ethanporcaro/eric-fulltext-meta huggingface dataset:
An Innovative Approach to Preparing Students for College and Careers: YouthForce NOLA. Issue Focus
Author: MDRC
Date: 2018-04-00
Type: Reports - Evaluative
Subjects: Career Development,Career Awareness,High School Students,College Readiness,Career Readiness,Program Effectiveness,Career Academies,Gender Differences,Public Schools,Industry,Labor Demands,Stakeholders,Employers,Teachers,Parents,Attitude Measures,Partnerships in Education,Family Involvement,Job Skills

Career pathways models are an increasingly popular approach to engaging high school students and equipping them with the academic, technical, and &quot;soft&quot; skills they need to succeed in postsecondary education and careers. When linked with local labor market needs, career pathways models can also create a talent pipeline for local employers. At the high school level, these programs typically combine core academic courses with a sequence of career and technical education (CTE) courses in a particular industry and incorporate a variety of work-based learning experiences. Despite the proliferation of career pathways models over the past decade, little rigorous evidence exists on their effectiveness for high school students. One exception is the evidence for career academies, which are small learning communities within larger high schools that combine academic and technical curricula around a career theme and incorporate work-based learning. MDRC's random assignment evaluation in the mid-1990s found that the program led to large and sustained increases in earnings, particularly for young men. An example of a promising career pathways initiative that incorporates elements of career academies is YouthForce NOLA. The initiative aims to prepare New Orleans public high school students for post-secondary education opportunities and careers in three industry clusters with strong local employer demand and family-supporting wages--health sciences, creative media and technology, and skilled crafts, such as advanced manufacturing and construction. In 2016, MDRC began conducting a process and implementation study of YouthForce NOLA. The main goals of the study are to assess the initiative's progress in putting key components in place and to document the experiences and perceptions of program stakeholders, including teachers, students, parents, and employer partners.
Legislative Report on Charter Schools, 2014-2015. Statutory Report Series
Author: Holiday, Latoya
Date: 2017-07-00
Type: Reports - Research
Subjects: Charter Schools,School Districts,Decision Making,Program Development,Program Implementation,Contracts,Online Surveys,Board of Education Role,Institutional Autonomy,Accessibility (for Disabled),Selective Admission,Program Proposals,Racial Composition,Ethnicity,Private Schools,Public Schools,Elementary Secondary Education

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of new charter school activity in the 424 Wisconsin school districts during the 2014-2015 school year. This report documents two distinct levels of decision making regarding charter school proposals. A first-level decision occurs during the charter school's &quot;development&quot; stage. The school district may approve further study of a charter school concept, participate in a consortium of school districts interested in opening a charter school, or sign a planning grant with the purposes of seeking federal charter school planning funds from the DPI. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant with the purpose of seeking federal charter school startup funds from the DPI. The DPI conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2014-2015 school year, 24 districts (5.7 percent) reported charter school activity as defined above, including at least one district in eleven of the twelve regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 21 school boards made 28 first-level charter school decisions, and 18 school boards made 18 second-level charter school decisions. Of the first-level decisions, 27 of 28 (96.4 percent) were approved. Of the second-level decisions, 17 of 18 (94.4 percent) were approved. While 6 districts reported a first-level decision and not a second-level decision, only 3 school districts reported a second-level decision but not a first-level decision. [For the &quot; Legislative Report on Charter Schools, 2013-2014. Statutory Report Series,&quot; see ED583044.]
Legislative Report on Charter Schools, 2013-2014. Statutory Report Series
Author: Eagleburger, Scott
Date: 2015-00-00
Type: Reports - Research
Subjects: Charter Schools,School Districts,Decision Making,Program Development,Program Implementation,Contracts,Online Surveys,Board of Education Role,Institutional Autonomy,Accessibility (for Disabled),Selective Admission,Program Proposals,Racial Composition,Ethnicity,Private Schools,Public Schools,Elementary Secondary Education

The Wisconsin Department for Public Instruction (DPI) is required to submit this report to the Legislature regarding the status of existing charter schools, the number of petitions for new charter schools, and the action taken by school boards and the DPI on petitions for new charter schools. This report offers the results of charter school activity in the 424 Wisconsin school districts during the 2013-2014 school year. This report documents two distinct levels of decision making regarding charter school proposals. A first-level decision occurs during the charter school's &quot;development&quot; stage. The school district may approve further study of a charter school concept, participate in a consortium of school districts interested in opening a charter school, or sign a planning grant with the purposes of seeking federal charter school planning funds from the DPI. A second-level decision occurs during the &quot;implementation&quot; stage. The school district issues a charter school contract, provides a signature on an agreement to participate in a multi-district charter school, or signs an implementation grant with the purpose of seeking federal charter school startup funds from the DPI. The DPI conducted an electronic survey and personally contacted school district officials to compile the necessary data. One hundred percent of the Wisconsin school districts responded to the survey. During the 2013-2014 school year, 36 districts (8.5 percent) reported charter school activity as defined above, including at least one district in ten of the twelve regional Cooperative Educational Services Agencies (CESA). A breakdown of the activity shows 30 school boards made 34 first-level charter school decisions, and 25 school boards made 26 second-level charter school decisions. Of the first-level decisions, 31 of 34 (91.2 percent) were approved. Of the second-level decisions, 25 of 26 (96.2 percent) were approved. While 11 districts reported a first-level decision and not a second-level decision, 6 school districts reported a second-level decision but not a first-level decision.
Minnesota Measures: A 2016 Report on Higher Education Performance
Author: Djurovich, Alexandra
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Preparation,College Readiness,Enrollment,Tuition,Fees,College Freshmen,Student Characteristics,Remedial Instruction,Student Financial Aid,Undergraduate Students,Educational Attainment,Adults,Graduation Rate,Academic Degrees,Employment,College Graduates,Debt (Financial),Loan Repayment,Student Loan Programs,Access to Education,High School Students

&quot;Minnesota Measures&quot; provides a resource of accurate, timely, and comprehensive facts about higher education in Minnesota. It includes comparisons over time as well as national and peer institution comparisons. Obtaining a postsecondary credential increases economic opportunity, promotes income equality, and prepares the state to meet future workforce demands. Minnesota has an educational attainment gap across racial and ethnic groups. Key indicators confirm that this gap is not isolated to the higher education system; students of color do not succeed at the same rates as their White peers throughout all levels of the Minnesota education system. Minnesota's challenge moving forward is to successfully prepare and support underserved populations to certificate or degree completion while meeting future workforce demands in a period of changing demographics. This document is organized into two sections: (1) Preparing for and Entering College; and (2) Outcomes of College. The sections provide information on the following topics: (1) High School Academic Preparation and College Readiness; (2) College Enrollment; (3) Published vs. Net Tuition and Fees for First-Time, Full-Time Freshman; (4) Enrollment and Student Characteristics; (5) Developmental Education; (6) Financial Aid to Minnesota Undergraduates; (7) Educational Attainment of Minnesota's Adults; (8) Graduation Rates; (9) Awards Conferred; (10) Employment of Recent Graduates; and (11) Debt of College Graduates and Repayment of Loans. [For the previous report, &quot;Minnesota Measures 2015: A Report on Higher Education Performance,&quot; see ED583040.]
Minnesota Measures: A 2017 Report on Higher Education Performance
Author: Djurovich, Alexandra
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,College Preparation,College Readiness,Enrollment,Tuition,Fees,College Freshmen,Student Characteristics,Remedial Instruction,Student Financial Aid,Undergraduate Students,Educational Attainment,Adults,Graduation Rate,Academic Degrees,Employment,College Graduates,Debt (Financial),Loan Repayment,Student Loan Programs,Access to Education,High School Students

&quot;Minnesota Measures&quot; provides a resource of accurate, timely, and comprehensive facts about higher education in Minnesota. It includes comparisons over time as well as national and peer institution comparisons. Obtaining a postsecondary credential increases economic opportunity, promotes income equality, and prepares the state to meet future workforce demands. Not all Minnesotans are equally prepared. There remains an educational attainment gap across racial and ethnic groups. Key indicators confirm the disparities gap is not isolated to the higher education system; students of color do not succeed at the same rates as their White peers throughout all levels of the Minnesota education system. Given that Minnesotans of color are comprising a larger share of the state's population each year, the state's changing demographic profile requires the state to begin reducing educational attainment racial gaps or the state's economic future will be threatened. This document is organized into two sections: (1) Preparing for and Entering College; and (2) Outcomes of College. The sections provide information on the following topics: (1) High School Academic Preparation and College Readiness; (2) College Enrollment; (3) Published vs. Net Tuition and Fees for First-Time, Full-Time Freshman; (4) Enrollment and Student Characteristics; (5) Developmental Education; (6) Financial Aid to Minnesota Undergraduates; (7) Educational Attainment of Minnesota's Adults; (8) Graduation Rates; (9) Awards Conferred; (10) Employment of Recent Graduates; and (11) Debt of College Graduates and Repayment of Loans. [For the previous report, &quot;Minnesota Measures: A 2016 Report on Higher Education Performance,&quot; see ED583045.]
Learning Disabilities Screening and Evaluation Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0052-1804
Author: Hayes, Anne M.
Date: 2018-04-00
Type: Guides - Non-Classroom
Subjects: Learning Disabilities,Inclusion,Educational Practices,Foreign Countries,Educational Environment,Academic Accommodations (Disabilities),Best Practices,Active Learning,Formative Evaluation,Progress Monitoring,Student Educational Objectives,Visual Impairments,Blindness,Hearing Impairments,Deafness,Classroom Techniques,Assistive Technology,Response to Intervention,Individualized Education Programs,Educational Planning,Academic Support Services,Socioeconomic Influences,Low Income Groups,Educational Needs,Educational Resources,Educational Policy,Educational Legislation,Equal Education,Disabilities,Federal Legislation,Student Rights

Learning disabilities are among the most common disabilities experienced in childhood and adulthood. Although identifying learning disabilities in a school setting is a complex process, it is particularly challenging in low- and middle-income countries that lack the appropriate resources, tools, and supports. This guide provides an introduction to learning disabilities and describes the processes and practices that are necessary for the identification process. It also describes a phased approach that countries can use to assess their current screening and evaluation services, as well as determine the steps needed to develop, strengthen, and build systems that support students with learning disabilities. This guide also provides intervention recommendations that teachers and school administrators can implement at each phase of system development. Although this guide primarily addresses learning disabilities, the practices, processes, and systems described may be also used to improve the identification of other disabilities commonly encountered in schools. [This guide is a complimentary resource to &quot;School and Classroom Disabilities Inclusion Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0031-1701&quot; (ED582357) and &quot;Disabilities Inclusive Education Systems and Policies Guide for Low- and Middle-Income Countries. Occasional Paper. RTI Press Publication OP-0043-1707&quot; (ED581498).]
Giving CBE a Jumpstart: Stories of Institutional Progress on CBE from the Jumpstart Initiative
Author: Plumlee, Tucker
Date: 2016-10-00
Type: Reports - Evaluative
Subjects: Competency Based Education,College Programs,Program Descriptions,Barriers,Educational Practices,Educational Methods,Models,Program Development,Program Implementation,Profiles,Trend Analysis

This report examines the competency-based education (CBE) efforts of the 21 Jumpstart participants and their varied journeys in developing CBE programs: the unique decisions they have made around their developing programs; the challenges that have delayed some programs or prevented others from moving to implementation; and lessons from these stories that may prove useful for other colleges, universities, and systems looking to take their own dive into CBE.
Investing in Veterans: The Need for Career and Education Advising
Author: Cahill, Charlotte
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: Veterans Education,Barriers,Higher Education,Academic Advising,Military Personnel,Reentry Students,Career Counseling,Federal Legislation,Veterans,Postsecondary Education,Student Needs,Student Adjustment,Web Sites,Educational Policy,Transitional Programs

Federal education benefits for veterans represent a substantial investment--$18 billion since 2009 under the Post-9/11 GI Bill--in the development of a skilled American workforce. Unfortunately, this investment does not always pay off because many veterans encounter serious obstacles as they attempt to navigate the higher education system and the labor market. Access to career and education advising programs would enable more veterans to successfully complete degrees and to pursue satisfying careers. This paper surveys the career and education advising options currently available to veterans via military reintegration programs, web-based resources, non-profit service providers, and colleges and universities. It concludes that additional career and education advising resources are needed--especially those available to veterans prior to enrollment in postsecondary institutions--to ensure that veterans are able to take full advantage of their federal education benefits.
PLA and CBE on the Competency Continuum: The Relationship between Prior Learning Assessment and Competency-Based Education
Author: Tate, Pamela
Date: 2015-10-00
Type: Reports - Descriptive
Subjects: Competency Based Education,Prior Learning,Higher Education,Program Descriptions,College Programs,Definitions,Comparative Analysis,Evaluation Methods

Competency-based education (CBE) is the hot new thing in higher education. While forms of CBE have been around since the 1970s, there has been a surge of interest in CBE, with more than 600 postsecondary institutions now reporting that they are either offering competency-based degree programs or are planning to do so. Similarly, institutional interest in prior learning assessment (PLA) has also been growing, with both CBE and PLA seen as important strategies for supporting degree completion, particularly for the nontraditional (e.g., adult, independent, working) learner. CBE and PLA intersect in many ways, leading some in higher education and policy circles to ask, &quot;What is the difference between CBE and PLA?&quot; or &quot;What is the relationship between PLA and CBE?&quot; This paper answers these questions and shows how both are ideal companion tools that help postsecondary programs focus on student learning while being highly flexible and student centered.
International Students in BC&apos;s Education Systems: Summary of Research from the Student Transitions Project
Author: Heslop, Joanne
Date: 2014-10-10
Type: Reports - Research
Subjects: Foreign Countries,Foreign Students,Transitional Programs,Postsecondary Education,Student Characteristics,Enrollment Rate,Enrollment Trends,Majors (Students),Geographic Distribution,Secondary School Students,College Bound Students,College Transfer Students,Outcomes of Education

This report provides key research findings from a recent analysis of international students studying in the British Columbia (B.C.) secondary and postsecondary education systems. The study was conducted by the Student Transitions Project (STP), a collaborative research partnership involving B.C.'s education and advanced education ministries and postsecondary institutions. The study addresses a number of research questions about the programs, pathways and education outcomes of international students who enrolled in B.C.'s secondary or public post-secondary system. Findings show that significant growth in international students has occurred in B.C.'s education systems over the last decade, primarily concentrated in the Lower Mainland post-secondary institutions and secondary schools. As the number of international students continues to expand in B.C., the STP will continue to monitor and report on the education achievements of these students in the B.C. system in an effort to aid policy development, program planning and decision-making within institutions and government.
Supporting Latino College Achievement: Insights from the LATIDO Roundtable
Author: Cerna, Oscar
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Community Colleges,Hispanic American Students,Educational Needs,Success,Postsecondary Education,Higher Education,Student Needs,College Role,Culturally Relevant Education,Equal Education,Diversity (Faculty),Holistic Approach,Alignment (Education),Data Collection,Case Studies

MDRC is working with the California Community Colleges Chancellor's Office to study the state's efforts to improve college outcomes for Latinos--in particular, the approaches being taken at two-year and four-year colleges that qualify as Hispanic-Serving Institutions. This brief covers the first step in that project: a daylong conversation among researchers, policymakers, and college faculty members and administrators about what needs to be done.
Financial Aid for Prior Learning Assessment: Early Successes and Lessons from the U.S. Department of Education&apos;s Experimental Sites Initiative
Author: Plumlee, Tucker
Date: 2017-07-00
Type: Reports - Research
Subjects: Prior Learning,Success,Federal Aid,Experiential Learning,Educational Legislation,Federal Legislation,Barriers,Student Financial Aid,Program Implementation,Work Experience,Portfolio Assessment,Standardized Tests,Evaluation Methods,Performance Factors,College Programs

In 2015, the U.S. Department of Labor invited postsecondary institutions to participate in an experiment to learn how federal financial aid might be used to cover the costs of prior learning assessment (PLA). PLA is the process of evaluating a student's prior workplace and experiential learning for academic credit. While the experiment is still underway, several of the participating institutions are finding that the regulatory waivers permitted through the experiment are making it possible for more students to successfully use this alternative pathway to credit-earning. This is an important early result of the experiment, which can help to inform Congress as it considers the reauthorization of the Higher Education Act of 1965. The experiment provides a useful blueprint for what effective policy changes to the regulatory and statutory limits around PLA in Title IV may look like. This brief highlights some of the same experiences and successful results of the experiment so far, while also pointing to how this new application of federal financial aid might be best supported if available nationwide.
Highlights from the Student Transitions Project: Post-Secondary Student Mobility
Author: Heslop, Joanne
Date: 2017-11-00
Type: Reports - Research
Subjects: Student Mobility,Postsecondary Education,Transitional Programs,Enrollment Trends,Student Records,Program Descriptions,Statistical Distributions,Trend Analysis,Student Characteristics,Geographic Distribution,Institutional Characteristics,Transfer Students,Foreign Countries

The Student Transitions Project (STP) newsletter focuses exclusively on student mobility within the B.C. public post-secondary system. In this context, student mobility includes the sequential or simultaneous enrollment of academic credit registrants attending one or more B.C. public post-secondary institutions throughout their academic studies. This newsletter focuses on a mobility study that was produced from fourteen years of student enrollment data, spanning Fall 2002 to Fall 2016. Data was collected in Fall 2016 by the STP and was subsequently assembled into 6.2 million mobile student records describing the numerous education pathways of each student who entered, continued, moved between and exited B.C. public post-secondary institutions each year.