ethanporcaro/eric-fulltext-meta huggingface dataset:
Accelerated Learning and Financial Aid Associated with Positive Academic Outcomes for Hispanic First Generation College Students. Issue Brief
Author: Latino, Christian A.
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: First Generation College Students,Hispanic American Students,At Risk Students,Acceleration (Education),Student Financial Aid,Grade Point Average,High School Students,Academic Persistence,Academic Degrees,Gender Differences,Family Income,Language Fluency,Social Development,Emotional Development,College Entrance Examinations

First generation college students (FGCS) of all racial/ethnic backgrounds graduate from college at lower rates than their non-first generation peers. However, FGCS who are also Black or Hispanic graduate at even lower rates than FGCS who are White or Asian/Pacific Islander. Out of all racial/ethnic groups, students of Hispanic background are proportionally the most prevalent among FGCS, but are severely understudied given their prominence in the postsecondary system. Prior research has demonstrated the positive association of accelerated learning and financial aid with degree attainment rates. Furthermore, accelerated learning and financial aid have been linked to improved academic outcomes (e.g., GPA, persistence, and degree attainment) for FGCS and Hispanic students, but no studies have been conducted on Hispanic FGCS, in particular. To address this gap, the current study focused on comparing several college outcomes between Hispanic FGCS and Hispanic non-FGCS. The authors developed regression models that examined the relationships between Hispanic FGCS status, prior accelerated learning participation, receipt of financial aid, and the aforementioned academic outcomes, after statistically controlling for other student characteristics (i.e., prior achievement [high school GPA, ACT Composite score], demographics [gender, family income, language fluency], and social-emotional skills [as measured by ACT Engage). The findings provide evidence to policy makers and practitioners that interventions that include exposure to accelerated learning opportunities in high school, and that improve access to financial aid for college, may be able to help Hispanic FGCS close attainment gaps.
Examining Effects of PreACT Adoption on College Readiness Outcomes. Technical Brief
Author: Allen, Jeff
Date: 2018-10-00
Type: Reports - Research
Subjects: College Entrance Examinations,Grade 10,Grade 11,Scores,High School Students,Course Selection (Students),Student Interests,Advanced Courses,Majors (Students),College Applicants,College Readiness

Based on the first cohort of students who took the PreACT® in 10th grade and the ACT® test in 11th grade, this study examines the effects of PreACT adoption on ACT test scores, participation in challenging high school courses, interest-major fit, and college score sending behavior. Adoption of the PreACT led to an increase in ACT Composite score of 0.23 score points, which is comparable to one month of instruction. Adoption of the PreACT also led to small increases in interest-major fit and out-of-state score sending.
Detecting Inattentive Responding on a Psychosocial Measure of College Readiness. Research Report 2018-5
Author: Steedle, Jeffrey
Date: 2018-00-00
Type: Reports - Research
Subjects: College Readiness,Response Style (Tests),Test Validity,Measurement Techniques,Incidence,Measures (Individuals),Social Development,Emotional Development,High School Students,Goodness of Fit,Correlation

Self-report inventories are commonly administered to measure social and emotional learning competencies related to college readiness. If students respond inattentively or dishonestly, validity will suffer. This study applies several methods of detecting insufficient effort responding (IER) to data from ACT® Engage®. Different methods indicated that between 0.8% and 20.3% of respondents exhibited IER, but filtering those students from the data resulted in negligible improvements in criterion-related validity, coefficient alpha, convergent validity, and confirmatory factor analysis model-data fit. Even so, researchers are advised to investigate IER. Analyses affirmed that the IER detection methods effectively flagged suspect item score patterns, so these methods may still be used to flag individual results as potentially invalid.
Challenges and Opportunities in Higher Education. Hearing before the Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (February 7, 2017). Serial Number 115-3
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,Access to Education,Student Costs,Federal Aid,Student Financial Aid,Student Loan Programs,Federal Regulation,Equal Education,Educational Equity (Finance),Educational Innovation,Education Work Relationship,Alignment (Education)

This document records testimony from a hearing before the Committee on Education and the Workforce that was held to discuss challenges and opportunities in higher education. The committee has worked in recent years to make changes that will strengthen America's higher education system and help ensure a college degree is accessible and affordable. It is clear that more has to be done. Fortunately, with reauthorization of the Higher Education Act, the committee has an opportunity to do just that -- advance bold, responsible, and meaningful reforms. They also have a strong foundation already in place. Prepared member statements were presented by: (1) Honorable Virginia Foxx, Chairwoman, Committee on Education and the Workforce; and (2) Honorable Robert C. &quot;Bobby&quot; Scott, Ranking Member, Committee on Education and the Workforce. Witness statements were given by: (1) Dr. Beth Akers, Senior Fellow, Manhattan Institute, New York, New York; (2) Dr. Jose L. Cruz, President, Lehman College of the City University of New York, Bronx, New York; (3) Kevin Gilligan, Chairman and Chief Executive Officer, Capella Education Company, Minneapolis, Minnesota; and (4) Dr. William E. Kirwan, Co-Chair, Task Force on Federal Regulation of Higher Education, Rockville, Maryland. Additional submissions included: (1) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon (Prepared Statement); (2) Honorable Susan A. Davis, a Representative in Congress from the State of California (Prepared Statement); (3) Honorable Francis Rooney, a Representative in Congress from the State of Florida (Article: UV Letters); (4) Honorable Robert C. &quot;Bobby&quot; Scott, a Representative in Congress from the State of Virginia (Letter February 21, 2017, from The George Washington University); (5) Honorable Mark Takano, a Representative in Congress from the State of California (Letter February 2, 2017, from Sixteen Organizations and Prepared Statement); (6) Questions submitted for the record by: Ms. Bonamici; Honorable Luke Messer, a Representative in Congress from the State of Indiana; Honorable David P. Roe, a Representative in Congress from the State of Tennessee; Mr. Scott; Honorable Elise Stefanik, a Representative in Congress from the State of New York; and Honorable Glenn &quot;GT&quot; Thompson, a Representative in Congress from the State of Pennsylvania; and (7) Response to questions submitted: Dr. Akers; Dr. Cruz; Dr. Kirwan; and Mr. Gilligan.
Obtaining of Helpfulness Value in the Secondary Education Mathematics Curriculum by Creative Drama Activities
Author: Özsoy, Nesrin
Date: 2018-00-00
Type: Journal Articles
Subjects: Secondary Education,Secondary School Mathematics,Mathematics Instruction,Dramatics,Creative Activities,Foreign Countries,Values Education,Values,Experimental Groups,Control Groups,Pretests Posttests,Grade 8,Instructional Effectiveness,Teaching Methods

&quot;Values Education&quot;, which added to Mathematics Teaching Program at the Turkish Academic Year of 2017-2018, is revised and updated as &quot;Our Values&quot; on January of 2018. &quot;Our Values&quot; based on a grown value system that aims to maintain the existence of societies preserve the unity and togetherness of societies and have the real educational success like every stage of individuals' life. The Ministry of National Education has determined the base values, which should be gained during the education of Mathematics, as justice, friendship, honesty, patience, respect, love, responsibility, patriotism and helpfulness. The aim of this study is making the students realize their own values and making them gain the helpfulness values by using creative drama activities during the education of Mathematics. In this study, &quot;helpfulness value&quot;, which is under the topic of &quot;Our Values&quot; of Mathematics Teaching Program, was tried to put into practise by creative drama activities. In the study, experimental method which contains pretested and postested control group is used in order to show the behaviour difference between experimental group, which activity based creative drama method was applied, and the control group, which activity based creative drama method was not applied. This study is designed as a controlled experimental study with pretest-posttest. The group of study consisted of 106 students, which studying in 3 different provinces (Aydin, Afyon, Usak) in the same region. Both experimental and control group was consisted by 53 students. In the study, data were collected from &quot;helpfulness scale&quot; which developed by Demirci (2017). As a result of the study, the helpfulness scale score of experimental group, which activity based creative drama was applied is high but there is no meaningful difference between helpfulness scale scores of experimental group and control group.
Deeper in Debt: For-Profit Schools Driving Student Loan Default in New York State. Data Brief
Author: Dvorkin, Eli
Date: 2018-12-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Loan Default,College Students,Proprietary Schools,Public Colleges,Private Colleges,Loan Repayment,Nonprofit Organizations,State Colleges

This report analyzes data from the U.S. Department of Education on the outcomes of New York's federal student loan borrowers who entered repayment in 2012, covering the period from 2012 to 2016. This data brief--the first comprehensive analysis of five-year student loan outcomes in New York--reveals that the student loan default rate in New York is higher than many previously believed. The analysis shows student loan default rates in New York nearly double between the third and fifth year--from 6.5 percent to 11 percent. Findings reveal that the state's for-profit higher education institutions are responsible for a disproportionate share of all student loan defaults after five years, with students attending for-profit schools defaulting at more than double the rate of public colleges. The data underscores the need to tackle the student debt crisis in New York and suggests that state policymakers should take steps to hold the most default-prone institutions accountable.
The Promise of Apprenticeships in New York. Policy Brief
Author: Sharp, Naomi
Date: 2018-09-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Best Practices,Job Skills,On the Job Training,Employment Qualifications,Geographic Regions,Labor Force Development,Barriers

There are a number of reasons why apprenticeships have been relatively slow to get off the ground in New York--from an overly cumbersome state process for registering new apprenticeship programs to a paucity of employers that have embraced this model, particularly outside of the building trades. But as several other states have shown in recent years, these hurdles can be overcome. Based on an extensive data analysis and interviews with more than 30 apprenticeship experts in New York and around the nation, this report details some of these best practices and sets forth several achievable steps for state and local policymakers, business leaders, and workforce development practitioners to take to help New York City and State deliver on the significant promise of apprenticeships. The report offers a new level of detail about the current landscape for apprenticeship programs in New York and outlines both the opportunities and challenges to expanding the model. [This report was made possible through generous support from Barclays.]
Making the Connection: Aligning NYC&apos;s Small Businesses and the Workforce Development System
Author: Messina, Judith
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Small Businesses,Labor Force Development,Barriers,Urban Areas,Job Training,Job Placement,Human Capital,Institutional Cooperation,Employment Services

Small businesses have been sparking much of the recent job growth in New York City. However, there is a major disconnect in the city's workforce development system when it comes to working with small businesses. This report outlines a number of steps that policymakers, business leaders, and workforce providers could take to make workforce programs effective for more of the city's small businesses. At a time when small firms are creating a large share of the city's new jobs, these steps would expand the pool of opportunities for low- and moderate-income New Yorkers who turn to the city's workforce development system for assistance getting jobs, while helping small firms expand by addressing one of their key barriers to growth. This report draws from more than 60 interviews with small business owners, leaders of nonprofits that provide workforce development services, representatives from small business assistance organizations, philanthropic funders, and city officials. It details both the challenges of linking small businesses and workforce development services and the opportunities to better connect these vital employers with the city's complex system. The report includes more than a dozen practical recommendations to align the needs of small businesses with the capabilities of workforce development providers in ways that can benefit job seekers, employers, and the city's economy.
The Mediator Role of Resilience between Self-Determination and Self-Efficacy
Author: Develos-Sacdalan, Karen
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Self Determination,Self Efficacy,College Students,Foreign Countries,Correlation

This ex post facto research examined the mediator role of resilience in the relationship between self-determination and self-efficacy. The authors analyzed the cross-sectional data collected from a total of 302 university students. The participants answered 3 standardized questionnaires on self-efficacy, resilience and self-determination. It was found that resilience may act as a full mediator in the relationship between self-determination and self-efficacy. Findings imply that being self-determined increases self-efficacy through the mediation of resilience. Since the relationship between self-determination and self-efficacy is weak, it is noteworthy to include resilience when considering establishing such relationship between the two variables. The findings indicate a need for educators and administrators in understanding and exploring the individuality of students because these are potentially helpful bases in designing and implementing appropriate educational policies and setting overall quality learning environment. It is recommended that teaching professionals who would like to focus on increasing the self-efficacy levels of students should consider students' perceived resilience.
Helping Students Succeed through the Power of School Choice. Hearing before the Subcommittee on Early Childhood, Elementary, and Secondary Education, Committee on Education and the Workforce, U.S. House of Representatives, One Hundred Fifteenth Congress, First Session (February 2, 2017). Serial Number 115-2
Author: US House of Representatives. Committee on Education and the Workforce
Date: 2017-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: School Choice,Early Childhood Education,Elementary Secondary Education,Charter Schools,Public Schools,At Risk Students,Equal Education,Private Schools,Disabilities,Educational Legislation,Federal Legislation,Educational Vouchers,Inclusion,Access to Education,Poverty,English Language Learners

This document records testimony from a hearing held to help students succeed through the power of school choice. Across the country, efforts are underway to empower parents with more options when it comes to their children's education. Member statements were presented by: (1) Honorable Jared Polis, Ranking Member, Subcommittee on Early Childhood, Elementary, and Secondary Education; and (2) Honorable Todd Rokita, Chairman, Subcommittee on Early Childhood, Elementary, and Secondary Education. Witness statements were presented by: (1) Ms. Almo J. Carter, Parent; (2) Mr. Kevin Kubacki, Chief Executive Director, The Neighborhood Charter Network; (3) Mrs. Nina Cherry, Parent; and (4) Mr. Michael L. Williams, Manager, Former Commissioner of Education, Texas Education Agency. Additional submissions include: (1) Honorable Joe Courtney, a Representative in Congress from the State of Connecticut; Article: Educational Investment That Works And Is Affordable; (2) Mr. Polis: Letter dated March 30, 2001, from the United States Department of Education; Letter dated June 27, 2003, from the United States Department of Education; Letter dated July 1, 2003, from the United States Department of Education; Letter dated June 27, 2005, from the United States Department of Education; Letter dated August 22, 2007, from the United States Department of Education; and Letter dated August 29, 2007, from the United States Department of Education; (3) Chairman Rokita: Estimated Charter Public School Enrollment, 2016-17; Letter dated November 7, 2012, from the United States Department of Education; Letter dated March 30, 2001, from the United States Department of Education; Slide: #SchoolChoice by the Numbers; (4) Honorable Robert C. Scott, a Representative in Congress from the State of Virginia: Letter February 1, 2017, from National PTA; Letter February 1, 2017, from National School Boards Association (NSBA); Letter February 1, 2017, from American Federation of Teachers (AFT); Letter February 1, 2017, from Texas Association of School Boards (TASB); Letter February 1, 2017, from National Education Association (NEA); Letter February 1, 2017, from National Coalition for Public Education (NCPE); and Questions submitted for the record; (5) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon to: Mr. Kubacki; and Mr. Williams; and (6) Response to questions submitted: Mrs. Cherry; Mr. Kubacki; and Mr. Williams.
Phonological Surveillance of /p/ in Comparison with /b/
Author: Cheeli, Bhagya Prabhashini
Date: 2018-10-00
Type: Journal Articles
Subjects: Phonology,Auditory Perception,Phonemics,Audio Equipment,Linguistic Theory,Pronunciation,Semitic Languages,Native Language,English (Second Language),Speech Communication

This paper aims to focus, to bring the existing misperception of the letters &quot;p&quot; and &quot;b&quot; in panoramic view, to make the readers understand that there is nothing defective on the side of the speakers in comprehending the sounds of the letters /p/ and /b/ when they listen to, alike other phonemic sounds. Further, it is to exercise the spectrographic picturization of the aforementioned letters for the scientific development, the theories involved in, and to bring out the linguistic phenomenon spread over the pronunciation of /p/ and /b/ phonemes.
Supporting the Psychological Well-Being of the Early Care and Education Workforce: Findings from the National Survey of Early Care and Education. OPRE Report 2018-49
Author: Madill, Rebecca
Date: 2018-04-00
Type: Reports - Research
Subjects: Early Childhood Education,Mental Health,Preschool Teachers,Stress Variables,Work Environment,Caregivers,Well Being,Teacher Characteristics,Teamwork

While many efforts to improve the quality of early care and education (ECE) have focused on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children, a small body of research suggests that an ECE workforce that is mentally healthy can provide the best-quality care for children. The primary research questions of this report include the following: (1) How psychologically distressed is the ECE workforce?; and (2) What &quot;formal&quot; and &quot;informal&quot; workforce supports are associated with less distress in the ECE workforce? Quality improvement efforts for ECE often focus on increasing teachers' and caregivers' competencies and knowledge specific to the teaching of young children. Now, a growing body of research suggests that supporting caregivers' psychological well-being may also be a worthy goal. This report addresses an important next step in this work: understanding the linkages between various workforce supports and teachers' psychological well-being. The findings from this report can be used to guide practices and policies in ECE programs to support teachers' psychological well-being. This report will also be helpful for researchers because it describes future studies that could be undertaken to answer remaining questions about the psychological wellbeing of the ECE workforce.
Descriptive Analysis of the Articles Published in the Last 10 Years within the Context of Lifelong Learning
Author: Kiliç, Ahmet Emre
Date: 2019-00-00
Type: Journal Articles
Subjects: Lifelong Learning,Journal Articles,Periodicals,Research Methodology,Participation,Age Differences,Sample Size,Information Retrieval,Language Usage

The purpose of this study is to analyze in a descriptive way the published work within the context of lifelong learning in the last decade. For this purpose, the SCI-EXPANDED, SSCI and A&amp;HCI citation indexes in the Web of Science database were used. The following search terms were used as appropriate: &quot;Lifelong Learning&quot; and &quot;Life-long Learning&quot;. A total of 297 articles were found in the search results and these studies were analyzed according to the journal they published, the language, the research methods and their participants. This research was prepared using the document review technique within the scope of the survey research model. The data were collected by a form developed by the researcher. The collected data are analyzed descriptively and the results were shown graphically. According to findings, it can be said that the articles were published in 205 different journals, the English language was used the most, the most qualitative methods were preferred as the research method and the participants concentrated on very different samples. It is expected that this research will be a guide for future researches, since such researches on the field of lifelong learning are rarely seen in the literature.