ethanporcaro/eric-fulltext-meta huggingface dataset:
Current Term Enrollment Estimates: Spring 2015
Author: National Student Clearinghouse Research Center
Date: 2015-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,School Size

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, state, enrollment intensity, age group, and gender. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of spring 2015, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for over 96 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In spring 2015, overall postsecondary enrollments decreased 1.9 percent from the previous spring. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. Enrollments decreased among four-year for-profit institutions (-4.9 percent), two-year public institutions (-3.9 percent), and four-year private non-profit institutions (-0.2 percent). Enrollments increased slightly among four-year public institutions (+0.1 percent). Taken as a whole, public sector enrollments (two-year and four-year combined) declined by 1.7 percent this spring. Note that the National Student Clearinghouse Research Center has revised the public sector figures in this report from those published in May 2014 to reflect that some two-year public institutions have been reclassified in Integrated Postsecondary Education Data System (IPEDS) as four-year public institutions. Only the allocation of public sector students to two-year vs. four-year institutions has shifted. [For &quot;Current Term Enrollment Estimates: Fall 2014,&quot; see ED558772.]
Current Term Enrollment Estimates: Fall 2020
Author: National Student Clearinghouse Research Center
Date: 2020-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions,Majors (Students)

The &quot;Current Term Enrollment Estimates Report Series&quot; is published every December and May by the National Student Clearinghouse Research Center. It provides national enrollment estimates by degree level, institutional sector, enrollment intensity, age group, gender, major field as well as state-level enrollment estimates. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2018, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 97 percent of the total enrollments at Title IV, degree-granting institutions in the U.S. Most institutions submit enrollment data several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated student headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. Overall postsecondary enrollments declined 2.5 percent in fall 2020, nearly twice the rate of enrollment decline reported in fall 2019. Undergraduate enrollment was the primary driver for this decline, decreasing 3.6 percent or over 560,200 students from 2019. Most notable is the public two-year sector, which suffered the most from enrollment decline this fall while all other major institutional sectors had more positive enrollment outcomes than they did last fall. In a bright spot for fall 2020, graduate enrollment increased by over 98,800 students, or 3.6 percent from the previous fall. Graduate enrollment increases were evident across all institutional sectors, with the largest increase seen at public four-year institutions. [For &quot;Current Term Enrollment Estimates: Spring 2019,&quot; see ED610016.]
Current Term Enrollment Estimates: Fall 2012
Author: National Student Clearinghouse Research Center
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences

This report is the first in a series of current term enrollment estimates from the National Student Clearinghouse Research Center, to be published every December and May. It includes national enrollment estimates, as well as subtotals by institutional sector, enrollment intensity, age group, and gender. As of fall 2012, institutions actively submitting enrollment data to the Clearinghouse account for 94 percent of all Title IV, degree-granting enrollments in the nation. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data from institutions at the student level, the data also allow the reporting of unduplicated headcounts, avoiding double-counting of students who are concurrently enrolled in more than one institution. In the current term (fall 2012), enrollments have decreased in every sector except four-year private nonprofits, with the largest decreases taking place among four-year for-profits (-7.2 percent) and two-year publics (-3.1 percent). The report shows percent changes in fall enrollments over the last three years. It is based on data submitted to the National Student Clearinghouse by December 1 of a given year, a cutoff that captures about 98.5 percent of the fall term data that will eventually be submitted. Estimates are adjusted for data coverage rates, which vary by institutional sector and year.
Current Term Enrollment Estimates: Spring 2013
Author: National Student Clearinghouse Research Center
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions

This report is the second in a series of current term enrollment estimates from the National Student Clearinghouse Research Center, to be published every December and May. It includes national enrollment estimates as well as subtotals by institutional sector, region, enrollment intensity, age group, and gender. As of spring 2013, institutions actively submitting enrollment data to the Clearinghouse account for 95 percent of all Title IV, degree-granting enrollments in the nation. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data from institutions at the student level, the data also allow the reporting of unduplicated headcounts, avoiding double-counting of students who are concurrently enrolled in more than one institution. In the current term (spring 2013), enrollments have decreased, compared to the previous spring, in every sector except four-year private nonprofits, with the largest decreases taking place among four-year for-profits (-8.7 percent) and two-year publics (-3.6 percent). The report shows a 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. It is based on data submitted to the National Student Clearinghouse by April 11 of a given year, a cutoff that captures about 98.5 percent of the spring term data that will eventually be submitted. Estimates are adjusted for data coverage rates by institutional sector and year. [For &quot;Current Term Enrollment Estimates: Fall 2012,&quot; see ED610025.]
Current Term Enrollment Estimates: Fall 2013
Author: National Student Clearinghouse Research Center
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Institutional Characteristics,Full Time Students,Part Time Students,Age Differences,Gender Differences,Geographic Regions

&quot;Current Term Enrollment Estimates,&quot; published every December and May by the National Student Clearinghouse Research Center, include national enrollment estimates by institutional sector, region, enrollment intensity, age group, and gender. In addition, state-level enrollments have been added to the series. Enrollment estimates are adjusted for Clearinghouse data coverage rates by institutional sector, state, and year. As of fall 2013, postsecondary institutions actively submitting enrollment data to the Clearinghouse account for 96 percent of enrollments at U.S. Title IV, degree-granting institutions. Most institutions submit enrollment data to the Clearinghouse several times per term, resulting in highly current data. Moreover, since the Clearinghouse collects data at the student level, it is possible to report an unduplicated headcount, which avoids double-counting students who are simultaneously enrolled at multiple institutions. In fall 2013, overall postsecondary enrollments decreased 1.5% from the previous fall. The report shows the 12-month percentage change (fall-to-fall and spring-to-spring) for each term over the last three years. In fall 2013, enrollments decreased among four-year for-profit institutions (-9.7 percent) and two-year public institutions (-3.1 percent). However, enrollments increased slightly among four-year public institutions (+0.3%) and four-year private non-profit institutions (+1.3%). [For &quot;Current Term Enrollment Estimates: Spring 2013,&quot; see ED610026.]
Indicators for a Broad and Bold Education Agenda: Addressing &quot;Measurability&quot; Concerns for Post-2015 Education Targets
Author: Open Society Foundations (OSF)
Date: 2015-05-00
Type: Reports - Descriptive
Subjects: Educational Indicators,Educational Objectives,Goal Orientation,Preschool Education,Child Development,Elementary Education,Access to Education,Secondary Education,Educational Needs,At Risk Persons,Poverty,Literacy Education,Gender Bias,Disproportionate Representation,Cultural Differences,Educational Quality,Developing Nations,Child Health,Postsecondary Education,Educational Resources,Teacher Qualifications,Adult Literacy,Numeracy,Social Bias,Socioeconomic Status,Educational Finance,Disabilities,Academic Achievement,Illiteracy,Adults,Academic Standards,Accountability,Data Collection,Data Use,Foreign Countries,Enrollment,Data Analysis,Age Differences,Gender Differences,Sustainable Development

This paper and the four commissioned works on which it is based are guided by the important question: How can we start valuing practices and outcomes of teaching and learning that are difficult to reduce to numbers? As the process of developing indicators for the Post-2015 education targets unfolds, some of the targets are at risk of being dropped on account of being 'un-measurable.' However, excluding more holistic but harder to assess educational targets will inevitably remove vital focus from some of the most important aspects of high quality education provision. Three education targets, developed by the Education for All Steering Committee (EFA-SC) and the Open Working Group on Sustainable Development of the U.N. General Assembly (OWG), are the thematic foci of this paper: (1) Relevant Learning Outcomes; (2) Knowledge, Values, Skills, and Attitudes to Establish Sustainable and Peaceful Societies; and (3) Teachers and Safe, Inclusive, and Effective Learning Environments. These three targets are at risk of being excluded from the final formulation of the Sustainable Development Goals (SDGs) in response to practical concerns about the number of targets being excessive as well as concerns that targets such as these &quot;rely too much on vague, qualitative language rather than hard, measurable, time-bound, quantitative targets.&quot; This report also highlights some of the main ideas put forward by the authors of the four commissioned papers. The annex to this document briefly describes the commissioned papers and presents the indicators proposed by the authors. [For the commissioned papers, see &quot;Capturing Quality, Equity &amp; Sustainability: An Actionable Vision with Powerful Indicators for a Broad and Bold Education Agenda Post-2015&quot; (ED610009), &quot;Goals and Indicators for Education and Development: Consolidating the Architectures&quot; (ED609905), &quot;Indicators for a Broad and Bold Post-2015 Agenda: A Comprehensive Approach to Educational Development&quot; (ED609982), and &quot;Indicators for All? Monitoring Quality and Equity for a Broad and Bold Post-2015 Global Education Agenda&quot; (ED609988).]
Student Financial Wellness Survey: Fall 2019 Semester Results. National Aggregate Report
Author: Klepfer, Kasey
Date: 2020-07-00
Type: Reports - Evaluative
Subjects: Money Management,College Students,Paying for College,Student Employment,Debt (Financial),Financial Needs,Student Attitudes,Financial Support,Student Personnel Services,Student Loan Programs,Student Financial Aid,Student Costs,State Universities,Private Colleges,Community Colleges,Hunger,Homeless People,Loan Repayment

Higher education leaders are looking for high impact ways to improve retention and graduation rates in a climate of austere budgets. Increasingly, higher education sees the interplay of finances and academic performance as a key driver of student success. Across the nation, measurable improvements in student success outcomes are observed when students receive a combination of support services and financial resources that help address the unique financial challenges facing many college students. More colleges and universities want to better understand the state of financial wellness for their students to inform strategic planning and to pin a baseline for comparisons after implementing initiatives. Trellis' Student Financial Wellness Survey (SFWS) informs discussions about college affordability, student debt, and financial wellness at the campus level and among policy-makers. This report details findings from more than 38,000 undergraduate student respondents from 78 colleges and universities in 20 states. While not nationally representative, student respondents attended public universities, private colleges, and community colleges that range in size from fewer than 700 students to greater than 55,000 students. This report presents results for 2-year and 4-year institutions (private and public institutions combined) separately. Respondents from public 2-year institutions accounted for a disproportionate amount of the total sample, and these students experience significant differences in financial wellness. The appendices of this report contain response frequencies to every question in the survey (broken out by school sector), select findings from cross-tabulations of survey responses, descriptions of sample characteristics and representativeness, and detailed methodology. [For the 2018 report, see ED601250.]
Interactive Homework to Engage Parents with Students on the Transition from Middle to High School
Author: Epstein, Joyce L.
Date: 2021-01-00
Type: Reports - Research
Subjects: Middle School Students,High School Students,Grade 8,Grade 9,Homework,Parent Participation,Parent Child Relationship,Student Attitudes,Interpersonal Communication,Early Adolescents,Attendance,Grade Point Average,Student Motivation,Goal Orientation

Middle grades teachers want early adolescents to take responsibility for their own learning and success in school. One way to encourage this is with &quot;interactive homework,&quot; which enables students to lead conversations with a parent or family partner about something interesting they are learning in class. An exploratory study tested whether eighth graders would talk with a parent about the transition to high school and about the roles parents may play to support student success in grade 9. Studies indicate that parents make the transition to high school &quot;with&quot; their students, but many are unsure of how to sustain age-appropriate engagement in their teen's education. We found that students were able and willing to conduct discussions on four critical issues that determine success or failure in high school: attendance, course passing, GPA, and motivation to succeed. In written comments for each assignment, students were thoughtful and hopeful about entering grade 9 and graduating from high school on time. Parents were positive about their interactions with their early adolescents. Importantly, when parents enjoyed a conversation with their students, they were significantly more likely to say that they gained insights into the importance of on-going engagement in their student's education in high school. [The is the pre-print version of an article that will be published in &quot;Middle School Journal.&quot;]
Understanding SNAP Take-Up and Short-Term Community College Outcomes in Virginia. Research Report
Author: Blagg, Kristin
Date: 2020-12-00
Type: Reports - Research
Subjects: Food,Hunger,Federal Programs,Welfare Services,Community Colleges,Outcomes of Education,Two Year College Students,Eligibility,Student Needs,Student Characteristics,Predictor Variables

Food insecurity is associated with poorer educational outcomes across the education spectrum. At the K-12 level, receipt of food assistance through the Supplemental Nutrition Assistance Program (SNAP, formerly known as Food Stamps) or through universal school lunch is associated with positive, if small, effects on student outcomes. Little is known, however, about the relationship between SNAP receipt and college students' academic outcomes. As a first step toward answering this question, we use data from Virginia's community colleges to understand who enrolls in SNAP and how it is associated with persistence. We find that community college students who take up SNAP appear to experience more financial disadvantages than their potentially eligible peers who do not enroll in SNAP. On the question of outcomes, we find that SNAP receipt is not associated with a significant difference in short-term persistence, compared with similar students who did not receive SNAP. These findings point to the need for additional research. For example, a randomized controlled trial, where community college students who are eligible for SNAP are randomly encouraged to take up the benefit, might better capture SNAP's effects on outcomes. Further study of how students use campus-based supports like food pantries could illuminate how on-campus services might substitute for social safety net programs and potentially facilitate student success. Finally, future research could explore whether the need for students to work to meet restrictive SNAP eligibility requirements negates the positive effects of receiving food assistance. Policymakers who wish to further support low-income students have several potential policy options, including notifying students of their SNAP eligibility, expanding SNAP eligibility for college students, and funding campus-based supports.
The Role of Presidential Digital Engagement in Fostering a Sense of Community among Stakeholders
Author: Tuthill, Kelley J.
Date: 2020-04-30
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: College Presidents,Technology Uses in Education,Sense of Community,Stakeholders,Computer Mediated Communication,Administrator Role,Social Media,Enrollment Management,Institutional Advancement,Marketing,Administrator Attitudes

The role of a college president is unique and challenging given the demands of the position as well as the shifting higher education landscape. Research shows presidents are expected to fill many roles in a college community including fundraiser, financial steward, problem solver and cheerleader (Selingo et al., 2017; Trombley, 2007). As the United States becomes more reliant on digital communication, presidents are expected to conduct much of their essential engagement on platforms such as videos, websites, blogs and social media (Ahlquist, 2017). The purpose of this multiple-case study was to examine the unique role a president's digital engagement plays in fostering a sense of community among stakeholders. This multiple-case study included interviews with presidents who exemplified best practices at institutions nationwide as well as members of their senior leadership teams. A document analysis of digital communications helped to corroborate and add texture to the findings. Understanding the importance of presidential digital engagement has the potential to influence best practices at colleges and universities nationwide at a time when many institutions need to distinguish their unique offerings and cultures in light of a declining number of high school students in the United States (Will, 2016).
Should the Federal Government Fund Short-Term Postsecondary Certificate Programs? Research Report
Author: Baum, Sandy
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Federal Aid,Postsecondary Education,Certification,Student Financial Aid,Outcomes of Education,Education Work Relationship,Adults,Educational Attainment,Institutional Characteristics,Student Characteristics,Educational Finance,Paying for College,Debt (Financial),Loan Default,Student Loan Programs,Income,Grants

The federal student aid system has emerged as the primary source of funding for students pursuing a wide range of subbaccalaureate credentials. But the eligibility rules for federal student aid, offered under Title IV of the Higher Education Act, require a minimum program length of 600 hours for Pell grants, despite little evidence showing that short programs meeting the current benchmark produce better labor-market outcomes than those that do not. In this report, we review the evidence on the labor market returns on certificate programs and evaluate the justification for the current restrictions on eligibility for federal student aid. We find that some programs that currently qualify for federal aid provide little or no earnings boost for students, while many others, including programs that do not qualify for federal aid, do boost earnings. There is no clear justification for the current line between programs that are Pell eligible and those that do not meet the program length requirements. Better data and more rigorous research will strengthen the evidence base for determining the best policies for improving labor market outcomes.
Black Segregation Matters: School Resegregation and Black Educational Opportunity
Author: Orfield, Gary
Date: 2020-12-00
Type: Reports - Research
Subjects: School Resegregation,Racial Segregation,Enrollment Trends,Educational Trends,School Desegregation,African American Students,Student Attitudes,Desegregation Effects,Poverty,Racial Composition,Public Schools

This report shows that the segregation of Black students has increased in almost every region of the nation, and that Black students in many of nation's largest school districts have little access to or interaction with White, Asian or middle-class students. The report documents substantial Black enrollment in suburban schools, but high levels of segregation in them. Several of the nation's largest states, including California, New York and Texas, are among the nation's most segregated in terms of exposure of Black students to their White counterparts. The study details how the national student population is changing and examines the basic patterns of enrollment, segregation and integration across the U.S. The analysis includes enrollment and segregation trends for the past several decades, nationally, by region, community type, and poverty level, and showing the most and least segregated states along multiple measures.