ethanporcaro/eric-fulltext-meta huggingface dataset:
A Framework for Higher Education Labor Market Alignment: Lessons and Future Directions in the Development of Jobs-­-Driven Strategies. Working Paper
Author: Cleary, Jennifer
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Labor Market,Alignment (Education),Education Work Relationship,Job Skills,Data Collection,Partnerships in Education,Outcome Measures,Stakeholders,Educational Practices,Educational Policy,Change Strategies,Role of Education,Employment Opportunities,Job Development

The Great Recession and several other factors have heightened concerns among policymakers and the public at large about higher education's role in employment, leading to a renewed wave of pressures, policies, and incentives to create job-driven strategies at all levels. Policymakers and the public often assume that aligning higher education with the labor market is a simple effort, an act of engineering. However, alignment is a complex endeavor involving numerous stakeholders. And, scant evidence exists to link job-driven strategies to outcomes and to provide concrete guidance on how to effectively approach higher education-labor market alignment (LMA). This paper provides a framework for understanding LMA efforts across postsecondary education, providing a common language and key insights for practitioners, policymakers, and researchers to develop better policies and practices. Further, this paper assesses what is known based on current research and practice on LMA to provide guidance on moving from policy to action, as well as charting out priorities to future research to guide ongoing LMA efforts.
Using Financial Aid to Speed Degree Completion: A Look at MDRC's Research. Issue Focus
Author: MDRC
Date: 2016-03-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Time to Degree,Access to Education,Educational Attainment,Higher Education,Academic Achievement,College Credits,Grants,Low Income,Scholarships,College Attendance

Financial aid has long been used to increase access to postsecondary education, particularly for underrepresented students. Given the size of the financial aid system and the widespread use of aid, it should also be thought of as a tool to improve academic success and postsecondary completion. Evidence suggests that using additional financial aid to increase the number of credits students take may accelerate their academic progress. The Obama administration recently released two proposals that would provide students with supplemental Pell Grant funds to encourage timely degree completion. Some states already use financial aid dollars to encourage students to increase the number of credits they take. Manpower Demonstration Research Corporation's (MDRC's) six-state Performance-Based Scholarship Demonstration evaluated the impact of providing low-income students with scholarships that were contingent on meeting certain academic benchmarks, such as completing a certain number of credits with a &quot;C&quot; average or better. In this report MDRC briefly examines programs in New Mexico, New York, and Louisiana, in an effort to suggest that incentives encourage students to increase their credits.
The Influence of Labor Market Outcomes Data on Major Choice: Evidence from a Survey Experiment
Author: Ruder, Alex
Date: 2014-12-00
Type: Reports - Research
Subjects: Labor Market,Majors (Students),Salaries,Higher Education,Costs,Accountability,Decision Making,Risk,College Graduates,High Achievement,Low Achievement,Surveys,Correlation,Academic Ability,Regression (Statistics)

The rising cost of college and demands for accountability have increased interest in providing students with information about the earnings of college graduates by school and major. However, no consensus exists over how to display that information in a way that is most beneficial for students. Some researchers advocate displaying median earnings only, while others advocate showing more detail on the variation in earnings. We argue that an explicit theory of student choice is missing from discussions about the provision of earnings data. We use a survey experiment to assess two models of student choice: one in which students use median earnings, and one in which students use median earnings and earnings variation. We demonstrate that showing respondents the median and variation leads to large and significantly different expectations in earnings and different choices in majors, compared to respondents who see the median only. The results question the use of medians only as a tool to improve student decision making. In contrast, displaying medians and variation provides influential information that allows students to make educational choices that incorporate risk.
Menu of College Readiness Indicators and Supports. College Readiness Indicator Systems (CRIS) Resource Series
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2014-05-00
Type: Guides - General
Subjects: College Readiness,Educational Indicators,Predictor Variables,College Bound Students,Academic Achievement,Academic Persistence,Knowledge Level,Skills,Institutional Characteristics,Board of Education Role,Student Characteristics,Educational Resources,Student Attitudes,Student Behavior,Teacher Effectiveness,Educational Practices,School Policy,Educational Environment,Alignment (Education),College Entrance Examinations,Scores,Educational Administration,Beliefs,Values

School communities across the country are working hard to comply with state and federal policies requiring that all students be prepared for success in college. Technological advances and new reporting requirements make data on students and schools more accessible than ever--but more and better data alone are not enough to meet the challenges posed by the troubling opportunity and achievement gaps that keep many students from reaching their goals after high school. Schools need a strong, systemic approach to fostering college readiness that includes a range of appropriate indicators, supports tied to those indicators, reliable data infrastructure, and the system-wide capacity to make good use of data to inform action. This &quot;Menu of College Readiness Indicators and Supports&quot; is the product of an extensive review of the research examining factors that predict students' readiness for college, conducted by the John W. Gardner Center for Youth and Their Communities. The Menu consists of valid, reliable, and actionable indicators of the three dimensions of college readiness that college readiness indicator systems advance--academic preparedness, academic tenacity, and college knowledge--organized at the individual (student), setting (school), and system (district and partners) levels. [See the related report: &quot;Essential Elements in Implementation&quot; at ED565476.]
Essential Elements in Implementation. College Readiness Indicator Systems (CRIS) Resource Series
Author: Stanford University, John W. Gardner Center for Youth and Their Communities (JGC)
Date: 2014-05-00
Type: Guides - General
Subjects: College Readiness,Educational Indicators,Predictor Variables,College Bound Students,Academic Achievement,Academic Persistence,Knowledge Level,Skills,Institutional Characteristics,Board of Education Role,Student Characteristics,Educational Resources,Student Attitudes,Student Behavior,Teacher Effectiveness,Educational Practices,School Policy,Educational Environment,Alignment (Education),College Entrance Examinations,Scores,Educational Administration,Beliefs,Values,Data Collection

Educators nationwide confront a troubling phenomenon: Increasingly, students leave high school unready for college, as evidenced by high rates of placement into remedial courses and low rates of college completion. Many students also lack either the attitudes or skills essential to succeed in a postsecondary setting, or knowledge of how to apply to, finance, and navigate college. Moreover, other capable students never apply to college because they are unaware of opportunities, did not take the necessary coursework, or did not imagine college in their futures. These realities highlight a fundamental distinction: There is more to college readiness than college eligibility. The gap between college eligibility and college readiness raises concerns that students' potential--and their potential contributions to society--will be unrealized. The &quot;College Readiness Indicator Systems&quot; (CRIS) initiative aims to develop and study the implementation of a system of signals and supports designed to increase the number of students who graduate from high school ready to succeed in college. This document draws on data collected about CRIS implementation in four sites (three urban districts and one school support organization)--Dallas Independent School District (DISD), Pittsburgh Public Schools (PPS), San Jose Unified School District (SJUSD), and New Visions for Public Schools in New York City (New Visions)--to feature key strategies and provide concrete examples of their use. [See the related report: &quot;Menu of College Readiness Indicators and Supports&quot; at ED565475.]
Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 1: Key Findings from Participant Follow Up Survey. CYFS Working Paper 2014-1
Author: Jayaraman, Gayatri
Date: 2014-01-00
Type: Reports - Research
Subjects: Early Childhood Education,Coaching (Performance),Program Implementation,Program Effectiveness,Program Evaluation,Followup Studies,Mentors,Trainers,Preschool Teachers,Faculty Development,Parent Education,Supervisory Training,Capacity Building,Fidelity,Observation,Interviews,Feedback (Response),Teacher Role,Participant Satisfaction,Educational Needs,Program Design,Incidence,Educational Practices,Classroom Observation Techniques,Child Care Centers,Instructional Material Evaluation

The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated with current or proposed job responsibilities as a &quot;coach&quot; to parents, care providers or preschool teachers. The purpose of this training was to advance/enhance the early childhood professionals' ability to support individuals they may be coaching, mentoring, and/or supervising. Held in Omaha, Nebraska in the eastern part of the state, the ECC training participants included practitioners from across the state representing both rural and urban communities. Participants represented different agencies serving young children under age 5 and their families. An independent evaluation of the ECC training outcomes was completed and a final report addressing the major evaluation questions was submitted to Nebraska Department of Education in October 2011. The Early Childhood Coach training evaluation focused on the fidelity with which coach participants implemented the coaching model on which they received training and evaluated the coach training efforts. Furthermore, the evaluation included information on the current state of coaching in Nebraska, as described by subsets of coach participants who attended the ECC coach training. This Technical Report provides a more detailed description of those findings and summarizes additional analyses of data collected from survey, interview and direct observations of participants. The Technical Report is divided into two parts. Volume 1 summarizes the findings related to survey data from 35 participants. Volume 2 summarizes the data from videotaped observations of 21 coaches' interactions with coachees on the job. [For Volume 2, see ED565482.]
CBC in Rural Schools: Preliminary Results of a Randomized Trial. CYFS Working Paper 2013-1
Author: Sheridan, Susan M.
Date: 2013-02-00
Type: Reports - Research
Subjects: Rural Schools,Behavior Modification,Parent Teacher Cooperation,Behavior Problems,Student Behavior,At Risk Students,Behavior Disorders,Program Effectiveness,Family School Relationship,Primary Education,Elementary School Teachers,Preschool Teachers,Parents,Elementary School Students,Kindergarten,Young Children,Consultation Programs,Semi Structured Interviews,Pretests Posttests,Statistical Analysis

Children who exhibit disruptive behavior often do so across multiple settings (e.g., home and school) and are vulnerable to many negative outcomes, including low achievement scores and academic grades, high school dropout, and increased school suspensions. Family-school partnership interventions, which are grounded in ecological theory, are highly correlated with many positive outcomes for students, families, and teachers. Experimental studies with families as collaborators have been found to improve students' behavioral functioning and decrease disruptive behaviors. There is a lack of empirical research on family-school connections in rural settings, hindering the ability to understand the impact of family-school partnerships on rural schools, families, and students. Rural parents interact with their children and teachers regarding school less often than parents in other geographic areas. Conjoint behavioral consultation (CBC) may address barriers and create meaningful partnerships between rural parents and teachers. CBC is a structured indirect form of support in which teachers and parents work together to promote adaptive behaviors and decrease disruptive behaviors. The following questions were researched for this report: (1) What are the preliminary effects of CBC in rural communities on behavioral and social-emotional outcomes of students with or at risk of developing behavioral disorders?; and (2) What are the preliminary effects of CBC in rural communities on parent and teacher practices, relationships, engagement, and beliefs about family-school partnerships? Ninety kindergarten through 3rd grade students and their parents (n = 90) and teachers (n = 54) from 20 schools in Midwestern rural areas participated in this research. Participating students were identified by teachers as having disruptive behavior concerns. Within each CBC-assigned classroom, a consultant met with a teacher and parents of 1 to 3 students for CBC meetings via a 4-stage process operationalized by semi-structured conjoint interviews. Results suggest promising effects of CBC for teachers, parents, and students in rural settings. [The paper was presented originally by the authors at the 2013 annual meeting of the National Association of School Psychologists.]
Evaluation of Early Childhood Coaching Implementation in Nebraska. Technical Report Vol. 2: Key Findings from Participant Observational and Self-Reported Data. CYFS Working Paper 2014-2
Author: Jayaraman, Gayatri
Date: 2014-01-00
Type: Reports - Research
Subjects: Early Childhood Education,Program Effectiveness,Program Evaluation,Coaching (Performance),Program Implementation,Participant Observation,Self Disclosure (Individuals),Mentors,Supervisory Training,Parent Education,Faculty Development,Trainers,Training Objectives,Feedback (Response),Reflection,Teacher Behavior,Protocol Analysis,Teacher Characteristics,Educational Practices,Preschool Teachers,Questionnaires,Likert Scales

The Nebraska Early Childhood Coach (ECC) training was a 3 day (8 hours) professional development event sponsored by the Nebraska Department of Education, Office of Child Development in 2009-2010. Sixty-five early childhood teachers and related service providers participated for the purpose of learning the basic principles and behaviors associated with current or proposed job responsibilities as a &quot;coach&quot; to parents, care providers or preschool teachers. The purpose of this training was to advance/enhance the early childhood professionals' ability to support individuals they may be coaching, mentoring, and/or supervising. Held in Omaha, Nebraska in the eastern part of the state, the ECC training participants included practitioners from across the state representing both rural and urban communities. Participants represented different agencies serving young children under age 5 and their families. An independent evaluation of the ECC training outcomes was completed and a final report addressing the major evaluation questions was submitted to Nebraska Department of Education in October 2011. The Early Childhood Coach training evaluation focused on the fidelity with which coach participants implemented the coaching model on which they received training and evaluated the coach training efforts. Furthermore, the evaluation included information on the current state of coaching in Nebraska, as described by subsets of coach participants who attended the ECC coach training. This Technical Report provides a more detailed description of those findings and summarizes additional analyses of data collected from survey, interview and direct observations of participants. The Technical Report is divided into two parts. Volume 1 summarizes the findings related to survey data from 35 participants. Volume 2 summarizes the data from videotaped observations of 21 coaches' interactions with coachees on the job. [For Volume 1, see ED565478.]
Participation among San Francisco Unified School District Students in Programs Offered by the Department of Children, Youth, and Their Families. Youth Data Archive Issue Brief
Author: Williams, Imeh
Date: 2013-07-00
Type: Reports - Research
Subjects: School Districts,Youth Programs,School Community Programs,Student Participation,Minority Group Students,Attendance,Racial Differences,Ethnic Groups,Special Education,Suspension,At Risk Students,High School Students,Middle School Students,Elementary School Students,College Students,High School Graduates,Academic Achievement,Low Achievement

For the past year, the San Francisco Department of Children, Youth, and their Families (DCYF), San Francisco Unified School District (SFUSD), and the John W. Gardner Center for Youth and Their Communities at Stanford University (Gardner Center) have collaborated to examine SFUSD student participation in DCYF-funded programs. This analysis utilizes the Youth Data Archive, a Gardner Center initiative that links administrative data on individual youth across settings to collectively examine questions that agencies could not answer alone. The partnership will help DCYF understand which students its programs serve and better match its programs to students who need the most help. The following research questions guided the findings presented in this report: (1) To what extent do SFUSD students participate in DCYF programs? (2) What types of SFUSD students are more likely to participate in DCYF programs? (3) What are the longitudinal patterns of participation in DCYF programs? (4) To what extent do high school graduates and postsecondary students from SFUSD participate in DCYF programs? The research finds: (1) DCYF serves a significant share of the SFUSD student population; (2) Participation in DCYF funded programs steadily increased over time; (3) DCYF is more likely to serve students of color and students with lower levels of academic achievement; (4) The frequency of participation in DCYF programs increased over time; and (5) A significant proportion of high school graduates and postsecondary students participated in DCYF programs.
2014 Fall Enrollment Report
Author: Weber, Jennifer
Date: 2014-11-00
Type: Reports - Evaluative
Subjects: Enrollment,Enrollment Trends,Enrollment Rate,Annual Reports,Higher Education,State Policy,Institutional Mission,Institutional Characteristics,Academic Degrees,Part Time Students,Full Time Students,Credits,Delivery Systems,Place of Residence,Tuition,Age Differences,Racial Composition

To improve student access and success in North Dakota University System (NDUS) institutions, the State Board of Higher Education has implemented enrollment policies that better reflect the differentiated missions of research universities, regional universities, and community colleges. This report addresses the transition in policy by grouping data by institutional mission. As required by the North Dakota State Board of Higher Education, this enrollment report includes all degree credit enrollments for all NDUS institutions and is consistent with protocols implemented by the Integrated Postsecondary Education Data System. A glossary is included.
2015 Student Affordability Report. The NDUS Edge
Author: North Dakota University System
Date: 2015-01-00
Type: Reports - Evaluative
Subjects: Annual Reports,Fees,Tuition,College Housing,Student Costs,Federal Aid,Funding Formulas,Student Loan Programs,Debt (Financial),Student Financial Aid,Higher Education,Paying for College,Institutional Characteristics,Tables (Data)

In 2014-15, tuition and mandatory fee rates at the University of North Dakota (UND), North Dakota Sate University (NDSU), Minot State University (MiSU) and the four-year campuses were less than their regional counterparts. The gap differential decreased slightly at UND and NDSU and the four-year campuses, and increased slightly at MiSU. NDUS two-year campus rates continue to be higher than regional counterparts. Mandatory fees are those assessed to all students regardless of program and would not include course or program specific fees. This 2015 student affordability report looks at the following numerical data for higher education in the state of North Dakota: (1) Tuition, Mandatory Fees, Room &amp; Board; (2) Total Estimated Student Cost; (3) Federal Funding Sources; (4) Net Price; (5) Loan Volume and Indebtedness; and (6) Percent of Students with Aid. A Comparison of ND and Regional Averages is appended.
NDTAC Practice Guide: Quality Education Services Are Critical for Youth Involved with the Juvenile Justice and Child Welfare Systems
Author: Gonsoulin, Simon
Date: 2015-03-00
Type: Guides - Non-Classroom
Subjects: Juvenile Justice,Child Welfare,At Risk Students,Student Needs,Access to Education,Disadvantaged Youth,Disabilities,Educational Quality,Educational Practices,Teaching Methods,Citizenship Education,Student Adjustment,Educational Policy,Nontraditional Education,Day Programs,Group Homes,Residential Programs,Correctional Institutions,Teacher Effectiveness,Professional Development,Curriculum,Access to Information

This National Evaluation and Technical Assistance Center for the Education of Children and Youth Who are Neglected, Delinquent, or At-Risk (NDTAC) practice guide examines the principle that quality education services are critical for youth involved with the juvenile justice and child welfare systems. This principle asserts that, to address the many hardships that may affect a youth's educational outcomes--trauma, changes in placement, family mobility, disabling conditions, economic disadvantage, involvement in the justice system--educators need to provide high-quality education services to provide a counterbalance to these challenges. Education is a protective factor for youth who are system involved and can help prevent future delinquency and crime. The following Quality Education Services in Practice are presented, along with strategies for each practice: (1) Practice 1: Implement Practices That Impact Teacher and Learner Outcomes; (2) Practice 2: Instruct Students in a Manner That Prepares Them for Productive Citizenship and Decision-making in the Future; (3) Practice 3: Implement Effective Transitional Practices and Services; and (4) Practice 4: Implement Policies and Practices That Prioritize Quality Education Services That Meet the Unique Needs of Youth Who Are System Involved. The following resources and examples are appended: (1) Practice 1: Implement Principles That Impact Educator and Learner Outcomes; (2) Practice 2: Instruct Students in a Manner That Prepares Them for Productive Citizenship and Decisionmaking in the Future; (3) Practice 3: Implement Effective Transitional Practices and Services; and (4) Practice 4: Implement Policies and Practices That Prioritize Quality Education Services That Meet the Unique Needs of Youth Who Are System Involved.