ethanporcaro/eric-fulltext-meta huggingface dataset:
Implementing the Common Core State Standards: An Action Agenda for Higher Education
Author: King, Jacqueline E.
Date: 2011-01-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Academic Standards,Higher Education,State Standards,Student Placement,High School Graduates,Elementary Secondary Education,English Instruction,Mathematics Instruction,Career Readiness,College Readiness,College Faculty,Alignment (Education),Teacher Education,Inservice Teacher Education,Student Evaluation,Educational Administration,College Curriculum,Transitional Programs

Recent years have seen the pace of change in education accelerate at all levels as educators and policy makers instigate reforms aimed at raising academic achievement in the United States to a world-class level. Perhaps nowhere has the pace and scale of change been more dramatic than in the realm of K-12 academic standards. In 2009, 48 states, two territories, and the District of Columbia signed a memorandum of agreement with the National Governors Association (NGA) and Council of Chief State School Officers (CCSSO), committing to a state-led process--the Common Core State Standards Initiative--to produce a set of K-12 standards in the foundational subjects of English language arts and mathematics designed to prepare high school graduates to succeed in college and careers. On June 2, 2010, the Common Core State Standards (CCSS) were released. As of December 2010, 41 states and the District of Columbia have formally adopted the CCSS. Most states will begin implementing the standards in schools in 2011-2012. This issue brief describes key areas that will require active participation from higher education leaders and faculty from a broad array of disciplines, in the following areas: (1) Defining college readiness and aligning key policies for the school-to-college transition; (2) Developing K-12 assessments and aligning college placement policies with these assessments; (3) Aligning K-12 and higher education curricula; and (4) Teacher preparation and in-service professional development. The issue brief also suggests structures at the state and local levels that can help facilitate collaboration between K-12 and higher education. It concludes with links to detailed information about the standards and related assessments. [This paper was written with the assistance of Paul Lingenfelter, Sharmila Basu Conger, Charlie Lenth, Julie Carnahan, Margaret Horn, Sandy Boyd, Allison Jones, and Mikyung Ryu.]
Do the Arts Matter? A Review of the Links between Student Involvement in the Arts and Academic Success in School
Author: University of Hawaii at Manoa, Hawaii Educational Policy Center
Date: 2004-05-00
Type: Reports - Evaluative
Subjects: Art Education,Music Education,Dance Education,Theater Arts,Academic Achievement,Social Development,Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Indicators,Federal Programs,National Competency Tests,College Entrance Examinations,Educational Research,Research Reports

The purpose of this report is to highlight some of the more interesting and compelling research on arts education. The focus is on two major reports: &quot;Champions of Change: The Impact of the Arts on Learning&quot; and &quot;Critical Links: Learning in the Arts and Student Academic and Social Development.&quot; Together, these provide enough initial information to stimulate more interest in the value of arts education in today's world of high stakes accountability and annual yearly progress for all students. A list of sources is included.
Comparing Alternative Views of Accountability and Curriculum
Author: University of Hawaii at Manoa, Hawaii Educational Policy Center
Date: 2004-00-00
Type: Reports - Descriptive
Subjects: Accountability,Elementary Secondary Education,Educational Legislation,Federal Legislation,Academic Standards,State Standards,Educational Assessment,Curriculum Development,Academic Achievement

This Policy Brief explores two very different aspects of accountability and curriculum. One traditional view incorporates standards into a system of accountability and school curricula. An alternative and currently popular perspective sees accountability as not a system but a strategy, and attempts to fix significant responsibility for student achievement on a CEO-type principal, and the sociological or psychological environment necessary for learning. A bibliography is included.
Charter Challenges: Policy Issues Facing Charter Schools in Hawai'i. Charter School Policy Issue No. 1
Author: University of Hawaii at Manoa, Hawaii Educational Policy Center
Date: 2004-08-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Policy,Funding Formulas,Fringe Benefits,Educational Finance,Budgets,State Legislation

This report is the first in a series examining the policy issues relating to charter schools in Hawai'i. It addresses the overall challenges to charter schools, the law establishing a charter funding formula, a new program area of the state budget, fringe benefits, and issues needing clarification and resolution. The purpose of this series of Policy Reports is to identify some of the most serious policy issues facing charter schools and highlight areas of dispute that policy makers may want to consider for clarification in the law/policy. Recent amendments to the charter school funding law are appended.
The Ideal State Postsecondary Data System: 15 Essential Characteristics and Required Functionality
Author: Ewell, Peter
Date: 2009-09-14
Type: Reports - Descriptive
Subjects: Higher Education,Elementary Secondary Education,Information Management,Design Requirements,Alignment (Education),Systems Analysis,Strategic Planning,Systems Development,Critical Path Method,Data Collection,Data Processing,Statistical Data,Academic Records,Student Records,Progress Monitoring,Information Policy,Institutional Characteristics,Regional Characteristics,Delivery Systems,Educational Planning,Management Information Systems

A rapidly changing global economy, shifting demographics, and concerns about our ability to maintain a competitive workforce have focused national attention on the educational systems of America's states, highlighting their critical role in ensuring a productive and creative future for our country. As a result, Americas colleges and universities are expected to perform better than ever to prepare all students to meet internationally competitive standards of achievement, the knowledge and skills needed for a vital democracy, and the escalating demands of the workforce. Central in addressing these needs are robust and aligned data systems able to document the achievement of students, schools and colleges, as well as respond to questions about a state's investment in higher education. Although each state's higher education system is unique, certain characteristics and resulting functionality are essential in an effective longitudinal data system. Like the "Ten Essential Elements" of state longitudinal data systems in K-12 education proposed by the Data Quality Campaign (DQC), these characteristics are intended to promote educational progress and alignment among and between each state's K-12 and postsecondary data resources. The characteristics and functions are grouped into four broad categories: student data, course data, operational characteristics, and data governance. Developing the ideal state system is certainly challenging but the characteristics of such a system are presented here as a model that can and should be reached.
Strong Foundations: The State of State Postsecondary Data Systems--2012 Update on Data Sharing with K-12 and Labor
Author: Garcia, Tanya I.
Date: 2012-11-00
Type: Reports - Research
Subjects: State Programs,Data,Information Systems,Student Records,Higher Education,State Boards of Education,State Agencies,Elementary Secondary Education,Labor,Cooperation,State Surveys

In 2010, the State Higher Education Executive Officers Association released the results of a national study of state level postsecondary student unit record (SUR) data systems in 44 states and the District of Columbia (D.C.). One section of the report, "Strong Foundations: The State of State Postsecondary Data Systems" (Garcia and L'Orange 2010), included information on the extent to which postsecondary coordinating and governing boards engage in a variety of data sharing practices with state agencies. This 2012 update focuses on those data sharing practices. In addition, the authors shed light on statewide, coordinated, multi-sector data sharing in which the postsecondary sector plays a role. Some states share data via a centralized state P-20 data system, but more states are "building" a federated data model that is more decentralized in nature. Regardless of the model used, there is a substantial and growing amount of statewide, coordinated multi-sector data sharing across the country, much of which likely has been influenced by the U.S. Department of Education Statewide Longitudinal Data Systems (SLDS) grant program. Appended are: (1) List of Respondents by State and Agency/Entity; (2) Data Collection Template; (3) Responses by Question; (4) History of Statewide Longitudinal Data Systems Awardees, FY2006-FY2012; and (5) Abbreviations Used for States with Multiple Agencies/Entities. (Contains 11 figures, 1 table, and 9 footnotes.)
The Lumina Degree Qualifications Profile (DQP): Implications for Assessment. Occasional Paper #16
Author: Ewell, Peter T.
Date: 2013-01-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Outcomes of Education,Mastery Learning,Colleges,Curriculum Development,Profiles,Stakeholders,Competence

In January 2011, the Lumina Foundation published its Degree Qualifications Profile (DQP) to challenge faculty and academic leaders in the U.S. to think deeply and concretely about aligning expectations for student learning outcomes across higher education. Since then, the DQP has kindled extensive discussions about what the postsecondary degrees granted by American colleges and universities really mean with respect to what graduates know and can do. But the text of the DQP itself provides only limited guidance to stakeholders with respect to assessment. In order to render the Profile's potential real, institutions and their faculties will need to develop consistent and systematic ways to gather evidence that the competencies that the DQP describes are actually being mastered at the levels claimed. In this paper, I explore some of what needs to be done in this area and provide a few tools and techniques (some of which are already in widespread use) that may help us move forward. In offering them, I invite faculties at all our colleges and universities to carefully examine what the DQP asks us to do in designing more aligned and integrated approaches to teaching, learning, and determining student competence--as well as to actively experiment with these ideas and techniques with their colleagues. (Contains 13 footnotes.) [Foreword by George Kuh and Stan Ikenberry and Afterword by Carol Geary Schneider.]
Degree Production and Cost Trends: A National Analysis
Author: State Higher Education Executive Officers
Date: 2010-08-00
Type: Reports - Research
Subjects: Higher Education,Postsecondary Education as a Field of Study,Public Colleges,Educational Attainment,Enrollment,Classification,Costs,Human Capital,Trend Analysis

The international imperative for postsecondary education is growing, and the push for state and national action is acute. To remain globally competitive, the United States must expedite efforts to further develop a well educated citizenry. Each state faces its own set of demographic and economic challenges. States and institutions operate in unique contexts of student populations, fiscal realities, and higher education governance structures, and undoubtedly will take different approaches to achieve their completion goals. Many states are experiencing dramatic demographic shifts requiring significant improvement in educational attainment among traditionally underrepresented populations. Others were especially hard hit by the recession and, in many cases, full recovery will require a more educated human capital in order to advance a more diverse economy. Despite these differences, however, the national focus must be the same--dramatically increasing the educational attainment of each state's citizens. Given the current and foreseeable fiscal constraints, the states and their public colleges and universities will need to work creatively and efficiently in order to meet this demand. In an effort to provide a context for state policymakers and institutional leaders, this report presents an overview and analysis of trends in degree and completion production, costs per degree and completion, and enrollment in public higher education. This report is the first in a series aimed at providing information to states that will help identify pertinent issues, challenges, and opportunities related to degree productivity. The database constructed by the Delta Cost Project is the principal source of data for this study, employing many of its metrics and calculations to build on previous reports. Appended are: (1) Definitions; (2) Carnegie Classification Groupings; and (3) Limitations in Data. (Contains 5 figures, 8 tables, and 4 footnotes.)
State Policy Leadership for Higher Education: A Brief Summary of the Origins and Continuing Evolution of a Profession
Author: Lingenfelter, Paul E.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: State Policy,Educational Policy,Leadership,Higher Education,Professional Occupations,State Officials,State Boards of Education,Educational History,Enrollment Trends,Educational Finance,Professional Associations

While state policy leadership for higher education is not universally recognized as a profession, either within states or within higher education, the profession has existed in the United States for more than half a century. Moreover, its essential work is now practiced in other countries all over the world. This essay will briefly consider how the profession emerged in the U.S., how it has evolved over the past half century, and the future implications of changing and growing demands for educational attainment. While the United States may have been the first country to develop this profession, every developed and developing country is now grappling with policy and educational issues involved in its work. Appended are: (1) Enrollment Trends in American Higher Education and Expenditures as a Percentage of GDP 1954 to 2010; (2) A Brief Excerpt from "Basic Conclusions and Recommendations of the President's Commission on Higher Education" John Dale Russell, 1949; and (3) A Capsule History of SHEEO as a Professional Association. (Contains 8 sources.)
State Higher Education Finance FY 2012
Author: State Higher Education Executive Officers
Date: 2013-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Educational Finance,Income,Public Policy,Enrollment Trends,Tax Allocation,Tax Effort,Tuition,Trend Analysis,Educational Trends,Predictor Variables,Educational Resources,Statistical Data,State Aid,Resource Allocation,Expenditure per Student,Financial Support,School Support,State Surveys,Comparative Analysis,Interstate Programs,Tables (Data),School Taxes,School Funds,Local Government,State Government,Student Financial Aid,Costs,Operating Expenses,Public Colleges,Medical Schools,Rural Extension,Economic Climate,Educational Policy

The State Higher Education Finance (SHEF) report is produced annually by the State Higher Education Executive Officers (SHEEO) to broaden understanding of the context and consequences of multiple decisions made every year in each of these areas. No single report can provide definitive answers to such broad and fundamental questions of public policy, but the SHEF report provides information to help inform such decisions. The report includes: (1) An Overview and Highlights of national trends and the current status of state funding for higher education; (2) An explanation of the Measures, Methods, and Analytical Tools used in the report; (3) A description of the Revenue Sources and Uses for higher education, including state tax and non-tax revenues, local tax support, tuition revenue, and the proportion of this funding available for general educational support; (4) An analysis of National Trends in Enrollment and Revenue, in particular, changes over time in the public resources available for general operating support; (5) Interstate Comparisons--Making Sense of Many Variables, using tables, charts, and graphs to compare data among states and over time; and (6) Indicators of Relative State Wealth, Tax Effort, and Allocations for Higher Education, along with ways to take these factors into account when making interstate comparisons. The SHEF report provides the earliest possible review of state and local support, tuition revenue, and enrollment trends for the most recent fiscal year. Appended are: (1) Grapevine Media Tables; (2) Glossary of Terms; (3) State Data Providers; and (4) SSDB Collection Instructions. (Contains 12 figures, 13 tables, and 13 footnotes.) [For "State Higher Education Finance FY 2011," see ED530332.]
Faculty, Attitude, Adoption, and Application of Technology in Higher Education: Implications for Distance Education Policy
Author: Johnsrud, Linda K.
Date: 2005-00-00
Type: Reports - Research
Subjects: Access to Education,College Faculty,Ethnicity,Distance Education,Higher Education,Teacher Attitudes,Technology Uses in Education,Educational Opportunities,Teacher Surveys,Educational Innovation,Demography,Age Differences,Information Technology,Internet,Access to Computers,Computer Use,Measures (Individuals)

The New Economy Research Grant Program awarded funding in 2003 for this study, the first of its type, to examine faculty use of technology and participation in distance education throughout the University of Hawai'i system. The use of technology in delivering education plays an important role in The New Economy by increasing educational access and presenting educational opportunities that offer increased flexibility regarding time, place, pace of study, and delivery of instructional content. This is a particularly vital concern in Hawai'i given the geographical dispersion of the population. The purpose of the study was to explore how faculty attitudes and use of informational technologies affect their participation in distance education delivery. The findings were to be used to generate recommendations for policy development and practice designed to expand educational opportunity throughout Hawai'i. The study included 4,534 individuals which consisted of all full- and part-time faculty from all colleges, divisions, professional schools, and programs comprising the 10-campus university system. In addition to the faculty, all system-wide lecturers and graduate assistants with instructional responsibilities for the fall 2003 academic semester were included. While faculty engage in using selective technologies, the findings of this study indicate that their participation or non-participation in distance education results from factors associated with their use of technology, their attitude toward technology and distance education, their ability to adopt an innovation, and the demographic variables of age, ethnicity, and institutional affiliation. Appended are: (1) Gender and Race/Ethnicity of Respondents by Campus Units; (2) Classification, Rank, and Appointment of Respondents by Campus Units; (3) Faculty Status, Tenure Status, Level of Instruction by Campus Units; (4) Allocation of Average Percentage of Time Spent on Activities; (5) Demographic Characteristics of Non-participants and Participants in Distance Education; (6) Level of Instruction, Campus Location, and Locus of Appointment of UH Participants and Non-participants in Distance Education; (7) Means and Standard Deviations of Technology and Distance Education Statements by Campus Units; and (8) Means and Standard Deviations of the Key Dimensional Constructs by Campus Units. (Contains 17 tables, 10 figures, and 16 footnotes.) [Funding for this study was provided by the New Economy Research Grant Program.]
Four-State Cost Study. Revised
Author: Conger, Sharmila Basu
Date: 2010-09-00
Type: Reports - Research
Subjects: Higher Education,College Credits,Costs,Undergraduate Study,Intellectual Disciplines,Expenditure per Student,Comparative Analysis

As part of Lumina Foundation's state productivity initiative in higher education, the State Higher Education Executive Officers (SHEEO) hosted a discussion of state level higher education cost studies in May 2008. After subsequent conversations with Jane Wellman, Executive Director of the Delta Cost Project, and SHEEO representatives from four states with substantial cost study data over many years (Florida, Illinois, New York-SUNY, and Ohio), a &quot;meta-analysis&quot; of data from those four states was launched to explore some fundamental issues: (1) By how much do costs vary among disciplines, levels of instruction, and types of institution?; (2) Are these differences stable over time, or have they changed?; and (3) Are these differences consistent among the four states? As detailed in the subsequent pages, these four states showed a similar pattern of credit hour distribution and cost structures across levels of instruction (Lower Division Undergraduate, Upper Division Undergraduate, Graduate I, and Graduate II). Relatively stable over time, these patterns were found both in the aggregate of all disciplines as well as in most individual disciplines: (1) The majority of both student credit hours (80%) and total instructional cost (66%) are represented by the Undergraduate levels of instruction; (2) Almost half (45%) of both total student credit hours and total instructional cost are represented by Upper Division Undergraduate in the majority of disciplines for three states (New York-SUNY was 38%); and (3) Cost per student credit hour increases with increasing instructional levels. Detailed state-specific data on total student credit hours, cost per student credit hour, and total cost of instruction for each of the four cost study states (Florida, Ohio, Illinois, and New York-SUNY is appended. (Contains 20 tables and 9 footnotes.)