ethanporcaro/eric-fulltext-meta huggingface dataset:
Increasing Community College Graduation Rates with a Proven Model: Three-Year Results from the Accelerated Study in Associate Programs (ASAP) Ohio Demonstration
Author: Miller, Cynthia
Date: 2020-01-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Graduation Rate,Acceleration (Education),Program Effectiveness,Low Income Students,Academic Support Services,Program Evaluation,Demonstration Programs,Outcomes of Education

The nation's community colleges play a central role in producing a more educated workforce and promoting social mobility. They serve about 40 percent of all college students and, not surprisingly, they serve a disproportionate number of low-income and underrepresented students. But most students who enter these colleges do not graduate--only about a third of entering students earn a degree or certificate within six years. Among the many programs that have attempted to increase graduation rates, one program stands out. Developed by the City University of New York (CUNY), the Accelerated Study in Associate Programs (ASAP) is a comprehensive program that provides students with up to three years of financial and academic support and other support services. Along with those services and other forms of support comes an obligation to attend full time and participate in essential program services. An experimental evaluation of CUNY ASAP found that the program nearly doubled graduation rates after three years. This report presents findings through three years from a replication of the ASAP model at three community colleges in Ohio. Low-income students were randomly assigned either to a program group, who could participate in their colleges' new programs based closely on ASAP (called the Ohio Programs), or to a control group, who could receive the usual college services. Comparing the two groups' outcomes provides an estimate of the Ohio Programs' effects. The findings from the evaluation add to a body of evidence showing that comprehensive programs that offer academic, financial, and other forms of student support for multiple years are an effective way to increase college completion rates. The fact that the earlier CUNY ASAP findings have now been replicated in Ohio suggests that ASAP in particular can serve as a national model to help students succeed.
Tuition and Fees Report, Fiscal Year 2019-20
Author: Colorado Department of Higher Education
Date: 2020-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Fees,Public Colleges,Paying for College,Costs,Educational Finance,College Students,Student Financial Aid,Budgets,Two Year Colleges,College Credits,Institutional Characteristics,Community Colleges,Resource Allocation,Taxes,Geographic Location,Out of State Students,In State Students

The Tuition and Fee Report is produced annually by the Colorado Department of Higher Education to provide detailed information on the tuition and fee rates at Colorado's public institutions, as well as to give context regarding the state funding environment in which tuition and fee rate-setting occurs. From Fiscal Year (FY) 2018-19 to FY 2019-20, resident tuition and fees increased an average of 1.1 percent across all of Colorado's public institutions. At four-year institutions, the average increase was 1.5 percent, and at two-year institutions, the average was 0.2 percent. This relatively small increase was in large part thanks to a significant General Fund investment of $121 million in FY 2019-20. This year, the report highlights flat tuition across nearly all the state's institutions as a result of a historic state investment of $121 million in FY 2019-20. While mandatory fees did increase at most institutions, tuition being held flat for one year demonstrates the commitment of both the state and institutions to contain costs. In accordance with C.R.S. § 23-1-105.5(2), this report provides detailed information on the tuition and fee rates that Colorado public institutions of higher education charged to resident and non-resident students and is divided into the following sections: (1) Definitions; (2) Key Findings; (3) The Process of Tuition Setting and the Relationship to Costs; (4) A Summary of Tuition and Fee Changes in the 2019-20 Fiscal Year; (5) Interstate Comparisons; and (6) Appendices which provide detailed examples and comparisons across institution type, student groups, and year-to-year comparisons. [For the 2018-19 report, see ED593343.]
2020 Pro-Kid Agenda
Author: Children Now
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Educational Policy,State Policy,Equal Education,Child Health,Health Insurance,Accountability,State Aid,Access to Health Care,Screening Tests,Child Behavior,Prevention,Trauma,Intervention,Dental Health,Food,Hunger,Infants,Toddlers,Child Care,Preschool Education,Kindergarten,Early Intervention,Special Education,Bilingual Students,English Language Learners,Educational Finance,Financial Support,STEM Education,Teacher Education,Teacher Persistence,Educational Environment,Discipline,Attendance,After School Programs,Summer Programs,Higher Education,Family Needs,Home Visits,Leaves of Absence,Low Income Groups,Social Services,Child Welfare,Family Environment,Foster Care,Adolescents,Youth,Sex Education,Sexuality,Interpersonal Relationship,Homeless People,Juvenile Justice,Citizen Participation,Agency Cooperation

The 2020 Pro-Kid Policy Agenda for California is the comprehensive roadmap at the state level to ensure that all children have the necessary supports to reach their full potential. California has an obligation to tear down the structural barriers to all kids, especially kids of color, from growing up healthy, safe, and ready for college, career, and civic life. The Agenda was compiled by Children Now, the only research, policy development, and advocacy organization covering the full-range of key children's issues, from prenatal through age 26, including children's health, education, child welfare, and family supports, and for adolescents and transition age youth. Children Now coordinates The Children's Movement of California®--a member-based constituency supporting kids that now includes more than 3,570 business, parent, labor, civil rights, faith, and community organizations. The organization also leads, co-leads or participates in more than 90 statewide and local coalitions around the state. The Agenda reflects the top priorities of each of those various coalitions and their members.
Recruiting Trends, 2019-2020. 49th Edition
Author: Gardner, Phil
Date: 2019-00-00
Type: Reports - Research
Subjects: Recruitment,Employment,Employee Attitudes,Personnel Selection,Employment Practices,Employment Opportunities,Labor Market,College Graduates,Employment Potential,Labor Turnover,Academic Degrees,Salaries,Industry,Intellectual Disciplines,Geographic Regions,Economic Climate,Trend Analysis

The 49th annual Recruiting Trends report is based on a survey convenience sample of employers currently seeking college talent through their interactions with college and university career services offices. This year we shortened the survey by half to encourage participants to provide complete information. 2,800 employers, representing a rich diversity of companies and organizations, provided completed information that is included in this report. Survey respondents are recruiting talent for full-time positions, internships, and co-ops. [For the 48th edition, &quot;Part I: Hiring Outlook,&quot; see ED593305 and &quot;Part II: Recruiting Challenges, Tough Positions, Improving Recruiting and Major Hiring Outlook,&quot; see ED593320.]
Sluggish Cognitive Tempo in Adolescents with and without ADHD: Differentiation from Adolescent-Reported ADHD Inattention and Unique Associations with Internalizing Domains
Author: Becker, Stephen P.
Date: 2020-00-00
Type: Reports - Research
Subjects: Attention Deficit Hyperactivity Disorder,Conceptual Tempo,Symptoms (Individual Disorders),Emotional Response,Anxiety,Suicide,Depression (Psychology),Validity,Early Adolescents,Grade 8

A growing number of studies support the internal and external validity of youth self-reported sluggish cognitive tempo (SCT) symptoms. However, no study has examined SCT in adolescents without ADHD, examined whether adolescent self-reported SCT is distinct from adolescent self-reported ADHD inattention (ADHD-IN), or evaluated whether links between SCT and internalizing problems differ for adolescents with or without ADHD. The present study is the first to (1) determine the convergent and discriminant validity of self-reported SCT and ADHD-IN symptoms in both adolescents with and without ADHD, (2) test the invariance of SCT and ADHD-IN symptoms across ADHD and comparison groups, (3) examine SCT as uniquely related to a range of internalizing-relevant domains, and (4) evaluate if the association between SCT with internalizing correlates differs for adolescents with or without ADHD. Participants were adolescents (M[subscript age]=13 years) with (n=162) and without (n=140) ADHD. Adolescents and parents completed measures of internalizing symptoms and emotion dysregulation; adolescents completed measures of rumination and suicidal ideation. Analyses indicated that 13 of the 15 SCT items demonstrated convergent and discriminant validity from ADHD-IN, and SCT and ADHD-IN demonstrated invariance across the ADHD and comparison groups and across sex. SCT, but not ADHD-IN, was uniquely associated with greater adolescent-reported internalizing symptoms and suicidal ideation. Both SCT and ADHD-IN were uniquely associated with adolescent-reported emotion dysregulation and parent-reported internalizing symptoms. Only ADHD-IN was uniquely associated with parent-reported emotion dysregulation. Findings support the differentiation of adolescent-reported SCT and ADHD-IN and demonstrate associations between SCT and increased internalizing problems in adolescents with and without ADHD. [This article is published in &quot;Journal of Abnormal Child Psychology&quot; v48 p391-406 2020.]
Is Attention the Missing Link? Coviewing and Preschoolers&apos; Comprehension of Educational Media
Author: Samudra, Preeti
Date: 2020-00-00
Type: Journal Articles
Subjects: Preschool Children,Attention,Television Viewing,Educational Media,Comprehension,Vocabulary Development,Vocabulary,Eye Movements,Video Technology,Age,Interaction,Visual Perception,Child Language,Intelligence Tests,Verbal Ability

Coviewing is a commonly recommended practice, but little is known about how coviewing impacts children's educational media viewing experience. We investigated how coviewing impacts attention and comprehension of educational media, as well as the role of baseline vocabulary in understanding these associations. Eighty-three preschoolers viewed two videos on an eye-tracker -- one with an adult coviewer and the other without. Children's baseline vocabulary, attention, and comprehension were assessed. Results indicated that coviewing benefited visual attention. Neither coviewing condition nor attention, however, predicted children's comprehension. Instead, comprehension was predicted by age, vocabulary, and an interaction between coviewing condition, vocabulary, and attention. The interaction revealed that comprehension was stronger in the coviewing condition than the noninteractive condition only when children also had stronger visual attention to the program and larger vocabularies. Results suggest that coviewing benefits attention, but that both attention and child language are integrally tied to whether coviewing predicts comprehension.
Boosting Immigration: Harnessing Global Talent to Increase US Competitiveness, Innovation, and Prosperity
Author: Dennis, Anita, Ed.
Date: 2020-01-00
Type: Reports - Research
Subjects: Immigration,Competition,Talent,Skilled Workers,Immigrants,Labor Force,Public Policy,Economic Development,Policy Formation,Business,Innovation,Recruitment,Economic Factors,Foreign Nationals,Advisory Committees,Residence Requirements,Strategic Planning,Employment,Population Trends,Labor Needs,Futures (of Society),Foreign Countries

In a rapidly changing 21st-century economy with growing competition from abroad, continuing to field a world-leading, skilled workforce is both more essential and more challenging than ever to the mission of delivering increasing prosperity for American families and preserving this nation's economic leadership. The US must therefore confront its demographic challenges, as an aging population and slowing labor force growth pose risks to the economic strength and fiscal health of the country. CED seeks to confront these challenges and offer policy makers and business leaders balanced, reasoned solutions in the nation's interest to grow and strengthen the American workforce. This paper--focused on reforming immigration policy to promote long-run US economic growth and prosperity--is the second in a series of policy briefs that, together, will help chart a path toward meeting these goals. It follows &quot;Growing the American Workforce: Bolstering Participation Is Critical for US Competitiveness and Economic Strength,&quot; which offered reasoned, evidence-based policies for increasing near-term labor force participation and attachment as a strategy for delivering more widely shared prosperity for families, a deeper, more-skilled pool of talent for American businesses, and more robust economic growth and fiscal stability for all. Boosting Immigration also builds on and complements past CED work advocating for immigration policies to better grow the economy and meet the needs of all US citizens. The US immigration system has remained largely unchanged for decades, while other countries with which we compete for in-demand global migrants have sought to innovate and fine-tune their recruiting efforts. Further delay in improving our immigration policies will result in a continuing decline in US advantages, an ongoing rise in regional demographic and fiscal pressures, and an increasing likelihood that the next great invention or company will arise elsewhere, each with significant long-run consequences for US economic strength. Instead, CED recommends that business leaders and policymakers champion six specific reforms to better align US immigration policy with the nation's economic interest: (1) Reform the H-1B visa application and approval process; (2) Improve the H-1B visa pathway to permanent residence; (3) Increase economically motivated offers of permanent residence; (4) Pilot a &quot;fast-track&quot; entry program for top international recruits; (5) Set aside an annual allocation of &quot;place-based&quot; employment visas; and (6) Establish a Workforce and Immigration Policy Advisory Board.
Growing the American Workforce: Bolstering Participation Is Critical for US Competitiveness and Economic Strength
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2019-10-00
Type: Reports - Research
Subjects: Labor Force Development,Competition,Risk,Economic Development,Aging (Individuals),Population Trends,Leadership,Work Environment,Skilled Workers,Public Policy,Policy Formation,Advisory Committees,Barriers,Business,Talent,Self Concept,Taxes,Employment,Children,Employed Parents,Employer Employee Relationship,Occupational Mobility,Family Work Relationship,Older Adults,Females,Young Adults,Trend Analysis,Low Income,One Parent Family,Relocation,Minimum Wage

In a rapidly changing 21st-century economy with growing competition from abroad, continuing to field a world-leading, skilled workforce is both more essential and more challenging than ever to the mission of delivering increasing prosperity for American families and preserving our nation's economic leadership. The US must therefore confront its demographic challenges, as an aging population and slowing labor force growth pose risks to the economic strength and fiscal health of the country. To help confront these challenges and offer policy makers and business leaders balanced, reasoned solutions in the public interest, CED has formed a new subcommittee focused on growing and strengthening the American workforce. The Committee for Economic Development of The Conference Board believes that long-term American leadership, prosperity, and competitiveness hinge on the contributions of our nation's workforce. Business leaders interested in having access to the best talent for their companies and helping the country prosper must take the lead in creating a welcoming work environment where all Americans, regardless of background or identity, can make contributions in line with their talent and potential. But individual action will not be sufficient. As outlined in this report, achieving these improvements will require business leaders to work with policy makers and advocate for a range of policies to incentivize work and reduce the barriers that are currently preventing workers from achieving their employment goals. This report outlines four ways business leaders and policy makers can improve labor force participation and attachment. They can: (1) Strengthen the Earned Income Tax Credit (EITC) for adults without qualifying children; (2) Lessen barriers to participation through improved employee-employer matching and increased mobility; (3) Help parents remain connected to the workforce and meet family responsibilities; and (4) Support older workers who wish to remain working.
Development and Initial Validation of the Coping with Academic Demands Scale (CADS): How Students in Accelerated High School Curricula Cope with School-Related Stressors
Author: Suldo, Shannon M.
Date: 2015-00-00
Type: Reports - Research
Subjects: Coping,Measures (Individuals),Test Construction,Test Validity,High School Students,Advanced Placement Programs,Secondary School Curriculum,Stress Variables,Focus Groups,Interviews,Item Analysis,Factor Analysis,Factor Structure,Test Reliability,Construct Validity

Successful coping with academic demands is important given the inverse relationship between stress and positive adjustment in adolescents. The Coping with Academic Demands Scale (CADS) is a new measure of coping appropriate for students pursuing advanced high school curricula, specifically Advanced Placement (AP) classes and the International Baccalaureate (IB) program. We developed the CADS in parallel with a new measure of stress designed for this same population (Suldo, Dedrick, Shaunessy-Dedrick, Roth, &amp; Ferron, in press). We generated an initial item pool using multiple sources including focus groups and individual interviews with 177 students, 72 teachers, and 47 parents. Multiple iterations of expert review and item analyses resulted in 120 items, which were completed by 727 high school students in six schools (312 IB, 415 not in IB but taking at least one AP class). Exploratory factor analyses and additional item review indicated a 16-factor solution with 58 items. Cronbach's alpha reliabilities for the factors ranged from 0.53 to 0.90, with 11 factors exceeding 0.70. All 16 factors had test-retest reliabilities greater than 0.70. Support for the construct validity of the CADS scores was provided using a nomological network, which specified relationships between the CADS and broader dimensions of school-related coping dimensions (task, avoidance, and emotion-oriented), as well as indicators of achievement (GPA) and mental health (life satisfaction). An additional seven items that were not part of the 16-factor CADS, but which were identified as relevant in different phases of instrument development, are provided as a resource for researchers. [This paper was published in &quot;Journal of Psychoeducational Assessment&quot; v33 n4 p357-374 2015 (EJ1063635).]
Comparison of Computer Assisted and Traditional Education Programs on Fundamental Movement Skills in Children
Author: Imamoglu, Mehmet
Date: 2017-00-00
Type: Journal Articles
Subjects: Teaching Methods,Conventional Instruction,Computer Assisted Instruction,Psychomotor Skills,Skill Development,Instructional Effectiveness,Foreign Countries,Grade 1,Elementary School Students,Gender Differences

This study investigates the effect of eight weeks traditional education (TE) and computer assisted education (CAE) with controls on the development of fundamental movement skills in 22 boys and 33 girls aged 5-6 years. This study showed CAE had higher improvements than TE in the sub-dimension of locomotor contrary to the higher improvements of in the object control and Test of Gross Motor Development (TGMD-2) in males. CAE in females had higher improvements than TE in the means of locomotor, object control and TGMD-2. In conclusion, CAE is more effective in the means of sprint, hop, side gallop, catch, kick, throw and TE is more efficient in the means of leap and two hands strike in boys. CAE is also more efficient in the means of leap, side gallop, and two hands strike, catch, throw and TE is more efficient in the means of sprint, hop and kick in girls. [Paper presented at the World Conference on Educational Technology Researches (7th, Pristina, Republic of Kosovo, Apr 20-22 2017).]
Examination of the Problems of the Department of Turkish Language and Literature Students Receiving Pedagogical Formation Training
Author: Polatcan, Faruk
Date: 2019-10-00
Type: Journal Articles
Subjects: Student Attitudes,Literature,Content Analysis,Case Studies,Foreign Countries,Turkish,Lighting,Heat,Classroom Environment,Teacher Education Programs,Preservice Teachers,Problems,Teacher Educators,Teacher Effectiveness,Language Teachers

The aim of this study is to investigate the problems encountered during education by the Department of Turkish Language and Literature students who receive pedagogical formation training. The case study was used as a qualitative research design, in which students' opinions were obtained by using a semi-structured interview form. 36 students voluntarily participated in the study, in which the convenience sampling method was used. The collected data were evaluated by using the content analysis method. The findings of the study show that the students consider the formation training necessary; that some of the lecturers did not fully teach the curriculum; they had problems with lighting and heating in the classroom; and they could not focus on the departmental courses due to the addition of the formation courses. In addition, students believe that pedagogical formation training should not be used for commercial purposes.
What the Hands Tell Us about Mathematical Learning: A Synthesis of Gesture Use in Mathematics Instruction
Author: Martinez-Lincoln, Amanda
Date: 2018-00-00
Type: Information Analyses
Subjects: Mathematics Instruction,Nonverbal Communication,Teaching Methods,Preschool Education,Elementary Secondary Education,Mathematics Achievement,Memory,Interpersonal Communication

Mathematical achievement is an early predictor of students' academic outcomes, and mathematics achievement continues to be important throughout life. Thus, it is essential to examine instructional methods that enhance mathematical learning. One method that may impact mathematical learning is the use of gestures, yet a comprehensive methodical review of the data has not been conducted. The current study examined the impact that gestures have on student learning when educators use gestures during mathematical instruction and educators' perception of student mathematical knowledge when students use gestures. A systematic search was conducted to assemble research studies that evaluated the use of gestures in mathematical instruction with students in preschool to 12th grade. Empirical data from 35 research articles indicate that gestures used by students or educators that enhance verbal instruction can increase student mathematical performance and memory. Furthermore, it is practical to teach students and educators to use gestures effectively during mathematical learning. [This paper was published in &quot;Gesture&quot; v17 n3 p375-416 2018.]