ethanporcaro/eric-fulltext-meta huggingface dataset:
Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota. Study Brief. REL 2020-033
Author: Meyer, Stephen J.
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Labor Turnover,Occupational Mobility,Principals,Assistant Principals,Superintendents,Leadership,Educational Administration,Administrator Characteristics,Racial Differences,Individual Differences,Low Achievement,Identification,Institutional Characteristics,School Districts,Promotion (Occupational),Public Schools,Regional Characteristics,Differences,Age Differences,Elementary Secondary Education

Education decision makers in Colorado, Missouri, and South Dakota share concerns about and need more information on changes in school and district leadership (principals, assistant principals, superintendents, and assistant superintendents), including mobility (when leaders move to a different school or district within the state public school system) and attrition (when leaders stop serving in a leadership position in the state public school system). In collaboration with educators in those states, the Regional Educational Laboratory Central used administrative data for 2015/16 to 2018/19 to identify the percentages of school and district leaders who remained in a leadership position in the same school or district (stayers), who transferred to a leadership position in a different school or district (movers), and who took a nonleadership position or left the state public school system (leavers) after one year and after three years. The study also examined the characteristics of principals, schools, and districts that were associated with principal mobility and attrition. Across the three states the percentage of school and district leaders who were stayers ranged from 77 percent to 82 percent after one year and from 51 percent to 56 percent after three years. After three years younger principals were more likely to be a mover than a stayer, and older principals were more likely to be a leaver than a stayer. Principals who identified as a racial/ethnic minority and those who earned a lower salary were also more likely to be a mover or a leaver. In addition, principals were more likely to move from or leave low-performing schools that the state identified as needing additional support for improvement and schools in lower-performing districts (districts with lower average student academic achievement). The findings suggest that decision makers may wish to better understand the causes of school leader mobility and attrition and enhance supports for younger principals, principals who identify as a racial/ethnic minority, and principals in low-performing schools. [For the full report, see ED607378; for the appendixes, see ED607379; and for the study snapshot, see ED607382.]
Retention, Mobility, and Attrition among School and District Leaders in Colorado, Missouri, and South Dakota. Study Snapshot. REL 2020-033
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Labor Turnover,Occupational Mobility,Principals,Assistant Principals,Superintendents,Leadership,Educational Administration,Administrator Characteristics,Racial Differences,Individual Differences,Low Achievement,Identification,Institutional Characteristics,School Districts,Promotion (Occupational),Public Schools,Regional Characteristics,Differences,Age Differences,Elementary Secondary Education

Education decision makers in Colorado, Missouri, and South Dakota share concerns about mobility and attrition among school and district leaders. In collaboration with educators in these states, the Regional Educational Laboratory Central used administrative data to examine the percentages of school and district leaders who remained in a leadership position in the same school or district (retention/stayers), who transferred to a leadership position in a different school or district (mobility/movers), and who took a nonleadership position or left the state public school system (attrition/leavers). The study also examined the characteristics of principals, schools, and districts that were associated with principal mobility and attrition. The findings focus on one-year (2017/18 to 2018/19) and three-year (2015/16 to 2018/19) periods and provide region-specific and state-specific information about school and district leader retention, mobility, and attrition. Findings may be used to inform the design of policy and practices focused on attracting and retaining school and district leaders. [For the full report, see ED607378; for the appendixes, see ED607379; and for the study brief, see ED607380.]
Pathways to Prosperity: Postsecondary Access and Success for Colorado&apos;s High School Graduates
Author: Colorado Department of Higher Education
Date: 2020-05-15
Type: Reports - Research
Subjects: Postsecondary Education,Access to Education,High School Graduates,Labor Force Development,Educational Attainment,College Attendance,College Readiness,Enrollment,Success,Vocational Education,High School Students,Dual Enrollment,Graduation Rate,Time to Degree,Educational Policy,Advanced Placement Programs,Honors Curriculum,Work Experience Programs,Racial Differences,Ethnicity,Gender Differences,Institutional Characteristics,Grade Point Average,College Credits,Academic Persistence,Socioeconomic Status,Academic Degrees,Developmental Studies Programs

A key strategy for meeting Colorado's workforce needs is ensuring that Colorado's high school graduates are enrolling and succeeding in career-connected postsecondary education. According to Education Commission of the States, Colorado is one of only a few states that could, in theory, near its educational-attainment goals through increased outreach and engagement of traditional-age students, such as high school graduates. Growing the state's own talent is pivotal, as projections show the number of people moving to Colorado will plateau over the next ten years. Over the years, Colorado has been successful at importing highly educated talent to meet workforce demands. In part due to this trend, Colorado's attainment rate is currently ten percentage points above the national average. Unfortunately, Colorado has not been as successful at educating its recent high school graduates; college-going rates are ten percentage points below the national average of 66.7. As fewer people move to Colorado, it is unlikely that Colorado will be able to reach its post-secondary attainment goal if the state does not focus on college-going and completion rates for native Coloradans. This report explores both data trends and policy context related to critical pathways that Colorado's recent high school graduates pursue to a meaningful degree or credential. Specifically it covers: (1) High School pathways to a postsecondary credential; (2) Postsecondary enrollment pathways; and (3) Pathways to postsecondary success.
Digital Skills for an Equitable Recovery: Policy Recommendations to Address the Digital Skill Needs of Workers Most Vulnerable to Displacement
Author: Bashay, Molly
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Technological Literacy,Job Skills,Problem Solving,Skill Development,Adult Education,Educational Finance,Federal Aid,Grants,Partnerships in Education,School Business Relationship,Private Financial Support,Job Training

Even before the COVID-19 pandemic, it was apparent that American jobs are undergoing massive technological transformation. In-demand careers increasingly require digital literacy skills, and for many industries digital skills are entry-level competencies for new hires and incumbent workers. Since the pandemic, digital demands in the U.S. workplace have only accelerated, with workers from frontline jobs to white-collar roles being asked to quickly adapt to new tools and technologies. To succeed in this rapidly changing environment, workers need broad-based digital problem-solving skills that equip them to learn a wide variety of today's technologies and navigate continued changes in the future. But at least 48 million U.S. workers lack these foundational digital skills, and even more lack access to the high-quality training. Despite the wave of new public attention to digital issues spurred by the COVID pandemic, policy changes have not yet caught up. Our country's adult education and workforce systems are underfunded--and too often not adequately aligned--making it impossible for these systems to fully address the current challenge. Businesses attempt to fill the gap, but no single company can do it alone. To meet the needs of today's and tomorrow's workers and businesses, policymakers must invest in the opportunities and supports workers need to upskill and effectively work with new technologies. Ensuring that the U.S. can provide digital literacy and problem-solving skills to all workers will necessitate policy solutions with the following components: (1) Make a federal commitment to occupational digital literacy and create a new national grant program, or Digital Literacy Upskilling Grants, to expand access to high quality digital skills instruction that meets industry and worker needs; (2) Develop a measurable national standard for industry-specific digital upskilling efforts; (3) Create a network of &quot;21st Century Industry Partnerships&quot; between businesses, education providers, the public workforce system and community organizations; and (4) Incentivize private investment in digital skills training, instruction, and upskilling opportunities for incumbent workers by expanding the scope of existing tax policies. [For the companion report, &quot;The New Landscape of Digital Literacy: How Workers' Uneven Digital Skills Affect Economic Mobility and Business Competitiveness, and What Policymakers Can Do about It,&quot; see ED607391.]
The New Landscape of Digital Literacy: How Workers&apos; Uneven Digital Skills Affect Economic Mobility and Business Competitiveness, and What Policymakers Can Do about It
Author: Bergson-Shilcock, Amanda
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Technological Literacy,Skill Development,Job Skills,Labor Market,Job Training,Labor Force Development,Salary Wage Differentials,Skilled Workers,Semiskilled Workers,Age Differences,Gender Differences,Racial Differences,Immigrants,English Language Learners

The COVID-19 pandemic has thrown a stark spotlight on need for digital skills among a wide swath of the American workforce. But even before the pandemic, the US labor market reflected a growing demand for workers across industries to have strong digital skills. This report uses data from a rigorously designed international assessment to analyze workers' current level of digital skills, providing a breakdown of how skills differ among workers in major industries and occupations as well as demographic categories. Next, it provides a short summary of recommendations for how policymakers and business leaders can invest in upskilling to ensure that all workers have the resilience needed to respond to the continuing transformation of jobs in the US labor market, and to acquire new digital skills as necessary. This report is a companion to &quot;Digital Skills for an Equitable Recovery,&quot; which provides more detailed policy recommendations and related background. [For &quot;Digital Skills for an Equitable Recovery: Policy Recommendations to Address the Digital Skill Needs of Workers Most Vulnerable to Displacement,&quot; see ED607390.]
Resource Guide for Financial Institutions: Incorporating Financial Capability into Youth Employment Programs
Author: Financial Literacy and Education Commission (FLEC)
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Youth Employment,Youth Programs,Employment Programs,Financial Support,Federal Legislation,Banking,Money Management,Partnerships in Education

This resource guide is for financial institutions interested in enhancing financial capability through partnerships with youth employment programs. It maps out how and why financial institutions can help young people achieve greater financial well-being and employment success. This document highlights youth employment programs funded under the Workforce Innovation and Opportunity Act (WIOA) and locally-funded programs that have formed strong and effective partnerships with financial institutions. It is intended to help more financial institutions build on these successful approaches. [For a companion report, see ED607400.]
Funding Resilience: How Public Policies Can Support Businesses in Upskilling Workers for a Changing Economy
Author: Bergson-Shilcock, Amanda
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Public Policy,Job Skills,Skill Development,On the Job Training,Labor Force Development,Economic Climate,Labor Market,Personnel Selection,Reentry Workers,Personnel Policy,Financial Support,COVID-19

The COVID-19 pandemic has spotlighted and accelerated two trends that were already occurring in the American workplace: First, the demand for new skills and competencies, including digital skills, from workers at every level. Second, the growing importance of investing in upskilling strategies that can help two groups of workers: Those who are already employed and are adapting to changing skill needs on the job, and new jobseekers who are preparing for employment at a particular company. Now, as the American economy continues its roller-coaster ride and workers face the highest unemployment rate in generations, there is fresh urgency to act. Luckily, there are demonstrated examples of what to do: Employer-based upskilling programs that have thrived by connecting eager workers with demand-driven training that leads to career advancement. This brief details the current landscape for businesses' in-house upskilling policies and explains the major bottlenecks and barriers preventing widespread replication of effective practices. Next, it makes recommendations for how policymakers can take action to change the trajectory and equip more businesses to implement upskilling programs that respond to current and emerging labor market demands, including the need for rapid re-hiring and re-skilling as previously unemployed workers return to the labor market. To conclude the authors suggest that states with existing incumbent worker training (IWT) policies should strengthen them, and those without such policies should advance them. These policies can be vital tools in driving greater employer investment in workforce training and advancing more workers along career paths, yet restrictions in their current design leave many workers and businesses out in the cold. Reinvigorating state IWT policies is necessary to ensure that the essential workers and industries that the United States depends on can flourish in a post-pandemic economy.
Strategy for Assuring Financial Empowerment (SAFE) Report
Author: Financial Literacy and Education Commission (FLEC)
Date: 2015-00-00
Type: Reports - Research
Subjects: Money Management,Public Agencies,Federal Government,Outreach Programs,Financial Needs,Youth,Young Adults,Paying for College,Decision Making,Program Descriptions,Disadvantaged,Banking,Retirement,Children

The Financial Literacy and Education Commission (FLEC or Commission), plays a central role in the federal government's efforts to enhance financial literacy. FLEC coordinates its members' diverse financial education activities -- for families, school children, college students, servicemembers and their families, disadvantaged and financially vulnerable populations, and others. FLEC provides a platform for its member agencies to join a common conversation and share ideas, experiences, and lessons that inform their financial education policies and practices so that the government's financial education efforts can be more effective. This report will describe how FLEC members are taking action, using the diverse areas of expertise and resources to address the financial capability of young people by building the basics of financial knowledge, helping navigate higher education decisions and make choices early in their careers to plan and act for their futures. The Strategy for Assuring Financial Empowerment (SAFE) report introduces FLEC's strategic focus and describes how the Commission is harnessing the resources and expertise of its members to achieve progress in financial education and literacy. This report details recent and ongoing FLEC efforts related to &quot;Starting Early&quot; in four areas: (1) Preparing Children and Youth for a Financially Capable Adulthood; (2) Informing Higher Education Decision Making; (3) Advancing Financial Education in the Workplace; and (4) Research and Evaluation. Throughout each of these sections, this report describes FLEC's coordination of activities, materials and resources made available to the public, and work with partners outside of the government, including activities and resources for traditionally underserved populations.
Better Together: How Adult Education/CTE Collaborations Benefit Workers and Business
Author: Bergson-Shilcock, Amanda
Date: 2019-01-00
Type: Reports - Descriptive
Subjects: Alignment (Education),Job Skills,School Districts,Integrated Curriculum,Educational Benefits,Adult Education,Vocational Education,Partnerships in Education

Across the United States, businesses are facing record-low unemployment rates and a tight labor market, which incentivize them to pursue more creative strategies for finding skilled workers. Meanwhile, more than 36 million U.S. adults of working age have foundational skills gaps in areas such as literacy or numeracy, and two-thirds of these adults are employed. This is a significant population of underutilized workers who could contribute more if they had opportunities to build their skills. States can unleash this talent by investing in powerful upskilling strategies that are proven to equip these workers with the skills that local businesses need. To ensure the success of upskilling strategies, states should capitalize on the joint expertise of the career and technical education (CTE) and adult education systems and implement policies that improve alignment between those systems. This brief outlines how collaboration between adult education and CTE partners can advance effective programs for workers with foundational skill needs. It provides a case study of one such approach, between adult education and CTE programs at the Socorro Independent School District (ISD) in El Paso, Texas. The report also provides state and federal policy recommendations for strengthening alignment between these two systems and replicating this approach in other communities.
Resource Guide for Youth Employment Programs: Incorporating Financial Capability and Partnering with Financial Institutions
Author: Financial Literacy and Education Commission (FLEC)
Date: 2017-01-00
Type: Guides - Non-Classroom
Subjects: Youth Employment,Money Management,Banking,Federal Legislation,Employment Programs,Institutional Cooperation,Partnerships in Education

This resource guide is for youth employment programs that are interested in enhancing financial capability and building partnerships with financial institutions. It maps out how and why such partnerships can help young people achieve greater financial well-being and employment success. It also highlights youth employment programs funded under the Workforce Innovation and Opportunity Act (WIOA) and locally-funded programs that have formed strong and effective partnerships with financial institutions. It is being published as a companion to &quot;Resource Guide for Financial Institutions: Incorporating Financial Capability into Youth Employment Programs&quot; and is intended to help more programs build on these successful approaches. [For the companion report, see ED607392.]
Adult Numeracy in the United States. Data Point. NCES 2020-025
Author: Mamedova, Saida
Date: 2020-09-00
Type: Reports - Research
Subjects: Adults,Numeracy,Mathematics Skills,Immigrants,Individual Differences,Racial Differences

Using the data from the Program for the International Assessment of Adult Competencies (PIAAC), this Data Point summarizes the number of U.S. adults with low levels of numeracy and describes how they differ by nativity status and race/ethnicity. [Standard error tables are available at https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2020025 in Excel spreadsheet format.]
The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates. Special Edition: Immigrants and English Learners
Author: Johnson, Melissa
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Ethnic Diversity,Minority Groups,Racial Bias,Equal Education,Equal Opportunities (Jobs),Educational Attainment,Income,Immigrants,English Language Learners,State Policy,Public Policy,Job Training,Labor Force Development,Evidence Based Practice,Program Implementation,Career Counseling,Technological Literacy,Vocational English (Second Language),Student Financial Aid,Undocumented Immigrants,Community Colleges

The ethnic and racial diversity of the residents of the United States of America is one of our country's unique strengths. However, Black, Latinx, Pacific Islander, Native, and certain Asian American workers face wide racial inequities in educational attainment, employment, and income. Immigrants and English learners, the majority of whom are people of color, face similar inequities. This fact sheet features excerpts from &quot;The Roadmap for Racial Equity&quot; report. The policies highlighted here focus on addressing inequities for people of color who are immigrants and English learners. [For &quot;The Roadmap for Racial Equity: An Imperative for Workforce Development Advocates,&quot; see ED603236.]
5 Keys to a Successful Transition Year: An ACCT Guide for Community College Boards and CEOs
Author: Wakefield, Jill
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Administration,Governing Boards,College Presidents,Personnel Selection,Transitional Programs,Management Development,Administrator Evaluation

With over 50% of current college CEOs expected to retire within the next few years, boards are seeking new ways to connect the hiring and onboarding processes to ensure the new CEO's effectiveness and longevity. The first year often sets the stage for the CEO's success. This document outlines key first-year strategies for the board and new president, including five key activities: (1) Conduct a board-CEO retreat; (2) Develop the CEO's first-year communication and transition plans; (3) Establish the CEO's professional development plan; (4) Complete a mid-year check-in during the new CEO's first year; and (5) Conduct a first-year CEO evaluation. This report discusses the value of undertaking these key activities and recommended processes by which they can be done.