ethanporcaro/eric-fulltext-meta huggingface dataset:
Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education
Author: Camou, Michelle
Date: 2012-09-00
Type: Reports - Research
Subjects: State Regulation,Educational Change,Politics of Education,Educational Policy,Access to Education,Paying for College,Academic Achievement,Higher Education,Educational Trends,Administrative Organization,Outcomes of Education,Models,Educational Attainment,Tuition,Government Role,Educational Finance,State Aid,Student Financial Aid

Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the &quot;Enterprise University Plan for Ohio,&quot; is based on the idea that (1) cost savings ensue from deregulation of university management; (2) university administrators respond to these hypothetical savings by committing to expanding college enrollment and graduation, tuition affordability, and closing higher education gaps; and (3) such commitments can reverse or alter decades of performance. This paper examines different educational management models to assess the validity of those assumptions. Because deregulation has been presented as a model for Ohio, this paper examines how deregulation has correlated with access, achievement, and affordability in other states. The analysis compared trends on enrollment, graduation, affordability, and low-income student participation across highly deregulated states like Colorado and Virginia; partially regulated approaches like in Illinois, New Jersey, and Texas; and coordinated systems as in Kentucky, Maryland, and Minnesota. The control group is the nation as a whole. The results of the analysis suggest that deregulation does not increase college completion, make college affordable, or close the higher education gap. In many cases, deregulated states seem to perform worse than the nation on many indicators of accessible and affordable higher education. Key findings include: (1) A stronger higher education system has been crucial to Ohio's development; (2) Leaders have proposed deregulating Ohio universities and reducing state control; (3) Reducing state control over higher education has not improved outcomes in other states; (4) Inflation-adjusted tuition increased by 89 percent at flagship schools over ten years in the most deregulated states; and (5) To increase access and completion, and control tuition, Ohio must commit to adequate funding. An appendix describes the methods and case selection underlying this analysis. [For the Executive Summary, see ED573533].
Continuity and Change: Employers' Training Practices and Partnerships with Training Providers. Research Report
Author: Smith, Erica
Date: 2017-00-00
Type: Reports - Research
Subjects: Partnerships in Education,Cooperative Education,School Business Relationship,National Surveys,Interviews,Educational Practices,Educational Change,Educational Trends,Educational Objectives,Training Methods,Delivery Systems,Participant Satisfaction,Barriers,Employer Attitudes,Performance Factors,Sustainability,Educational Opportunities,Foreign Countries,Mixed Methods Research

A number of factors influence the motivations of employers to train their workforce and the ways in which they engage with the training system. This study combines a national survey and interviews with Australian employers and registered training organisations (RTOs) to provide a comprehensive picture of the way in which employers navigate the Australian training system and how partnerships with RTOs are established. The study also provides insight into how practices have evolved over the last 20 years. Key messages include: (1) Despite changes to the business and vocational training policy environments, the reasons why employers train their employees have altered only slightly over the past 20 years; (2) There is an enhanced focus on quality and partnerships with some changes that are outlined in this report; (3) Employers train their employees to improve the quality of goods and services because of new technology; as a business strategy; and to meet licensing and workplace health and safety requirements. (4) Employers want to provide more training for their employees but are constrained by the time it takes and the financial resources required; (5) Partnerships between industry and RTOs bring a range of benefits to both parties, but the financial benefits to RTOs are generally quite modest; and (6) Employers use both TAFE (technical and further education) and private RTOs as their main source of information about vocational education and training (VET) and increasingly use them as &quot;navigators&quot; of the VET sector in collaborative partnerships. The research clearly shows that nationally recognised training is valuable to employers and has many &quot;spin-off&quot; effects. It confirmed recent directions by governments to encourage the use of such training. The redeveloped models described in this report may aid future planning and policy by governments in relation to employer training and partnerships between RTOs and industry. Appended are: (1) Copy of questionnaire: employer survey; (2) Copy of questionnaire: RTO survey; (3) RTO-industry telephone interview questions; (4) Employer survey: overall results; (5) RTO survey: overall results; and (6) RTO survey: summary results by organisation type.
Deregulation and Higher Education: Potential Impact on Access, Affordability and Achievement in Ohio. Education. Executive Summary
Author: Camou, Michelle
Date: 2012-09-00
Type: Reports - Research
Subjects: State Regulation,Educational Change,Politics of Education,Educational Policy,Access to Education,Paying for College,Academic Achievement,Higher Education,Educational Trends,Administrative Organization,Outcomes of Education,Models,Educational Attainment,Tuition,Government Role,Educational Finance,State Aid,Student Financial Aid

Prosperous regions are educated regions. Ohio's relatively low share of residents with college degrees has concerned one governor after the other and proposals for managing Ohio's university system have differed substantially. The Kasich administration's higher education proposal, the &quot;Enterprise University Plan for Ohio,&quot; is based on the idea that (1) cost savings ensue from deregulation of university management; (2) university administrators respond to these hypothetical savings by committing to expanding college enrollment and graduation, tuition affordability, and closing higher education gaps; and (3) such commitments can reverse or alter decades of performance. This report summarizes a study that compared trends on enrollment, graduation, affordability, and low-income student participation across highly deregulated states like Colorado and Virginia; partially regulated approaches like in Illinois, New Jersey, and Texas; and coordinated systems as in Kentucky, Maryland, and Minnesota. Key findings include: (1) A stronger higher education system has been crucial to Ohio's development; (2) Leaders have proposed deregulating Ohio universities and reducing state control; (3) Reducing state control over higher education has not improved outcomes in other states; (4) Inflation-adjusted tuition increased by 89 percent at flagship schools over ten years in the most deregulated states; and (5) To increase access and completion, and control tuition, Ohio must commit to adequate funding. [For the full report, see ED573531.]
GED® Collapse: Ohio Needs Launch Pads, Not Barricades. Executive Summary
Author: Halbert, Hannah
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: High School Equivalency Programs,Barriers,Equal Opportunities (Jobs),Evaluation Methods,Educational Attainment,Educational Policy,Standardized Tests,Participation,Trend Analysis,Educational History,Socioeconomic Status,Poverty,Wages,Goal Orientation,High School Graduates,Adult Education

The number of people attempting and passing the GED has plummeted. The Ohio economy is tough on low-wage workers with limited formal education. Without a high school diploma, it is virtually impossible to get a family-supporting job. But the GED has become a barricade, blocking Ohio workers from career goals, instead of a launching pad. Employers are missing out on 22,000 potential hires who are blocked from economic mobility. This executive summary highlights the recommendations set forth in the full report, &quot;GED® Collapse in Ohio: State Needs Launch Pads, Not Barricades. Workforce Development&quot; (ED573535), including: (1) Adding more alternate testing options as 21 states have done; (2) reinvesting in high school equivalency instead of cutting funding; and (3) evaluating the system to identify roadblocks and encouraging greater participation and passage regardless of exam vendors.
GED® Collapse in Ohio: State Needs Launch Pads, Not Barricades. Workforce Development
Author: Halbert, Hannah
Date: 2016-02-00
Type: Reports - Evaluative
Subjects: High School Equivalency Programs,Barriers,Equal Opportunities (Jobs),Evaluation Methods,Educational Attainment,Educational Policy,Standardized Tests,Participation,Trend Analysis,Educational History,Socioeconomic Status,Poverty,Wages,Goal Orientation,High School Graduates,Adult Education

The number of people attempting and passing the GED has plummeted. The Ohio economy is tough on low-wage workers with limited formal education. Without a high school diploma, it is virtually impossible to get a family-supporting job. But the GED has become a barricade, blocking Ohio workers from career goals, instead of a launching pad. Employers are missing out on 22,000 potential hires who are blocked from economic mobility. This report recommends: (1) Adding more alternate testing options as 21 states have done; (2) reinvesting in high school equivalency instead of cutting funding; and (3) evaluating the system to identify roadblocks and encouraging greater participation and passage regardless of exam vendors. A supplementary table is appended. [For the executive summary, see ED573534.]
An Overview of the Every Student Succeeds Act
Author: Meibaum, Debra L.
Date: 2016-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Federal Legislation,Program Descriptions,Definitions,Evidence Based Practice,Educational Objectives,Equal Education,Access to Education,Accountability,Educational Assessment,Standards,Educational Improvement,Data Collection,Information Dissemination,English Language Learners,Elementary Secondary Education,Program Evaluation,Achievement Rating,Teacher Evaluation,Grants,Academic Achievement,Federal Aid

This publication provides an overview of the Every Student Succeeds Act (ESSA). The following topics are covered : (1) Introductory Information, including a timelime and ESSA modifications to the No Child Left Behind Act (NCLB); (2) State Plan; 3) Statewide Accountability System, ; (4) Academic Assessments; (5) Standards; (6) School Improvement; (7) Data Reporting; (8) English Learners; (9) Teachers and Leaders; (10) Title II; and (11) Student Support and Academic Achievement Grants (Title IV, Part A). Information on proposed regulations is highlighted. Also included are a list of sources, resources, and two appendices: (1) ESSA/NCLB Title Programs Crosswalk; and (2) Comprehensive Support and Improvement/Target Support and Improvement Crosswalk.
Back to School: A Guide to Continuing Your Education after Prison
Author: Crayton, Anna
Date: 2015-07-00
Type: Guides - General
Subjects: Reentry Students,Institutionalized Persons,Correctional Institutions,Guides,High School Equivalency Programs,Graduation,High Schools,Postsecondary Education,Higher Education,Adult Education,Planning,Access to Information,Adult Basic Education,Vocational Education,Academic Education,Paying for College,Student Financial Aid

This guide is designed to help readers take the first steps towards continuing their education, whether that means learning English, working towards a High School Equivalency (HSE), learning an occupation, or building on college credits already earned. This guide walks readers through the process of setting educational goals and getting organized; enrolling in the education program that best suits their needs; and receiving assistance to pay for college. It also offers practical advice for each step of the process. Following an introduction, this guide has three parts: (1) Preparing to Go Back to School; (2) Earning your HSE or Diploma; and (3) Earning a College Education. A glossary and the following appendices are included: (1) Correspondence Courses; (2) Sample Website for an Internet Search Engine; (3) Sample Resume; (4) Weekly Schedule; (5) Financial Aid Ban for People with Drug Convictions; (6) FAFSA Checklist; and (7) State Adult Education Program Offices.
Mentoring: At the Crossroads of Education, Business and Community. The Power and Promise of Private Sector Engagement in Youth Mentoring
Author: MENTOR: The National Mentoring Partnership
Date: 2015-00-00
Type: Reports - Research
Subjects: Mentors,Youth Programs,Interviews,Motivation,Employees,Program Effectiveness,Barriers,Corporations,Business,Participation,Persistence,Job Satisfaction,Work Environment,Cooperation,Capacity Building,Leadership Role

This report examines private sector engagement in youth mentoring across the United States, starting with an overview of the youth mentoring movement, then offering perspectives on trends and best practices in corporate engagement and snapshots of a range of initiatives. The information provided in this report is based on a series of structured interviews MENTOR conducted with 18 of the nation's leading mentoring efforts in the private sector. These interviews explored: (1) Companies' motivations for getting involved in mentoring; (2) The ways mentoring benefits companies and their employees; (3) The myriad approaches companies take to support programs and meet youth needs; (4) How companies leverage their strengths to maximize impact; and (5) The biggest challenges and successes to date. Representatives from leading youth-serving organizations and MENTOR's network of affiliate Mentoring Partnerships were consulted to get their perspectives on corporate engagement and support in the mentoring field. This report offers a fascinating look at the many ways that corporate America is engaging, supporting and participating in the youth mentoring movement. The hope is that these case studies, program profiles and insights from the field will inspire others--from Fortune 500 companies to local and regional business--to get involved in mentoring in a variety of ways. The stories of these 18 corporate youth mentoring leaders paint a clear picture of a growing movement. They also provide valuable examples, information and advice for those who are thinking about getting off the sidelines and making a profound difference in the lives of youth.
High School Students' Cognitive Flexibility Is Predicted by Self-Efficacy and Achievement
Author: Esen, Binnaz Kiran
Date: 2017-00-00
Type: Journal Articles
Subjects: High School Students,Self Efficacy,Foreign Countries,Cognitive Ability,Multiple Regression Analysis,Adolescents,Correlation,Academic Achievement

In this research, the prediction cognitive flexibility obtained by general self-efficacy, academic self-efficacy, social self-efficacy, emotional self-efficacy and achievement is examined. This study is executed in 2014-2015 academic year on 760 high school students who are between ages 15 and 18. Cognitive flexibility Scale is developed by Bilgin (2009b) is used for defining cognitive flexibility, Self-Efficacy Scale is developed by Çelikkaleli, Gündogdu ve Kiran-Esen (2006) is used for defining self-efficacy. Achievement information are determined from TEOG's input points of students. Data are tested by regression analysis. The results of research shows the facts that cognitive flexibility is predicted meaningfully in positive direction by five of the variables &quot;achievement, general self-efficacy, academic self-efficacy, social self-efficacy and emotional self-efficacy.&quot; In the multiple regression analysis, it is found that five variables all together explain 34% of cognitive flexibility. Also, it is found in stepwise regression analysis that cognitive flexibility is predicted meaningfully by their two variables.
Professional Learning and Development
Author: Obamehinti, Feyi
Date: 2017-03-16
Type: Reports - Descriptive
Subjects: Professional Education,Faculty Development,Accountability,Educational Assessment,Student Evaluation,Academic Achievement,Progress Monitoring,Achievement Gap,College Readiness,Models

Schools across the nation know the importance of student achievement; which is at the core of teaching and learning. Here in Texas, we have an accountability rating system that helps gauge how well students are doing annually. Texas accountability system is based on a system of indexes that provides an all-inclusive assessment of the performance of a school district and each individual campus across the state. Texas performance index framework includes four areas: student achievement, student progress, closing performance gaps, and postsecondary readiness.The empowerment of teachers has long been known as a &quot;sit and get&quot; model that ends up yielding little or no professional growth. This is due in part to the fact that, professional growth demands ownership and personal responsibility. A model of professional growth that simply gives information to an educator yield little returns on investment for teachers and students. The rigorous demands of Texas accountability system demands a different type of approach to professional growth.
Introverts and Cooperative Learning
Author: Jacobs, G. M.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Extraversion Introversion,Cooperative Learning,Educational Benefits,Individual Characteristics,Group Dynamics,Self Management,Skill Development

This article explores introversion and how introverts can benefit from cooperative learning and help their groupmates benefit as well.
Cooperative Learning with One Student? Yes
Author: Jacobs, George M.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Cooperative Learning,Individualized Instruction,Tutoring,Clinical Experience,Educational Benefits

This article explains some of the why and the how of teachers using cooperative learning at times when they are teaching only one student.
Effect of Table Tennis Trainings on Biomotor Capacities in Boys
Author: Tas, Murat
Date: 2017-00-00
Type: Journal Articles
Subjects: Athletics,Psychomotor Skills,Males,Physical Education,Statistical Analysis,Pretests Posttests,Secondary School Students,Body Height,Body Weight,Metabolism,Muscular Strength,Reaction Time,Comparative Analysis,Foreign Countries

The aim of this study is to investigate whether the biomotor capacities of boys doing table tennis trainings are affected. A total of 40 students, as randomly selected 20 test groups and 20 control groups at an age range of 10-12 participated in the research. Statistical analysis of data was performed using Statistic Package for Social Science (SPSS) 20.0 statistical package program. Mann Whitney &quot;U&quot; Test was used in comparison of two variable groups, and the result being p&lt;0.05 was considered significant when examined statistically. In pre-test and final-test comparisons of the subjects, it was detected that the statistical differences between flexibility, vertical jump, standing long jump, 30 m sprint, anaerobic strength, maximal oxygen capacity (MaxVO2) right and left hand grip strength, visual and audio reaction times, resting heart rate, and forced expiration volume (FEV) and FEV1 measurements were significant in favor of the test group (p &lt;0.05), while there was no statistically significant differences between the two groups in height, body weight, body fat percentage, body mass index, systolic and diastolic blood pressure, and vital capacity (VC) and forced vital capacity (FVC) values (p &gt;0.05). At the end of this study, it was observed that table tennis trainings provided positive contributions to biomotor capacities in boys of the group aged 10-12.
The Heterogeneous Effect of Information on Student Performance: Evidence from a Randomized Control Trial in Mexico. Policy Research Working Paper 7422
Author: Avitabile, Ciro
Date: 2015-09-00
Type: Reports - Research
Subjects: Foreign Countries,High School Students,Grade 10,Randomized Controlled Trials,Information Dissemination,Postsecondary Education,Student Financial Aid,Academic Achievement,Intervention,Probability,Standardized Tests,Exit Examinations,Gender Differences,Advantaged,Socioeconomic Status,Models,Grade 12

A randomized control trial was conducted to study whether providing 10th grade students with information about the returns to upper secondary and tertiary education, and a source of financial aid for tertiary education, can contribute to improve student performance. The study finds that the intervention had no effects on the probability of taking a 12th grade national standardized exam three years after, a proxy for on-time high school completion, but a positive and significant impact on learning outcomes and self-reported measures of effort. The effects are larger for girls and students from households with a relatively high income. These findings are consistent with a simple model where time discount determines the increase in effort and only students with adequate initial conditions are able to translate increased effort into better outcomes. [This paper is a product of the Education Global Practice Group.]
Ohio Schools Cautiously Rebuild: Uncertainty of State and Local Funds Affects Quality. Budget. Executive Summary
Author: Patton, Wendy
Date: 2015-04-00
Type: Reports - Descriptive
Subjects: Educational Finance,State Aid,Financial Support,Budgets,School Surveys,School Administration,Elementary Secondary Education,Extracurricular Activities,Job Layoff,Public Schools,Funding Formulas

Policy Matters Ohio periodically surveys schools about fiscal conditions and operational strategies. The Ohio Association of School Business Officials provided a link to such a survey in their newsletter of December 2014 through February 2015. Fifty-three respondents, representing 8.6 percent of districts and including representatives from all types of districts filled out the survey. This one-page executive summary highlights the primary findings--more respondents added teachers than reduced teaching staff in the current year and more reported budget surpluses than deficits. However, many are still cutting teachers; non-teaching positions remain unfilled in many districts and many continue to institute pay-to-play, requiring payment to take part in sports and extracurricular activities. [For the full report, see ED573556.]
High School Track Choice and Financial Constraints: Evidence from Urban Mexico. Policy Research Working Paper 7427
Author: Avitabile, Ciro
Date: 2015-09-00
Type: Reports - Research
Subjects: Foreign Countries,Track System (Education),High School Students,Family Income,Course Selection (Students),Disadvantaged Youth,Preferences,Welfare Services,Regression (Statistics)

Parents and students from different socioeconomic backgrounds value differently school characteristics, but the reasons behind this preference heterogeneity are not well understood. In the context of the centralized school assignment system in Mexico City, this study analyzes how a large household income shock affects choices over high school tracks exploiting the discontinuity in the assignment of the welfare program &quot;Oportunidades&quot;. The income shock significantly increases the probability of choosing the vocational track vis-a-vis the other more academic-oriented tracks. The findings suggest that the transfer relaxes the financial constraints that prevent relatively low-ability students from choosing the schooling option with higher labor market returns.