ethanporcaro/eric-fulltext-meta huggingface dataset:
Exploring How Public Benefits Can Help Support Postsecondary Students from Low-Income Backgrounds
Author: Duke-Benfield, Amy Ellen
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Low Income Students,Quality of Life,Barriers,Student Financial Aid,Costs,Academic Achievement,Welfare Services,Federal Aid,State Aid,Food,Child Care,Housing,Health Services,Financial Problems,Welfare Recipients,College Students,Academic Persistence,Educational Attainment,Higher Education,Financial Support,Health Insurance,Public Policy,Federal Programs,Taxes,Nutrition

Many college students, especially students from low-income backgrounds, face significant structural barriers that make it challenging to persist and complete a degree or certificate. These barriers include substantial financial challenges. Student financial aid at the federal and state levels has not kept up with rising college costs, resulting in sizable and growing gaps between what students from low-income backgrounds are asked to pay and the resources available to them through earnings and personal savings, grants and scholarships, and other sources. One solution to student financial hardship is to provide students from low-income backgrounds access to means-tested public benefits while in school. Public benefits can help these students make ends meet, improving both quality of life and their ability to focus on academics. This paper first outlines several federally and state-funded public benefits, including those that try to mitigate food insecurity, childcare costs, housing insecurity, healthcare costs, and financial insecurity. The paper then examines the frequency with which students access public benefits, whether, in fact, public benefits support college going and completion, and the costs associated with public benefits. The paper concludes with several recommendations for how institutions can help make public benefits more accessible to students.
Exploring the Importance of Low Wage, High Social Value Careers
Author: Baum, Sandy
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: College Graduates,Career Choice,Race,Ethnicity,Social Responsibility,Educational Attainment,Employment Qualifications,Salary Wage Differentials,Gender Differences,Socioeconomic Status,Majors (Students),Compensation (Remuneration),Social Attitudes,Social Values,Females,Minority Groups,Disproportionate Representation,Bachelors Degrees

Many college graduates who earn less than their peers are employed in occupations that bring significant benefits to society, as well as high levels of personal satisfaction. It is not easy--nor is there agreement on how--to precisely define the social value of these occupations or to measure the magnitude and distribution of their benefits--but understanding this issue is critical to considering the payoff to higher education. This paper explores these low wage, high social value occupations in the context of defining and measuring postsecondary value. It begins by outlining variations in wages for occupations that require similar levels of education and then discusses the relationship between college major, gender, race/ethnicity, socioeconomic status, and occupation choice, as well as the importance of examining the total compensation associated with these occupations. The paper concludes with recommendations for how to measure the value of these low-wage, high social value careers as well as how to incorporate the value of these careers into the Postsecondary Value Framework.
Understanding Development Requires Assessing the Relevant Environment: Examples from Mathematics Learning
Author: Siegler, Robert S.
Date: 2020-00-00
Type: Reports - Research
Subjects: Child Development,Mathematics Education,Textbook Bias,Fractions,Arithmetic,Learning Processes,Mastery Learning,Educational Environment,Context Effect

Although almost everyone agrees that the environment shapes children's learning, surprisingly few studies assess in detail the specific environments that shape children's learning of specific content. The present article briefly reviews examples of how such environmental assessments have improved understanding of child development in diverse areas, and examines in-depth the contributions of analyses of one type of environment to one type of learning: how biased distributions of problems in mathematics textbooks influence children's learning of fraction arithmetic. We find extensive parallels between types of problems that are rarely presented in US textbooks and problems where children in the US encounter greater difficulty than might be expected from the apparent difficulty of the procedures involved. We also consider how some children master fraction arithmetic despite also learning the textbook distributions. Finally, we present findings from a recent intervention (Braithwaite &amp; Siegler, 2020) that indicates how children's fraction learning can be improved. [This paper was published in &quot;New Directions for Child and Adolescent Development&quot; n173 p83-100 2020 (EJ1272985).]
Measuring Return on Investment for Postsecondary Education: The Case for Using Earnings and Loan Repayment Metrics
Author: Miller, Ben
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,Higher Education,Educational Attainment,Debt (Financial),Loan Repayment,Salaries,Measurement Techniques,Student Financial Aid,Race,Ethnicity,Gender Differences,Graduation,Futures (of Society),College Graduates

This paper examines indicators related to earnings and student loan debt for evaluating return on investment (ROI) for postsecondary education. It first considers four different options for measuring earnings, arguing that measures of postsecondary value should include investment-to-earnings and earnings growth metrics. The paper then discusses how earnings should be measured at the program and institutional levels. Student loan debt metrics are examined next, with preference for a status-based over balance-based repayment rate, followed by a discussion on repayment rates by race/ethnicity, gender, and completion status. The paper concludes by discussing the challenges of using publicly available data to examine earnings and repayment rates as well as areas for future research.
Determinants of Human Capital Development in Ethiopia: Implications to Education Policy
Author: Bareke, Misganu Legesse
Date: 2021-00-00
Type: Journal Articles
Subjects: Human Capital,Educational Policy,Foreign Countries,Knowledge Economy,Global Approach,Creativity,Macroeconomics,Economic Development,Economic Factors,Expenditures,Educational Finance,Government Role,Labor Force Development,Trend Analysis

The role of human capital development in the era of globalization, knowledge-based economy, and technological development cannot be underestimated. This is mainly attached to the creative and adaptive capacity of human capital (HC) in bringing multidimensional changes and developments for the individual, organization, and the country at large. However, the scenario of HC in Sub-Saharan Africa and specifically in Ethiopia remains the lowest compared to the world standard. With this premise, this study is meant to analyze the macroeconomic determinants of HC development in Ethiopia using the Autoregressive Distributed Log (ARDL) model. Time series data from 1981 to 2018 was considered for the study. The empirical result of the study revealed that GDP per capita, openness, and education policy variables were found to have a positive and significant effect on human capital development in the short and long run. On the contrary, inflation has a negative effect on human capital development only in the short run. On the other hand, no evidence was found on whether the government's expenditure and capital-labor ratio have significant effects on human capital development. Therefore, the Ethiopian government is strongly advised to investigate its educational investment strategies in such a way that it can promote the development of HC.
The Sleep of Reason Produces Monsters: How and When Biased Input Shapes Mathematics Learning
Author: Siegler, Robert S.
Date: 2020-10-09
Type: Reports - Evaluative
Subjects: Logical Thinking,Arithmetic,Numbers,Fractions,Educational Environment,Bias,Textbooks,Association (Psychology),Generalization,Children,Concept Formation,Mathematics Achievement,Mathematics Instruction,Measurement,Geometric Concepts,Computation,Mathematical Concepts,Computer Simulation

Children's failure to reason often leads to their mathematical performance being shaped by spurious associations from problem input and overgeneralization of inapplicable procedures rather than by whether answers and procedures make sense. In particular, imbalanced distributions of problems, particularly in textbooks, lead children to create spurious associations between arithmetic operations and the numbers they combine; when conceptual knowledge is absent, these spurious associations contribute to the implausible answers, flawed strategies, and violations of principles characteristic of children's mathematics in many areas. To illustrate mechanisms that create flawed strategies in some areas but not others, we contrast computer simulations of fraction and whole number arithmetic. Most of their mechanisms are similar, but the model of fraction arithmetic lacks conceptual knowledge that precludes strategies that violate basic mathematical principles. Presenting balanced problem distributions and inculcating conceptual knowledge for distinguishing flawed from legitimate strategies are promising means for improving children's learning. [This is the online version of an article published in &quot;Annual Review of Developmental Psychology&quot; v2 p413-435 2020.]
Unraveling Adolescent Language &amp; Reading Comprehension: The Monster&apos;s Data
Author: Goodwin, Amanda P.
Date: 2021-09-26
Type: Reports - Research
Subjects: Reading Comprehension,Morphology (Languages),Metalinguistics,Syntax,Semantics,Elementary School Students,Middle School Students,Vocabulary Skills,Role,Reading Tests,Computer Assisted Testing

Purpose: This study explores the roles of morphological skills (Morphological Awareness, Morphological-Syntactic-Knowledge, Morphological-Semantic-Knowledge, and Morphological-Orthographic/Phonological-Knowledge), vocabulary (knowledge of definitions, relationships between words, and polysemous meanings), and syntax in contributing to adolescent reading comprehension. Specifically, we identify the relative importance of these language skills. Methods: A racially diverse sample of 1,027 students grades 5 to 8 were studied. Dominance Analysis was used, which allows a rank ordering of the contribution of predictors. Results: Results suggest unique roles for each language area with particularly important roles for vocabulary and morphological awareness. Considering just morphology, four morphology skills each explained meaningful variance (13-17%) in reading comprehension, together explaining half the variance in standardized reading comprehension. Considering each language area, vocabulary, the four morphology skills, and syntax were shown to each explain meaningful variance, ranging from 9-13%, together explaining 62.9% of the variance in reading comprehension. Conclusions: Findings are interpreted within the Reading Systems framework. Findings confirm the role of vocabulary, morphology, and syntax in supporting reading comprehension and suggest a relatively stronger role for vocabulary and morphological awareness. The meaningful role of the four morphological skills also suggests a broad role for morphology. Implications for theory, research, and practice are shared. [This paper will be published in &quot;Scientific Studies of Reading.&quot;]
Do Some Forms of Paying for College &quot;Cost&quot; More than Others? Examining How the Role of Student Work Impacts Postsecondary Value
Author: Perna, Laura W.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Paying for College,Student Employment,Undergraduate Students,At Risk Students,Economically Disadvantaged,Low Income Students,Minority Group Students,First Generation College Students,Two Year College Students,One Parent Family,Costs,Employment Level,Equal Education,Student Characteristics,Work Study Programs,Student Financial Aid,Student Loan Programs,Institutional Characteristics,Income,Full Time Students,Part Time Students,Student Needs,Grants,Federal Aid

Working for pay is the reality for many undergraduate students. Higher rates and intensity of employment among students from underserved backgrounds and those attending under-resourced institutions suggest employment during college reinforces inequity in higher education opportunity and outcomes. Compared with higher-income students, students from lower-income families work more hours and are more likely to experience negative consequences from working. More must be done to minimize the costs and maximize the benefits of working, especially for students from low-income families, Black, Hispanic, American Indian/Native American, and first-generation students, and independent single parents, as well as students attending community colleges and institutions with high shares of low-income and underserved groups of students.
The Economic Returns to Postsecondary Education: Public and Private Perspectives
Author: Matsudaira, Jordan
Date: 2021-00-00
Type: Reports - Descriptive
Subjects: Outcomes of Education,Higher Education,Educational Benefits,Measurement,Educational Attainment,Costs,Federal Aid,Educational Finance,Expenditures,Tuition,Institutional Characteristics,Race,Enrollment Trends,Ethnicity,African American Students,Asian American Students,White Students,Hispanic American Students,Government Role

In 1776, Adam Smith wrote, &quot;the expense of the institutions for education… is… beneficial to the whole society, and may, therefore, without injustice, be defrayed by the general contribution of the whole society,&quot; in the &quot;Wealth of Nations.&quot; Since then, economists and policymakers have argued that the social returns to higher education exceed those accrued by individuals, justifying public investment in higher education. Smith also noted, however, that public support may not be necessary to encourage individuals' pursuit of education if the private returns were high: &quot;This expense, however, might perhaps with equal propriety, and even with some advantage, be defrayed altogether by those who receive the immediate benefit of the education.&quot; This paper discusses the conceptual difference between private and public &quot;economic&quot; returns to education, and the value of each of these metrics. It then briefly surveys evidence on the public returns to education, highlighting recent theoretical and empirical advances, and presents a brief description of how public investments affect private returns to education in the U.S. The paper concludes with a brief set of recommendations for key metrics that should be considered in institution-specific measures of public value, as well as where further research would be helpful.
Employment and Earnings Inequities: A Case Study from the University of Texas System
Author: Troutman, David R.
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Employment,Salary Wage Differentials,College Graduates,Majors (Students),Gender Differences,Race,Career Choice,Geographic Location,Educational Attainment,Ethnicity,State Universities,Outcomes of Education,Income,Social Mobility,Case Studies

A postsecondary credential is associated with higher levels of earnings, not just in the short term, but over a lifetime. Georgetown University's Center on Education and the Workforce found that college graduates earn more than one million dollars more in lifetime wages, compared to high school graduates. However, many factors influence income--including choice of major, occupation and/or industry of employment, location, gender, and race. While some disparity in wages on the basis of gender and race can be explained by differences in educational attainment, the evidence suggests that notable gaps remain, even when education level is taken into account. Using data from the University of Texas (UT) System's Office of Institutional Research and Analysis (OIRA) this paper explores differences in earnings across gender and race/ethnicity. Key findings from this analysis include: (1) Median earnings gaps exist for UT System graduates by gender and race/ethnicity; (2) Gender and racial/ethnic differences in earnings outcomes vary by field of study and industry; and (3) Differences in intergenerational income mobility exist by gender and race/ethnicity.
Examining the Relationship between Postsecondary Education and Economic Freedom and Justice
Author: Dutta-Gupta, Indivar
Date: 2021-00-00
Type: Reports - Evaluative
Subjects: Freedom,Economic Status,Postsecondary Education,Role of Education,Social Justice,Socioeconomic Influences,Correlation,Outcomes of Education,Undergraduate Study,Income,Health,Social Class,Racial Bias,Gender Bias,Access to Education,Equal Education,Poverty,Fiscal Capacity,Disabilities,Institutionalized Persons,Correctional Institutions,Educational Attainment,Employment Level

The notion of individual freedom is valued by virtually all social, economic, and political belief systems. To be sure, how it is defined is heavily contested, it is never valued without limits (i.e., it is not an absolute value that trumps all other values), and it is less central to some moral and political philosophies than others. However it is defined, individual economic freedom is a core aspect of economic justice. By advancing individual economic freedom, education--including postsecondary education--can advance economic justice, insofar as it also reduces socioeconomic disparities. It is likely that income, wealth, and class gaps will always exist--and income and wealth gaps may be acceptable insofar they are no more than what is necessary to create incentives for socially desirable activity. To be sure, income and wealth gaps as they exist today in the U.S. are extreme and harmful and must be shrunk to more justified and socially beneficial levels--and some gaps, like those by race, are simply unjustifiable. To better understand how postsecondary education affects economic freedom and justice, this paper first outlines the interplay between freedom, justice, and education, with particular attention given to the capabilities approach framework. It then discusses potential indicators for guiding and evaluating practical implementation of this framework. In doing so, this paper contributes to philosophical, measurement, and policy considerations for defining and measuring postsecondary value, especially for undergraduate credential attainment.
The Effect of Research-Based Music Classroom Assessment Techniques on the Students&apos; Performance in Flute Recorder Education
Author: Tabuena, Almighty C.
Date: 2021-00-00
Type: Journal Articles
Subjects: Music Education,Musical Instruments,Junior High School Students,Student Evaluation,Evaluation Methods,Foreign Countries,Evidence Based Practice,Formative Evaluation,Performance,Elementary Secondary Education,Grade 8,Memory,Summative Evaluation

This action research study utilized a quasi-experimental design to examine the effect of research-based music classroom assessment techniques on the students' performance in flute recorder education of one group using the pre-test and post-test design. The study used a purposive sampling of 30 eighth grade junior high school students from the eight sections of Espiritu Santo Parochial School of Manila, Inc. The participants were introduced to three research-based music classroom assessment techniques as an academic intervention in their flute recorder music learning such as Instrumental Schematic Processing, Music Concept Memory Exercise, and Five-Letter Name Pitch Memory Test. The results of pre-evaluation and post-evaluation were compared to determine its effect. The results showed that the students had a low performance in the pre-test and there was an increase in the post-test after its utilization with a mean score of 23.00 and a standard deviation of 2.83. The t-value of 12.717 significant at p &lt; 0.01 has a significant difference in the performance of the students in flute recorder education. The computed value of normalized gain was 0.469 inferred to a moderate gain on the students' scores. The research-based music classroom assessment techniques as an academic intervention showed positive implications on the students' music learning and performance in flute recorder education. It could also use as part of an integral domain in assessment and evaluation of learning intended to introduce the classroom teacher and prospective teacher to those elements of measurement and assessment essentials for effective teaching.
A Pre-Experimental Research on the Implementation of Selected Classroom Assessment Techniques for Music, Arts, Physical Education, and Health
Author: Tabuena, Almighty C.
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Music Education,Art Education,Physical Education,Health Education,High School Students,Student Evaluation,Evaluation Methods,Tests,Student Attitudes,Formative Evaluation,Summative Evaluation,Grade 10,Progress Monitoring,Feedback (Response)

The primary objective of this study is to examine and identify the classroom assessment techniques (CATs) that might provide and help teachers through assessment and evaluation processes in Music, Arts, Physical Education, and Health (MAPEH) using pre-experimental research through one-group pretest-posttest design. The study was conducted at Jose Abad Santos High School in Manila, Philippines during the third grading period of the researcher's practicum. The sample of the study consists of 20 students selected through the purposive sampling technique. Quantitative and qualitative data analyses were employed. The instruments used in the study were a teacher-made quiz, CATs sample assessment as the treatment, and the perception survey questionnaire (PSQ) regarding the CATs. The result revealed that there is a significant difference between the pre-evaluation and post-evaluation after the CATs implementation. In the post-evaluation, the mean score was significantly higher than the pre-evaluation, which indicates that the CATs improved the performance of students in MAPEH. On the other hand, as revealed in the PSQ, the students regarded the CATs positively. It shows, in this case, that CATs are a great alternative to traditional assessments. Other CATs to be developed and implemented for better learning and effective teaching are recommended.
The Current State of Earnings Data: State Definitions of Earners and Private Earnings Data Sources for Institutions
Author: Harmon, Timothy
Date: 2021-00-00
Type: Reports - Research
Subjects: Outcomes of Education,Higher Education,College Graduates,Employment Opportunities,Salaries,Income,Data Use,Purchasing,Measurement,Data Analysis,State Norms

The Postsecondary Value Commission, in its exploration of return on investment and value of a higher education, desired to better understand the current state of earnings data for states and institutions so that they could effectively measure and understand post-college employment and earnings. To that end, this brief includes a review of research on how different state systems define and measure earners and earnings and a scan of private data sources, outside of government administrative data collections, available to institutions for use and purchase. This research was used to inform the development of the threshold methodology for earners and the commission's understanding of whether institutions can apply this work in the absence of state and federal administrative data.