ethanporcaro/eric-fulltext-meta huggingface dataset:
Results from the 2016 Census: Is Field of Study a Factor in the Payoff of a Graduate Degree? Insights on Canadian Society
Author: Wall, Katherine
Date: 2018-09-26
Type: Reports - Research
Subjects: Foreign Countries,Census Figures,College Students,Majors (Students),Bachelors Degrees,Masters Degrees,College Graduates,College Outcomes Assessment,Employment Potential,Income,Occupations,Business Administration Education,Teaching (Occupation),Career Choice,STEM Education,Science Careers,Humanities,Computer Science

More and more Canadians are pursuing graduate studies, often to increase their chances of getting a better-paying job. Using data from the 2016 Census, this study examines the extent to which median earnings of workers with a master's degree or doctorate differ from their counterparts with a bachelor's degree, focusing on differences across fields of study. The target population includes paid employees aged 30 to 59 who worked full year and full time during the year preceding the census, and whose highest educational qualification was obtained in Canada. Findings include: (1) Among Canadians working full year and full time who had a master's degree, business and related studies was the most common field of study, accounting for one-quarter (25%) of master's degrees. The next most common fields were education and teaching (13%), and social and behavioural sciences (11%); (2) In contrast, more than one-half (58%) of earned doctorates were in science, technology, engineering and mathematics (STEM) fields. More than one-third were in the science and science technology STEM fields; (3) In non-STEM (BHASE) fields, men and women with a master's degree earned 17% and 14% more, respectively, than their counterparts with a bachelor's degree. In most cases, these higher earnings were associated with their having a different occupational profile than those with a bachelor's degree; (4) For both men and women, the earnings of those with a master's degree in STEM differed little from their counterparts with a bachelor's degree, largely because of fewer differences in their occupational profiles; and (5) Within specific fields of study, the largest differences in earnings were seen in business and related studies. In this field, men and women with a master's degree earned 27% and 28% more, respectively, than those with a bachelor's degree.
Refugees and Canadian Post-Secondary Education: Characteristics and Economic Outcomes in Comparison. Ethnicity, Language and Immigration Thematic Series
Author: Prokopenko, Elena
Date: 2018-11-14
Type: Reports - Research
Subjects: Foreign Countries,Refugees,Postsecondary Education,Adults,Immigrants,Outcomes of Education,Education Work Relationship,Employment Level,Adult Education

This study draws on data from the Longitudinal Immigration Database to examine participation in Canadian post-secondary education (PSE) among adult immigrants in the 2002-2005 landing cohort, with an explicit focus on resettled refugees. The study describes the demographic characteristics of participants, the characteristics of participation, and the economic returns on investment in Canadian PSE. It also employs multivariate regression analysis to further examine the effects of participation in Canadian PSE on employment incidence and the income of those employed, while controlling for other factors associated with successful economic integration. [This paper was written with the support of Scott McLeish, Tristan Cayn, and André Bernard.]
Young People Not in Employment, Education or Training: What Did They Do in the Past 12 Months? Labour Statistics at a Glance
Author: Bourbeau, Emmanuelle
Date: 2019-02-13
Type: Reports - Research
Subjects: Adolescents,Young Adults,Out of School Youth,Unemployment,Foreign Countries,Temporary Employment,Child Care,Disabilities,Mental Health,Volunteers,Gender Differences,Physical Health,Immigrants

Young people (aged 15 to 29) who are not in employment, education or training (NEET) are often considered to be more vulnerable than their peers, as they may face a risk of becoming disengaged or socially excluded, and could miss out on gaining skills or experience in the labour market. While Statistics Canada has previously examined the characteristics of the NEET population, this is the first study to examine the main activities of NEET 15- to 29-year-olds over a 12-month period using Labour Force Survey (LFS) data. Among the activities to be analyzed are going to school, working, caring for children, and volunteering both as a main and secondary activity. Findings include: (1) In September 2018, 779,000 young people aged 15 to 29 were not in employment, education or training (NEET). This represented 11.3% of those in this age category; (2) Slightly more than half of these young people had actually gone to school or worked as a main activity in the past 12 months--some of whom may have been in-between jobs in September, or in a transition stage between school and work. Almost 4 in 10 young NEET Canadians that had worked during the past 12 months had held a temporary, rather than permanent, job; (3) Women who were NEET commonly reported caring for children. This was especially true of women aged 25 to 29, who also had the highest NEET rate in September 2018; (4) A little more than 1 in 10 NEET individuals said that a physical or mental health concern or disability had kept them from doing something else as a main activity; and (5) Few NEET individuals volunteered for a group or organization as their main activity in the previous 12 months, although about 3 in 10 had volunteered to some extent during this period.
Reading Instruction for Fourth-Grade Struggling Readers and the Relation to Student Outcomes
Author: Kent, Shawn C.
Date: 2017-00-00
Type: Reports - Research
Subjects: Reading Difficulties,Grade 4,Elementary School Students,Reading Instruction,Intervention,Reading Skills,Reading Comprehension,Vocabulary Development,Teaching Methods,Time Factors (Learning),Predictor Variables,Reading Achievement,Oral Reading,Achievement Tests,Cognitive Tests,Emergent Literacy,Reading Fluency,Reading Tests

The present study examined the amount, type, and quality of Tier 1 and supplemental reading instruction provided to fourth-grade struggling readers and whether specific elements of instruction predicted growth in reading skills. 110 students identified as having reading difficulty, receiving school-based reading instruction in 22 classrooms located in two states/sites, participated. Reading instruction was observed and coded for instructional dimensions, including reading components, grouping, and quality. Reading comprehension and vocabulary were the most prevalent components of instruction, while limited time was allocated to word-level reading skills. Several significant differences in time allocated to overall instruction and components of instruction during Tier 1 were noted between sites. Overall, there were few unique Tier 1 instructional predictors of student achievement at the end of the year. Students receiving supplemental reading instruction outperformed those students receiving only Tier 1 on measures of oral reading fluency. Implications for instruction and future research are discussed. [This paper was published in &quot;Reading and Writing Quarterly&quot; v33 p395-411 2017 (EJ1155981).]
Needle in a Haystack: Finding Learning Improvement in Assessment Reports. Professional File. Article 141, Summer 2017
Author: Fulcher, Keston H.
Date: 2017-00-00
Type: Reports - Research
Subjects: Information Utilization,Higher Education,Program Evaluation,Program Improvement,Curriculum Development,Outcomes of Education,Educational Improvement,Educational Assessment,Reports

Higher education insiders trumpet the use of results for improvement as the most important part of the assessment cycle. Yet, at the same time, we acknowledge the rarity of improvement, especially at a program level. What are some reasons the most important phase of assessment occurs so infrequently? To seek answers, we investigated the &quot;Use of Results&quot; sections in 54 program-level assessment reports. In some respects, our findings were positive. On average, programs reported making approximately three curricular or pedagogical changes annually. A closer inspection, however, revealed concerns: (1) the curricular or pedagogical changes were not explicitly linked to learning outcomes, (2) programs rarely reported making changes that affect several classes, (3) many of the reported changes were unclear, (4) and few programs reassessed to determine if changes actually led to learning improvement. Our research concludes by providing suggestions for how programs can more effectively use results to inform changes, reassess students to determine if changes led to learning improvement, and report on improvement processes. [For the other three articles in the Summer 2017 issue, see ED594959, ED594960, and ED594958.]
Constructing a Peer Institution: A New Peer Methodology. Professional File. Article 143, Summer 2017
Author: Chatman, Steve
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Institutional Research,Institutional Characteristics,Institutions,Research Methodology,Universities,Costs,Teacher Salaries,Productivity

Whatever your method of selecting institutions for comparison and benchmarking, you can both increase the validity and accuracy of those comparisons and extend the value of comparisons to department and college levels by constructing a peer institution from disaggregated components. This paper will demonstrate the methodology using the National Study of Instructional Costs and Productivity (Delaware Cost Study), the Faculty Salary Survey by Discipline (Oklahoma State University [OSU]), and Academic Analytics, LLC, to construct better peer institutions with comparative statistics at campus, college, and department levels for faculty salaries, instructional costs, and research activity. The methodology can also be used to fine-tune traditional peer methodologies and should be added to the institutional research arsenal of cluster-, threshold-, hybrid-, and panel-based peers. [For the other three articles in the Summer 2017 issue, see ED594959, ED594956, and ED594960.]
Institutional Data Quality and the Data Integrity Team. Professional File. Article 140, Summer 2017
Author: McGuire, Katherine A.
Date: 2017-00-00
Type: Reports - Research
Subjects: Institutional Research,Data,Quality Assurance,Data Collection,Information Management,Higher Education,Standards,Audits (Verification),Governance,Accountability,Barriers,Universities

Data quality has become a pressing issue for many campuses in recent years, as colleges struggle to extract timely, accurate, and consistent information from ever-proliferating institutional data sources in order to meet strategic decision-making and accountability demands. In this mixed methods study, a survey and semi-structured interviews were used to examine data integrity teams, which are groups that try to improve the accuracy and usefulness of data in computing systems at institutions of higher education. A survey sent to a random sample of institutional researchers revealed that many campuses did not have data integrity teams. Where campuses had them, those teams frequently did not engage in activities like data auditing, creating or maintaining data standards documentation, or training staff on data standards issues. Interview participants from campuses with an established team reported that the greatest benefits were greater communication, collaboration, and awareness of data quality issues. Both survey respondents and interviewees reported that more data governance resources, including dedicated staff time, were needed to improve data quality. The implications of these findings for strategic data quality and best practices for institutions are discussed. [For the other three articles in the Summer 2017 issue, see ED594956, ED594960, and ED594958.]
A Case Study to Examine Three Peer Grouping Methodologies. Professional File. Article 142, Summer 2017
Author: D'Allegro, Mary Lou
Date: 2017-00-00
Type: Reports - Research
Subjects: Institutional Characteristics,Private Colleges,Selection,Selection Tools,Proximity

This study considered three selection indices to choose institutional peers: (a) proximity, (b) percentile, and (c) normative. Although conceptually similar, only the proximity selection index had been previously studied. The purpose of this paper is threefold. First, the procedures used to generate the peer sets for each selection index are provided. Second, an empirical investigation was conducted to compare the institutional peers chosen by each selection index using those procedures. Third, the stability of peer selection over time was also ascertained from that enquiry. Compiled separately from two data sets extracted three years apart, the three selection indices under investigation yielded remarkably different sets of peers. Fewer than half of the institutions used in this study were identified as peers at both points of time. Additional analyses revealed that the underlying distributions of the characteristics used to select peers might be just as influential as the characteristics themselves. The results did not produce sufficient evidence to endorse any one of the selection indices, but instead suggest that a combination of selection indices might be superior to any one selection index alone. [This paper is an update to &quot;A Case Study to Examine Peer Grouping and Aspirant Selection. Professional File. Article 132, Fall 2013&quot; (ED573093). For the other three articles in the Summer 2017 issue, see ED594959, ED594956, and ED594958.]
An Alternative Approach: Using Panels to Survey College Students. Professional File. Article 138, Fall 2016
Author: Sarraf, Shimon A.
Date: 2016-00-00
Type: Reports - Research
Subjects: College Freshmen,College Seniors,Learner Engagement,National Surveys,Student Surveys,Response Rates (Questionnaires),Alternative Assessment,Longitudinal Studies,Recruitment,Factor Structure,Test Reliability

Eight short surveys based on select items from the National Survey of Student Engagement (NSSE) were administered to approximately five hundred students over a nine-week period at five diverse colleges and universities. The goal of the experiment was to investigate what impact a survey panel data collection approach would have on recruitment, survey data quality indicators, and scale properties. Results indicated higher response rates, shorter survey duration, and minimal impact on scale factor structures. However, both cost of incentives and panel member attrition make this alternative survey method less attractive than it would be otherwise. [For the other article in the Fall 2016 issue, see ED594966.]
Understanding and Behavior of Students on Teacher Bullying in a Local Community College
Author: Asio, John Mark R.
Date: 2018-12-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Faculty,Bullying,Student Behavior,Teacher Student Relationship,Foreign Countries

Student bullying a teacher is a phenomenon given with the least attention and focus since the perpetrators were seen as the academe itself. This descriptive study is aimed to determine the understanding and behavior of students in a higher education institution towards teacher bullying. The study surveyed 105 conveniently selected respondents from the three (3) different departments of a local community college in Olongapo City who were currently enrolled within the school year of 2017-2018. A draft questionnaire was created and submitted for validity, reliability and consistency checks from different experts. The data collected were then processed using SPSS 22. The following results were generated: the respondent was a female, 18-20 years of age, first-year level and studying under the College of Business and Accountancy. The respondents moderately understood the idea of teacher bullying and their behavior towards teacher bullying is slightly inappropriate. Significant findings were found when the variables were grouped according to the year level and department. There was also a low relationship that was observed between understanding, year level and department. Based on the results, pertinent institutional policies and programs were recommended and suggested.
China: Early Childhood Development. SABER Country Report, 2016
Author: Kidwai, Huma
Date: 2016-00-00
Type: Reports - Evaluative
Subjects: Foreign Countries,Early Childhood Education,Government Role,Child Development,Program Implementation,Health,Nutrition,Education,Child Safety,Quality Assurance,Data Collection,Individual Development,Systems Approach,Program Development,Progress Monitoring,Educational Policy,Access to Education,Legal Responsibility,Females,Pregnancy,Preschool Education,Childhood Needs,Financial Support,Educational Finance,Preschool Teachers,Rural Urban Differences,Teacher Qualifications,Child Rearing,Social Justice,Access to Health Care

This report presents the latest analysis of the Early Childhood Development (ECD) programs and policies that affect young children in the People's Republic of China and poses overall recommendations to move forward. Shanghai, being a model for several developmental issues in China, is used as an example to help elucidate viewpoints whenever necessary. This report is part of a series of reports prepared by the World Bank using the SABER-ECD framework and includes analysis of early learning, health, nutrition, and social and child protection policies and interventions in China, along with regional and international comparisons.
Mining Text Data: Making Sense of What Students Tell Us. Professional File. Article 139, Fall 2016
Author: Zilvinskis, John
Date: 2016-00-00
Type: Reports - Research
Subjects: College Freshmen,Learner Engagement,College Seniors,National Surveys,Student Surveys,Information Retrieval,Withdrawal (Education),STEM Education,Learning Analytics,Community Colleges,Academic Achievement,Electronic Publishing,Portfolios (Background Materials),Ethics

Text mining presents an efficient means to access the comprehensive amount of data found in written records by converting words into numbers and using algorithms to detect relevant patterns. This article presents the fundamentals of text mining, including an overview of key concepts, prevalent methodologies in this work, and popular software packages. The utility of text mining is demonstrated through description of two promising practices and presentation of two detailed examples. The two promising practices are (1) using text analytics to understand and minimize course withdrawals, and (2) assessing student understanding and depth of learning in science, technology, engineering and mathematics (STEM) (physics). The two detailed examples are (1) refining survey items on the National Survey of Student Engagement (NSSE), and (2) using text to create a learning analytics system at a community college (City University of New York [CUNY]: the Stella and Charles Guttman Community College, or CUNY Guttman). Results of this study include identification of additional item choices for the survey and discovery of a relationship between e-portfolio content and academic performance. Additional examples of text mining in higher education and ethical considerations pertaining to this technology are also discussed. [For the other article in the Fall 2016 issue, see ED594963.]
The Transition from School to Work: The NEET (Not in Employment, Education or Training) Indicator for 25- to 29-Year-Old Women and Men in Canada. Education Indicators in Canada: Fact Sheet
Author: Brunet, Sylvie
Date: 2018-10-10
Type: Reports - Research
Subjects: Foreign Countries,Education Work Relationship,Out of School Youth,Unemployment,Young Adults,Gender Differences,Educational Attainment,Age Differences,Labor Force Nonparticipants,Mothers,Postsecondary Education

Young people who are not studying, in training or working make up what is known as the 'NEET' group (not in education, employment or training). The NEET indicator has been regularly published by the Organisation for Economic Co-operation and Development (OECD) since the late 1990s, as NEET youth are considered to be &quot;potentially at risk for economic and social difficulties&quot; (Statistics Canada and CMEC 2016). This fact sheet focuses on young NEET Canadians aged 25 to 29 years old. It is the second of three fact sheets that examines the three traditional age groups that are usually considered for studying the transition from school to work (15- to 19-year-olds, 20- to 24-year-olds, and 25- to 29-year-olds). The relationships of these three age groups with the labour market and education are very different: most 15- to 19-year-olds are still in school, 20- to 24-year-olds have begun their transition from school to the labour force while those aged 25 to 29 are mainly employed. As a result, the reasons for young people to be in the NEET population will partly depend on their age group. Understanding and monitoring the NEET rate of young adults is important as it may be an indicator of potential problems in certain systems (education, labour market) or social trends among young adults, such as a change in the relative importance of work compared with time devoted to the family, travel, volunteering, or other activities. Young NEET adults have been the subject of significant study (Statistics Canada and CMEC, 2018; Marshall, 2012; OECD, 2017; The Institut de la statistique du Québec, 2013). This fact sheet, which uses recent 2017/2018 data from the Labour Force Survey (LFS), is different due to the specific age group it is studying--25 to 29 years--and to its interprovincial comparisons. It explores in-depth gender-based differences, the effect of young Canadians' highest level of education, as well as the impact of children in households.
University-Wide Assessment Days: The James Madison University Model. The AIR Professional File, Spring 2019. Article 144
Author: Pastor, Dena A.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Student Evaluation,Universities,College Students,Pretests Posttests,Testing Programs,Program Administration,Program Development

James Madison University has used dedicated Assessment Days for more than 30 years to collect longitudinal data on student learning outcomes. Our model ensures all incoming students are tested twice: once before beginning classes and again after accumulating 45-70 credit hours. Although each student completes only four instruments during a 2-hour testing period, 25 different assessments are administered, thereby allowing for the examination of student growth on a variety of different outcomes. This article describes our model and outlines the logistics involved in planning for Assessment Day, including the physical and human resources needed for its success. We also address changes we have made over the years and the challenges we continue to encounter. Our intention is to share lessons learned and encourage readers to consider how our model might be adapted for the assessment of programs both large and small at their own institutions.