ethanporcaro/eric-fulltext-meta huggingface dataset:
Study of Adult Learners
Author: Washington Student Achievement Council
Date: 2022-06-00
Type: Reports - Research
Subjects: Adult Students,Educational Attainment,Low Income Students,Employment Level,Parents,Postsecondary Education,Goal Orientation,Student Motivation,Access to Education,Barriers,Student Behavior,First Generation College Students,Family Environment,Information Seeking,Minority Group Students,African American Students,Hispanic American Students,Adult Education

The Washington Student Achievement Council (WSAC) engaged with BERK Consulting to conduct twelve focus groups with adult learners across the state in 2022. Funded by the Lumina Foundation, the study focuses on populations furthest from educational opportunities, including those from racial and ethnic groups with the lowest attainment levels; low-income, unemployed, and underemployed residents; those who are parenting; and those who would be attempting postsecondary education or training for the first time. This study informs efforts to meet a statewide goal set in 2013 to reach 70% of the state's 25-44 year olds having a postsecondary credential. Achievement of the attainment goal will require significant investment in adult learner enrollment and completion. The focus groups explored participants' pathways to becoming adult learners, current education and career goals, sources of motivation, information- and opportunity-seeking behavior, barriers to accessing education, and promotive factors to accessing education. The groups also collected feedback on the WSAC College and Career Compass tool. [This report was co-produced by BERK Consulting.]
Who Is in Charge of English Learner Services? Lessons Learned from a National Co-Teaching and Collaboration Study
Author: Palacios, Martha
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: English Language Learners,Team Teaching,Teacher Collaboration,Secondary School Teachers,Educational Improvement,Secondary School Students,Program Administration,School Districts,Administrator Attitudes,Family School Relationship,Barriers,Instructional Leadership,Access to Information,English (Second Language),Second Language Learning,Second Language Instruction,Faculty Development,Web Sites,Communications,Educational Legislation,Federal Legislation,Elementary Secondary Education

To learn about current co-teaching and collaboration practices in secondary school settings, a study team from the National Research &amp; Development Center to Improve Education for Secondary English Learners conducted an online survey administered to district leaders in charge of English Learner programs and services throughout the country. In this research brief, researchers explain unexpected yet practical insights from district leaders' responses to this online survey. It also provides general advice to school districts so that they can clearly communicate with families of English Learners and various other school community members regarding the essential programs and services they provide.
Proceedings of International Conference on Social and Education Sciences (IConSES) (Denver, Colorado, October 7-10, 2019). Volume 1
Author: Shelley, Mack, Ed.
Date: 2019-00-00
Type: Collected Works - Proceedings
Subjects: Competence,Teacher Competencies,College Faculty,School Personnel,Administrators,Hispanic American Culture,Hispanic American Students,Hispanic Americans,Knowledge Level,Behavior,Attitudes,Transfer of Training,Writing (Composition),Vocabulary,Sciences,Mathematics,Linguistics,Indigenous Knowledge,Language Minorities,African Languages,Foreign Countries,Native Language Instruction,Mental Health,Health Behavior,Role Models,Mentors,Minority Serving Institutions,Stakeholders,Administrator Education,Job Performance,Educational Technology,Technology Uses in Education,Engineering Education,Family Influence,Planning,Evaluation,Instruction,Learning,Teacher Placement,Industry,STEM Education,Classroom Environment,Educational Change,Coaching (Performance),Online Courses,Academic Achievement

&quot;Proceedings of International Conference on Social and Education Sciences&quot; includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 7-10, 2019, in Denver, Colorado. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
Championing High-Quality Data. Advancing Postsecondary CTE Data Quality Initiative. Brief 1
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-08-00
Type: Reports - Research
Subjects: Vocational Education,Postsecondary Education,Program Evaluation,State Policy,Program Improvement,Educational Attainment,College Readiness,Career Readiness,Work Experience Programs,Program Implementation

This brief addresses the importance of a unifying vision for education and workforce that draws upon and regularly uses postsecondary CTE data to measure progress and guide state policy and practice. It is the first in Advance CTE's Advancing Postsecondary CTE Data Quality Initiative (PDI) series highlighting five states participating in a postsecondary data quality improvement cohort. This work is supported by ECMC Foundation.
Centering the Learner Experience. Advancing Postsecondary CTE Data Quality Initiative. Brief 2
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2022-08-00
Type: Reports - Research
Subjects: Vocational Education,Program Improvement,Data Use,Data Collection,Management Information Systems,Information Management,Postsecondary Education,Educational Legislation,Federal Legislation,Career Readiness,Training

This brief, the second in the series, advances a theory of change that centers the learner experience in strategies to improve institutional data collection and use and strengthen college information management systems. It is the second in the Advance CTE's Advancing Postsecondary CTE Data Quality Initiative (PDI) series highlighting five states participating in a postsecondary data quality improvement cohort. This work is supported by ECMC Foundation. [For &quot;Championing High-Quality Data. Advancing Postsecondary CTE Data Quality Initiative. Brief 1,&quot; see ED625799.]
FAFSA Completion in Utah. Issue Brief
Author: Hoover, Calla
Date: 2022-02-00
Type: Reports - Evaluative
Subjects: Federal Aid,Student Financial Aid,Federal Legislation,Educational Legislation,Higher Education,Educational Resources,College Applicants,Student Needs,Educational Finance,Financial Needs,Decision Making,Trend Analysis,Academic Persistence,Graduation Rate,Correlation,Paying for College,Gender Differences,Age Groups,State Agencies,Marital Status,Race,Ethnicity,Graduate Students,Undergraduate Students,First Generation College Students,Full Time Students,Part Time Students

Federal financial aid was established under the Higher Education Act of 1965. Since then, changes to the act have increased funding and expanded eligibility for students accessing federal financial aid. While the distribution of federal financial aid has expanded over the last 60 years, untapped financial resources remain every year because students fail to fill out the Free Application for Federal Student Aid (FAFSA). Since the mid-2000's, the Utah System of Higher Education (USHE) and the Utah Higher Education Assistance Authority have assumed an active role in supporting FAFSA completion by developing educational resources for students. However, less time has been devoted to researching current Utah college students in the financial aid landscape. A better understanding of the existing needs of Utah's unique student population may guide Utah policymakers to make more informed decisions. Over the past six years, the percentage of students enrolled at Utah colleges who have completed a FAFSA application has noticeably declined. This trend warrants further investigation as financial aid awards have been shown to increase academic persistence and completion rates. In addition, research has indicated that affordability increases rates of enrollment for recent high school graduates. FAFSA completion is a gateway to accessing many types of financial aid and is integral to increasing affordability for USHE students.
West Virginia Department of Education Guidelines for Allergies in the School Setting
Author: West Virginia Department of Education (WVDE)
Date: 2017-10-00
Type: Guides - General
Subjects: Guidelines,Allergy,Educational Policy,School Health Services,School Nurses,Family School Relationship,School Responsibility,Student Responsibility,Parent Responsibility

The West Virginia Department of Education places the highest priority on the health and wellness of our state's youth. These Guidelines represent researched findings and recommendations to provide guidance to be used in developing local policies, procedures and plans that focus on research-based best practices while respecting confidentiality and discrimination laws. The guidelines can be implemented by county boards of education, as they deem appropriate, after reviewing individualized allergy cases presented by the student's parents and ordered by a licensed prescriber under the guidance and case management of the certified school nurse RN's individualized health care plan and/or intervention guide.
Predicting Academic Readiness from Social Emotional Assessment Data: Development of the Mosaic Readiness Index. ACT Research. Technical Brief
Author: Allen, Jeff
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: High School Students,Aptitude Tests,Social Emotional Learning,Predictor Variables,Outcomes of Education,Measurement,Educational Environment,Grades (Scholastic),College Entrance Examinations,College Readiness,Interpersonal Competence,Emotional Response,Psychological Patterns

This paper documents the development of the Mosaic Readiness Index, a score that is reported for individuals who take the high school version of Mosaic by ACT®: Social Emotional Learning Assessment (hereafter referred to as the Mosaic assessment). The Mosaic Readiness Index is designed to predict high school academic outcomes--namely high school coursework, high school grades, and ACT test scores. Compared to the Mosaic assessment scores for individual constructs, the Mosaic Readiness Index more strongly predicts academic readiness because this index optimizes its prediction using item-level data. This paper describes the (a) rationale behind the index, (b) sample of data and statistical methods used for estimating the index's scoring parameters, and (c) results that show how well the index predicts academic readiness. The authors also document the development of the percentile ranks and score levels that are reported for the index and compare average scores for different groups of students.
Descriptive Outcomes of Students with Disabilities up to Five Years after High School (2012-19 Cohorts). General Report
Author: Hill, Connor
Date: 2022-11-00
Type: Reports - Research
Subjects: Students with Disabilities,Outcomes of Education,College Bound Students,College Attendance,Time,Postsecondary Education,Vocational Education,Enrollment Rate,Inclusion,Wages,Graduation Rate,Educational Attainment

This report analyzes the descriptive outcomes for students with disabilities (SWDs) from schools overseen by the Utah State Board of Education (USBE) who enrolled in postsecondary institutions. Data provided by USBE, the Utah System of Higher Education (USHE), and the Department of Workforce Services (DWS) allowed for the examination of metrics including the demographics, Career and Technical Education (CTE) enrollment, inclusion in a regular classroom setting, postsecondary programs, and wages up to five years after high school for SWDs from 2012-19. Compared to national analyses, SWDs from USBE schools had lower enrollment and graduation rates from postsecondary institutions. However, CTE enrollment and inclusion in regular classroom settings had an impact on enrollment and graduation rates. Students who completed a CTE pathway had the highest enrollment and graduation rates for SWDs from higher education institutions. Similarly, students who participated more in a regular classroom setting also enrolled in postsecondary institutions at higher rates than their peers who were participated less in a regular classroom setting.
High School Students&apos; Perspectives on Their Futures. ACT Research
Author: Schiel, Jeff
Date: 2022-09-00
Type: Reports - Research
Subjects: High School Students,Student Attitudes,Pandemics,COVID-19,Futures (of Society),Stress Variables,Occupational Aspiration,Family Income,Race,Ethnicity,Student Characteristics,Socioeconomic Status,Positive Attitudes,Housing,Ownership,Age Differences,Racial Differences,Prediction,Social Mobility,Social Networks,Friendship,Salaries

High school students' optimism pertaining to future life outcomes, such as having a career they enjoy, owning a home, and having a better life than their parents had, might have been influenced negatively by recent events, such as the COVID-19 pandemic, which has been particularly stressful for students. Using data from a sample of current high school students, this study examined students' perspectives on their futures while considering family income and race/ethnicity, two factors known to be related to adolescents' outlooks on success in life.
Mosaic Readiness Index Predicts Postsecondary Enrollment. ACT Research. Data Byte
Author: Walton, Kate E.
Date: 2022-11-00
Type: Reports - Descriptive
Subjects: Social Development,Emotional Development,College Attendance,Postsecondary Education,Predictor Variables,Test Validity,College Readiness,Enrollment,Student Characteristics,Family Income,Grade Point Average,High School Students,Scores,Probability,College Entrance Examinations

Social and emotional (SE) skills are known to be linked with many important life outcomes, including academic performance, performance on standardized college entrance exams, and college enrollment, although research on enrollment is limited. In this report, the authors present data points from a study that evaluated test-criterion validity evidence for the Mosaic Readiness Index (MRI), a composite index derived from multiple SE skill items from the MosaicTM by ACT®: Social Emotional Learning Assessment (ACT, 2021). The MRI is the weighted average of an examinee's responses to a subset of items from the assessment that estimates the likelihood of student postsecondary success (see Allen et al., in press, for more information). Specifically, the authors examined whether the MRI predicted postsecondary enrollment while controlling for other variables related to enrollment.
Educators&apos; Social and Emotional Skills and Indicators of School Climate Predict Burnout. ACT Research. Data Byte
Author: McVey, Jill
Date: 2022-09-00
Type: Reports - Descriptive
Subjects: Correlation,Educational Environment,Social Development,Emotional Development,Teacher Characteristics,Teacher Burnout,Teacher Attitudes,Gender Differences,Racial Differences,Ethnicity,Faculty Workload,Tenure,Teacher Behavior,Interpersonal Relationship,Self Control,World Views,School Safety,Teaching Conditions,Predictor Variables

In this report, the authors examined the relationship between social and emotional (SE) skills, school climate, educator variables, and educator burnout. Mosaic Educator, an assessment designed for teachers and school staff, was completed by a sample of educators in several regions of the country during the spring of 2022. This assessment measured educators' SE skills, perceptions of school climate, and experiences of burnout symptoms. Additionally, demographic and work variables were collected, including gender, race/ethnicity, hours worked, and job tenure. The final sample in this analysis included 329 educators (82.2% female, 17.8% male; 62.5% White, 19.2% Black/African American, 16.3% Hispanic/Latino, 2.0% Asian) who had an average tenure of 15.6 years. Prior research has demonstrated that teachers who receive professional development related to SE skills tend to have lower levels of burnout. Based on this study, cultivating staff relationships, providing a safe working environment, and offering professional development related to SE skills like stress management could all provide support toward reaching this goal.
Examining the COVID-19 Pandemic&apos;s Impacts on ACT Scores: Spring 2022 Update. ACT Research. Technical Brief
Author: Allen, Jeff
Date: 2022-11-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Academic Achievement,Scores,College Entrance Examinations,Racial Differences,Ethnicity,Females,Gender Differences,Minority Group Students,Urban Schools,Achievement Gains,Grade 11,College Readiness,Student Characteristics,Institutional Characteristics,Geographic Location,High School Students,In Person Learning,Blended Learning,Online Courses

The research summarized in this paper examines the effects of the COVID-19 pandemic on student performance on the ACT[TM] test. The author compares scores during the three years preceding the pandemic (2018, 2019, and early 2020) to scores in 2021 and 2022 while accounting for changes in the tested population across years. For students tested in 2022, the author also examines differences in mode of learning across demographic groups.
Views from Research: Exploring Challenges to Postsecondary Access. Research Brief
Author: Monear, Daryl
Date: 2022-09-00
Type: Reports - Research
Subjects: Student Financial Aid,State Aid,Access to Education,Postsecondary Education,Barriers,College Attendance,Knowledge Level,Access to Information,Affordances

Education and training after high school is critical for individual development and career advancement in Washington's innovative and evolving labor market. However, college enrollment and completion rates lag behind state goals and the national average. Washington has some of the most generous state financial aid opportunities in the country to help low- and middle-income families afford the cost of postsecondary education. Yet many students do not apply for aid: The state's Free Application for Federal Student Aid (FAFSA) completion rate is in the bottom five nationwide. Identifying barriers to enrollment and demystifying financial aid opportunities can increase college enrollment and, in turn, improve postsecondary educational attainment among Washingtonians. This research brief chronicles key lessons and opportunities for action in pursuit of improving postsecondary access.
Alaska Performance Scholarship: Program Review and Recommendations
Author: Alaska Commission on Postsecondary Education
Date: 2021-01-00
Type: Reports - Evaluative
Subjects: Scholarships,Eligibility,College Attendance,Educational Trends,Enrollment Trends,Program Evaluation,Student Interests,State Programs

The Alaska Performance Scholarship (APS) program has helped thousands of families afford postsecondary education, and is reported to have helped motivate students to set higher goals for themselves, and to pursue postsecondary education in Alaska. Evidence indicates APS recipients are better prepared for college. However, the reach of these benefits has been limited because the scholarship has fallen short of expectations in eligibility and use. The program took off more slowly than anticipated, and after about five years of growth, began a steady decline in both eligibility and use. Low use of the APS means missed opportunities for Alaskans and Alaska. This program review seeks to understand what is driving low and declining award eligibility and use, and to identify changes that might help the program better meet its objectives. The Alaska Commission on Postsecondary Education (ACPE) contracted with McDowell Group to prepare a review of the Alaska Performance Scholarship (APS). This report has the following components: (1) Key findings and recommendations; (2) Trends in APS eligibility and use; (3) School district findings; (4) Postsecondary institution findings; (5) Literature review; and (6) Surveys of high school graduates.
Student Reflections on the Official ACT® Self-Paced Course, Powered by Kaplan®. ACT Research. Issue Brief
Author: Sanchez, Edgar I.
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Student Attitudes,Test Preparation,Independent Study,College Entrance Examinations,Partnerships in Education,Student Behavior,Course Evaluation,Student Surveys,Gender Differences,Race,Ethnicity,Family Income,Student Characteristics

The Official ACT® Self-Paced Course, Powered by Kaplan® is a test preparation solution in partnership between Kaplan and ACT. In April of 2022, the authors surveyed users of the self-paced course who took the ACT test between August 2020 and February 2022 to better understand: (1) ways the solution helped them when they took the ACT; (2) what features of the solution they considered most important; and (3) their behaviors when they used the solution. The authors invited 209,897 students to share their perspectives on the course, and 2,535 students responded to the survey. This brief highlights what students responding to selected questions from the survey learned from The Official ACT Self-Paced Course, Powered by Kaplan.
Examining the COVID-19 Pandemic&apos;s Impacts on Native American Students&apos; College and Career Readiness. ACT Research. Technical Brief
Author: Allen, Jeff
Date: 2022-09-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,American Indian Students,Career Planning,College Planning,Racial Differences,Ethnicity,High School Students,Scores,College Entrance Examinations,Online Courses,In Person Learning,School Closing,Educational Technology,College Readiness,Grade 11,Blended Learning,Institutional Characteristics,Student Characteristics

The research summarized in this paper examines the effects of the COVID-19 pandemic on student performance on the ACT® test, focusing on students who are Native American. It compares outcomes during the three years preceding the pandemic (2018, 2019, and early 2020) to outcomes in 2021 and 2022 while accounting for changes in the tested population across years. The paper also compares college and career planning behaviors for students who are Native American relative to students from other racial and ethnic groups. The study's major findings include: (1) Native American high school students were more likely to learn online; (2) Significant ACT score declines were observed for students who are Native American; and (3) College and career planning behaviors were mostly similar for students who are Native American and students from other racial/ethnic groups.
What Evidence from Research Tells Us: Family Engagement in College Pathway Decisions. Research Spotlight
Author: Byrne, Rebecca
Date: 2022-04-00
Type: Reports - Descriptive
Subjects: High School Graduates,College Bound Students,Family Involvement,College Choice,Paying for College,Student Adjustment,Decision Making,Student Financial Aid,Disproportionate Representation,Equal Education,College Environment

Each year, only 60% of high school graduates in Washington transition to postsecondary education within one year. Family engagement is a critical part of the college search and transition process. Families are often involved in campus visits, financial planning, and the shifting of norms and responsibilities when a student begins their higher education journey. Evidence from research suggests that focused family engagement initiatives can help students make the transition to postsecondary education. This Research Spotlight highlights evidence from research about family engagement and families' influence on students' college pathway decisions, focusing on their college search, financial aid, and equity.