Virtually every study of the impact of college on incarcerated and formerly incarcerated people demonstrates a positive effect on income, civic engagement, family, and personal health, as well as dramatically reduced recidivism rates. College in and after prison offers a singularly effective strategy for redeveloping individuals, families and communities, reducing crime, and lightening the tax burden of incarceration. To date, there has been little research documenting the individual experience of men and women who come home from prison and decide to change their lives through higher education. In order to better understand the challenges that formerly incarcerated students face when applying to and entering college, and the unique strengths that they bring into classrooms, the Prisoner Reentry Institute initiated Participatory Action Research to elevate the voices of students addressing these questions. This report documents the post-prison journeys of students whose lives and education have been interrupted by periods of time in prison. It explores their motivations, challenges, supports, and the policy implications of their experiences. Utilizing participatory research methods, this report highlights the voices of these students and draws on their knowledge to offer invaluable insight into the collateral consequences--economic, structural, racial, familial, and personal--of mass incarceration. The study finds that: (1) These women and men confront numerous policy, structural, and programmatic obstacles as they seek access to higher education; (2) Nonprofit organizations and other community supports can increase the likelihood that these students will be successful in college; (3) These students bring gifts of enthusiasm for learning, desire to give back to their communities, persistence, diverse personal experiences, and a determination to transform their lives; (4) Many of these students worry that disclosure of their status as formerly incarcerated students may adversely affect their academic progress; and (5) These students also report having transformative experiences on campus. The following are appended: (1) Research Design; (2) Focus Group Maps; and (3) Additional Resources. [This research represents a collaboration between the Prisoner Reentry Institute, the Graduate Center at the City University of New York (CUNY), and the Public Science Project.]
Proposed State Budget Lacks Needed Focus on Kids
Author: Children Now
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,State Government,Elementary Secondary Education,Child Health,Well Being,State Aid,Resource Allocation,Funding Formulas,Preschool Education,Child Care,Budgeting,Child Welfare,Access to Health Care

The Administration's January proposal for the 2014-15 state budget projects a surplus, due to painful budget cutting in recent years combined with the economic recovery and voter approval of new revenues. While the proposal invests some of the additional revenue in children, it falls well short of what is needed. California's kids have borne a disproportionate share of the cuts over time and these deep cuts go largely unrestored in the proposed budget. Unless significant changes are made, all Californians will continue to pay for the costly consequences of underinvesting in children's health, education and overall well-being. The Administration's 2014-15 budget proposal avoids new cuts to children's health, education, and overall well-being, and provides important initial reinvestments and reforms for K-12 education. Legislators must build on this framework by finding ways to better support children's early education programs and access to the health care services they need. The short- and long-term impacts of failing to invest adequately in children are immediate and severe for California. This brief report contains additional details on how the state budget proposal impacts kids.
Persistence-Retention. Snapshot™ Report, Spring 2015
Author: National Student Clearinghouse Research Center
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,School Holding Power,College Freshmen,College Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Trend Analysis

This Snapshot Report offers information on student persistence and retention rates for 2009-2013. It offers data on the following: (1) First-Year Persistence and Retention Rates for Students Who Start College at Four-Year Private Nonprofit Institutions; (2) First-Year Persistence and Retention Rates for Students Who Start College at Four-Year For-Profit Institutions; and (3) First-Year Persistence and Retention Rates for Students Who Start College at Two-Year Public Institutions. Notes and a list of definitions on the cohort selection are also included.
Fall 2013 International Comparisons
Author: Northwest Evaluation Association
Date: 2014-01-00
Type: Reports - Evaluative
Subjects: Comparative Analysis,International Schools,Achievement Tests,Statistical Analysis,Academic Achievement,Reading Achievement,Mathematics Achievement,Scores

This Fall report is an aggregated statistical analysis of Measures of Academic Progress® (MAP®) data from international schools. The report provides a consistent means of comparisons of specific sub-groups by subject and grade, which allows partners to compare their MAP® results with other schools within their region or membership organization. There is an important statistical difference between the way the international data is compiled and the way USA norms are compiled. In developing USA norms, large representative samples of test data are selected to assure that demographic groups and geographic regions in the USA are equally represented in the data set. Northwest Evaluation Association (NWEA) uses approximately 5 million test results for this kind of study. Employing this method ensures the means, standard deviations, and growth targets are not skewed by over representation of any one group or region. Norms are used to describe what the likely data would be if all students in the United States were tested. The International Comparisons are not statistical constructs like norms, but are an accurate reflection of the students who actually tested. The International Comparisons can be used to compare schools to other schools within a region, across regions, or across membership organizations. Another use of these comparisons is to compare these international students to similarly performing students from the USA norms and use the growth data available in the USA norms to compare the rate of student growth, and set growth targets. This summary report is produced twice per school year after the end of the fall and spring testing windows. [For &quot;Spring 2013 International Comparisons,&quot; see ED556247.]
Degree Attainment. Snapshot™ Report, Winter 2015
Author: National Student Clearinghouse Research Center
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: College Science,Science Education,Engineering Education,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Educational Attainment,Gender Differences,Graduation Rate,Undergraduate Students,Graduate Students

This Snapshot Report presents information on student degree attainment in science and engineering disciplines for 2004 and 2014. It offers data on the following: (1) Science and Engineering Degrees as Percentage of All Degrees; (2) Gender Distribution of Science and Engineering Degrees by Level; (3) Gender Distribution of Bachelor's Degrees in Science and Engineering Disciplines; (4) Gender Distribution of Master's Degrees in Science and Engineering Disciplines; and (5) Gender Distribution of Doctoral Degrees in Science and Engineering Disciplines.
Persistence-Retention. Snapshot™ Report, Spring 2014
Author: National Student Clearinghouse Research Center
Date: 2014-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Persistence,Enrollment Rate,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges

This snapshot report provides information on student persistence and retention rates for Spring 2014. Data is presented in tabular format on the following: (1) First-Year Persistence and Retention Rates by Starting Enrollment Intensity (all institutional sectors); (2) First-Year Persistence and Retention Rates by Age at College Entry (all institutional sectors); (3) First-Year Persistence and Retention Rates for Students Who Start College at Four-Year Public Institutions; (4) First-Year Persistence and Retention Rates for Students Who Start College at Four-Year Private Nonprofit Institutions; (5) First-Year Persistence and Retention Rates for Students Who Start College at Four-Year For-Profit Institutions; and (6) First-Year Persistence and Retention Rates for Students Who Start College at Two-Year Public Institutions. Definitions and notes on cohort selection are provided.
Assessment and Placement: Supporting Student Success in College Gateway Courses
Author: Vandal, Bruce
Date: 2014-05-00
Type: Reports - Evaluative
Subjects: Academic Support Services,College Readiness,Student Placement,Eligibility,College Entrance Examinations,Core Curriculum,Success,Academic Achievement,Evaluation Methods,Educational Practices,Change Strategies,Educational Improvement

Evidence is mounting that the vast majority of students who are currently placed into prerequisite remedial education could be successful in gateway college-­level courses if they receive additional academic support as a corequisite. Recent research on college placement exams reveals that the exams are unreliable at predicting college success, and adding multiple measures like high school GPA only marginally improves predictability. Because of the exams' poor predictability, there is reason to believe that using assessments to place students into stand-­alone remedial education is worse than placing all students into gateway courses. Complete College America (CCA) recommends creating a placement range that results in the vast majority of students being placed into gateway college-­level courses, allowing colleges to assess the readiness of students for college-­level content and design appropriate academic support for students who need it.
School Climate &amp; Discipline. California Children's Report Card, 2014
Author: Children Now
Date: 2014-01-07
Type: Reports - Evaluative
Subjects: Educational Environment,Discipline,School Safety,Well Being,Student Attitudes,Student School Relationship,Behavior Problems,Student Behavior,School Culture,Academic Achievement,High School Students,Suspension,Racial Differences,Ethnic Groups,Minority Group Students

The elements of school climate include the safety and overall well-being of students, as well as students' sense of connectedness and schools' discipline practices and physical environments. In 2012, 48% of suspensions in California were due to &quot;willful defiance,&quot; an overly broad and subjective category defined as &quot;disrupting school activities or otherwise willfully defying the valid authority of school staff,&quot; including disruptive behavior, such as eye rolling, coming to class late or talking back to a teacher. Positive school climate, which includes connectedness, is associated with higher academic achievement and healthy behavioral outcomes for students. However, only 43% of California high school students report having a high level of connectedness to their school. This brief report highlights data in chart form for the following data sets: (1) Higher student achievement is associated with safer and more supportive and engaging high schools; and (2) Suspensions for &quot;willful defiance&quot; disproportionately impact Latino and African American students.
Proposed State Budget Doesn't Do Enough for Kids
Author: Children Now
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Educational Finance,Budgets,State Government,Elementary Secondary Education,Child Health,Well Being,State Aid,Resource Allocation,Funding Formulas,Preschool Education,Child Care,Budgeting,Child Welfare,Access to Health Care,Foster Care

The Administration's January proposal for the 2015-16 state budget does not do enough for California's top priority--the children. The failure to fund new preschool slots breaks last year's commitment to provide access to quality preschool for every low-income 4-year-old. The proposal also misses opportunities to fully support and improve access to children's health and child welfare programs. Positive investments in education were made possible by Proposition 30 and the Governor's fiscal stewardship, but districts need additional one-time dollars--beyond those needed to pay for state mandates--to invest in Common Core and the Next Generation Science Standards. This article details how the state budget proposal impacts the children.
Illinois STEM College and Career Readiness: Forging a Pathway to Postsecondary Education by Curbing Math Remediation. In Brief
Author: Baber, Lorenzo
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,College Readiness,Remedial Instruction,Alignment (Education),High Schools,Colleges,Community Colleges,STEM Education,Intervention,College Preparation,Career Development,High School Students,Secondary School Mathematics,Remedial Mathematics,Career Education,Technical Education,Urban Areas,Rural Areas,College School Cooperation

In a knowledge-based economy, a postsecondary credential is vital for gainful employment and upward socioeconomic mobility. Unfortunately, the path a student takes from high school graduation to college course work is too often characterized by a troubling detour, namely, &quot;remediation.&quot; According to Complete College America (2012), over half of first-year students attending community college require at least one remedial course in English or mathematics. The challenge for students is one of academic catch up, which translates into extra time and money spent. Just 62 percent of students in remedial courses reach college readiness. In short, the costly path through remediation often means never reaching the intended destination: a postsecondary credential. The problem of remediation is often one of misalignment between high school and college curricula. How can realignment occur in order to map a new, continuous path from high school through college? In 2013, the Illinois Community College Board (ICCB) launched the STEM College and Career Readiness (STEM CCR) project as an academic intervention in high school mathematics as a preemptive effort to help students avoid math remediation once they enter college, and prepares students for careers in STEM and career-technical education. STEM CCR provides funding for seven community colleges in urban and rural Illinois to collaborate with local high schools to prepare students for college-level math before they graduate high school. This brief highlights the College and Career Readiness Model developed by the Office of Community College Research and Leadership, and discusses opportunities for growth for STEM CCR interventions at the seven Illinois community colleges and their high school partners that receive STEM CCR funding.
Transformative Change Initiative
Author: Bragg, D. D.
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,Educational Innovation,Educational Improvement,Improvement Programs,Incentive Grants,Labor Force Development,Postsecondary Education,Educational Change,Change Strategies,Educational Principles,Leadership,School Support,Adoption (Ideas),Social Networks,Professional Development,Finance Reform,Financial Policy,Technical Assistance,Shared Resources and Services,Selective Dissemination of Information,Evaluation Utilization,Evidence,College Programs,Communities of Practice,Educational Research

The Transformative Change Initiative (TCI) is dedicated to assisting community colleges to scale up innovation in the form of guided pathways, programs of study, and evidence-based strategies to improve student outcomes and program, organization, and system performance. The impetus for TCI is the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program. Beginning in 2011, the United States Department of Labor (DOL) began awarding a total of nearly $500 million per year to single institutions or consortia of colleges throughout the United States that implement guided pathways, programs of study, and evidence-based strategies that are intended to improve postsecondary education and workforce performance. The pathways and programs of study are linked to careers in a wide range of occupations that are experiencing growth in the US economy, including STEM, health care, information technology, business, and other fields. The TCI Framework presents the rationale and guiding principles for scaling innovation in the community college context. It is important to link scaling to guiding principles because principles provide direction rather than prescription. The following themes--which are reflected in the guiding principles of the TCI Framework--are discussed in this report: (1) Leadership, Organization, and Support; (2) Adoption and Adaptation; (3) Networks and Professional Development; (4) Policy-Focused and Publicly Financed Reform; (5) Technology Support and Technical Assistance; (6) Targeted Sharing and Dissemination; and (7) Evaluation Utilization to Grow Impact. [This document is based on the paper, &quot;Transformative Change Initiative: Capitalizing on TAACCCT to Scale Innovations in the Community College Context&quot; (Bragg et al., 2014).]
Promoting Gateway Course Success: Scaling Corequisite Academic Support
Author: Vandal, Bruce
Date: 2014-05-00
Type: Reports - Descriptive
Subjects: Academic Support Services,Remedial Programs,Postsecondary Education,Developmental Studies Programs,Models,Educational Change,Educational Practices,Barriers,College Readiness,Student Attrition,Success,Core Curriculum,Change Strategies,State Policy,Program Implementation,State Legislation,Program Design,Academic Achievement,School Holding Power

With research indicating that upwards of 50 percent of all new entering postsecondary education students are placed into remedial education and that students placed into remedial education are less likely to earn a postsecondary credential, policymakers and postsecondary leaders alike have committed themselves to transforming remedial education in their states. New research revealing the underlying causes of low success rates for remedial education students has led to promising new models that have resulted in dramatic increases in student success. At the heart of the new research and improved practice is the realization that placing students into multi­-semester, non-credit remedial course sequences as a pre-requisite to enrollment in college-level gateway courses results in most students leaking out of the system and never making it to a college gateway course. In addition, research has also revealed that assessment and placement practices at many colleges result in many college-­ready students being placed into remedial courses. Consequently, innovators have found great success with models that place significantly more students directly into college-level courses and provide them additional academic support as a corequisite. With corequisite models showing student success rates in college-level gateway courses that are two or three times better than traditional models, postsecondary leaders and state policymakers are moving aggressively to implement corequisite remediation reform at scale. There is a growing sense that the adoption of corequisite models can result in significant increases in the percent of students placed into remedial education who complete gateway math and English courses in one academic year. Considerations for policymakers and postsecondary leaders considering corequisite support as a new solution are introduced.
Four-Year Myth: Make College More Affordable. Restore the Promise of Graduating on Time
Author: Complete College America
Date: 2014-00-00
Type: Reports - Evaluative
Subjects: Paying for College,College Students,College Graduates,Graduation Rate,Benchmarking,Educational Finance,Student Costs,Tuition,Academic Persistence,Sequential Learning,College Credits,Academic Advising,Alignment (Education),Majors (Students),Decision Making,Courses,Time to Degree,Minority Group Students,African American Students,Asians,Asian American Students,Hispanic American Students,White Students

In American higher education, it has become the accepted standard to measure graduation rates at four-year colleges on a six-year time frame. Evaluations of two-year community colleges are now based on three-year graduation rates. Metrics like these are unacceptable, especially when we consider that students and their families are trying desperately to control the skyrocketing costs of higher education. As lifetime savings are depleted and financial aid packages run out, the extra time on campus means even more debt, and for far too many students, additional semesters do not result in a degree or credential. Four years in college is a lot less expensive than five or six. An associate degree is much cheaper in two years than three or four. Hands down, the best strategy to make college more affordable and a sure way to boost graduation rates overall is to ensure that many more students graduate on time. First, let's focus on the right numbers: on-time graduation rates. Second, the realization that students need a direct route to graduation. This report looks at the following: (1) Where the nations stands; (2) Where the nation needs to be; (3) The causes; (4) The costs; (5) The paradox of choice and college success (Barry Schwartz); (6) The solution; (7) Using structure to boost college completion (James Rosenbaum); and (8) Additional considerations. Profiles for each state are included at the end of the report.
Making Skills Everyone's Business: A Call to Transform Adult Learning in the United States
Author: Strawn, Julie
Date: 2015-02-00
Type: Reports - Descriptive
Subjects: Adult Learning,Adult Education,Educational Opportunities,Skill Development,Career Development,Access to Education,Employers,Employer Attitudes

To address the need to connect Americans with learning opportunities, the Office of Career, Technical, and Adult Education released the present report. Grounded in evidence and informed by effective and emerging practices, &quot;Making Skills Everyone's Business&quot; offers seven strategies that hold great promise for improving the conditions that create and perpetuate poor literacy, numeracy, and problem solving. These strategies are based on the principle of shared responsibility and acknowledge that America's skills challenge is too large to address by any stakeholder group independently.