ethanporcaro/eric-fulltext-meta huggingface dataset:
Parent PLUS Loans Are a Double-Edged Sword for Black Borrowers
Author: Jackson, Victoria
Date: 2023-06-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Financial Aid Applicants,Parents,Undergraduate Study,Blacks,African Americans,Debt (Financial),Paying for College,Family Financial Resources,Parent Financial Contribution,Loan Repayment

Approximately 43 million Americans collectively owe $1.5 trillion in federal student loan debt, but students aren't the only ones drowning in student debt. Increasingly, parents, particularly Black parents, are taking out Parent PLUS (Parent Loans for Undergraduate Students) loans and putting off retirement to help their children pay for college. This brief highlights the struggles of Black parents who assume Parent PLUS loans on behalf of their children. This brief is the fourth brief in a series based on qualitative data from the National Black Student Debt Study, which includes a survey of nearly 1,300 Black borrowers and in-depth interviews with 100 borrowers. The brief combines data and quotes from the study with federal data. In recognition of the needs of Black borrowers, The Education Trust is encouraging Congress and the Biden administration to address the root cause of the student debt crisis by making college more affordable by doubling the Pell Grant and creating a federal-state partnership to make public two- and four-year colleges debt free. The Education Trust is also urging the Biden administration to cancel at least $50,000 in federal education debt and make Parent PLUS loans eligible for the proposed new income-driven repayment plan. [For a comprehensive report based on the study, &quot;Jim Crow Debt: How Black Borrowers Experience Student Loans,&quot; see ED617539. For the briefs: &quot;How Black Women Experience Student Debt,&quot; see ED622769; &quot;Student Debt Is Harming the Mental Health of Black Borrowers,&quot; see ED622829; and &quot;How Income-Driven Repayment Plans Fail Black Borrowers,&quot; see ED626476.]
The Developmental Experiences of Exemplary Statistics Teachers
Author: Whitaker, Douglas
Date: 2023-06-19
Type: Journal Articles
Subjects: Statistics Education,Mathematics Teachers,Faculty Development,Advanced Placement Programs,Teacher Effectiveness,Barriers,Elementary Secondary Education,Professional Isolation

There has been a trend of increased statistical expectations for students and calls for increased statistical preparation for their teachers in recent years, but preparation has not yet reached recommended levels. A similar preparation gap existed at the inception of the Advanced Placement Statistics program, and this study examines a group of statistics teachers identified as exemplary by experts in the field to determine what challenges they faced and how they overcame them. Semi-structured interviews using a Communities of Practice framework (Wenger, 1998) were conducted. The challenges and responses to those challenges are identified, and these have implications for supporting new and established teachers of statistics at the K-12 level.
Rankings of the States 2022 and Estimates of School Statistics 2023. NEA Research
Author: National Education Association (NEA)
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: School Statistics,Public Education,Educational Finance,Enrollment,Attendance,Educational Trends,Public School Teachers,Teacher Salaries,Income,Expenditure per Student,Average Daily Attendance,Public Schools,School Districts,Elementary Secondary Education

The data presented in this report provide facts about the extent to which local, state, and national governments commit resources to public education. As one might expect in a nation as diverse as the United States--with respect to economics, geography, and politics--the level of commitment to education varies on a state-by-state basis. Thus, NEA Research offers this report to its state and local affiliates as well as to researchers, policymakers, and the public as a tool to examine public education programs and services. Part I of this report--Rankings 2022--provides state-level data on an array of topics relevant to the complex enterprise of public education. Part II of this report--Estimates 2023--is in its 78th year of production. Estimates provides data tables projecting public school enrollment, employment and compensation of personnel, and finances, as reported by individual state departments of education. The influx of federal funding through COVID relief measures added a new layer of complexity to the development of financial projections. Part III of this report--National Trends 2014-23--presents summary data of national trends in student enrollment and attendance, staff salaries, sources of school funding, and levels of educational expenditures in the previous 10 years. [For &quot;Rankings of the States 2021 and Estimates of School Statistics 2022. NEA Research,&quot; see ED620624.]
Semiannual Report to Congress, No. 86. October 1, 2022-March 31, 2023
Author: Office of Inspector General (ED)
Date: 2023-05-00
Type: Reports - Descriptive
Subjects: Federal Government,Federal Legislation,COVID-19,Federal Aid,Pandemics,Elementary Secondary Education,Higher Education,School Districts,Natural Disasters,Accountability,Deception,Crime,Financial Audits,Student Financial Aid,Educational Administration

This Semiannual Report presents the activities and accomplishments of the U.S. Department of Education's Office of Inspector General (OIG) from October 1, 2022, through March 31, 2023. The report highlights audits, investigations, and related work issued during this time frame. Sections include: (1) Pandemic Relief Oversight; (2) Disaster Recovery Oversight; (3) Federal Student Aid Programs and Operations; (4) Elementary and Secondary Education Programs; (5) Department Management and Operations; (6) Other OIG Efforts; (7) Required Reporting; and (8) Acronyms and Abbreviations. [For the previous report, &quot;Semiannual Report to Congress, No. 85. April 1, 2022-September 30, 2022,&quot; see ED625683.]
Longer-Term Educational Impacts of a Program to Promote Healthy Birth Spacing among Adolescent Mothers
Author: Demers, Alicia
Date: 2022-11-30
Type: Reports - Research
Subjects: Parent Education,Mothers,Adolescents,Early Parenthood,Pregnancy,Prevention,Program Effectiveness,College Enrollment,Intervention,Contraception,Sex Education,Low Income,Academic Persistence,Graduation Rate

Among programs designed to reduce teen pregnancy, few evidence-based interventions specifically aim to reduce repeat pregnancies. Repeat pregnancies among adolescent mothers, however, are both prevalent and consequential. About one-sixth of births to adolescent mothers are repeat births. Compared to adolescent mothers with only one child, those with more than one face increased health risks and greater long-term difficulties related to educational and economic outcomes. Teen Options to Prevent Pregnancy (TOPP) is an 18-month multicomponent program to delay repeat teen pregnancy among adolescent mothers. Developed by staff from the OhioHealth hospital system and Nationwide Children's Hospital in Columbus, Ohio, TOPP features personalized contraceptive counseling by nurses trained in motivational interviewing (MI), along with access to a contraceptive clinic and transportation and social worker assistance. Beginning in 2011, Mathematica collaborated with staff from OhioHealth and the Nationwide Children's Hospital to conduct a randomized controlled trial (RCT) of TOPP with 598 adolescent mothers with low incomes. Based on follow-up surveys conducted 6 and 18 months after study enrollment, as well as state birth records collected for up to 30 months after enrollment, this initial RCT found that TOPP significantly reduced the chances of study participants having a repeat pregnancy or subsequent birth, and increased their chances of using long-acting reversible contraception. This present study builds on these results by examining the longer-term impacts of TOPP on participants' educational outcomes. As mentioned above, repeat births among adolescent mothers are linked to greater difficulties in attending or completing school, which might hinder their ability to achieve economic self-sufficiency later in life. This study examines whether TOPP impacted mothers' enrollment and persistence in postsecondary education over a period of up to eight years after starting the program, using college enrollment data from the National Student Clearinghouse.
Investment in the Future: BIPOC/Adult Education, Skills Training, and North Carolina&apos;s Economy
Author: Henning, Denise
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Higher Education,Ethnicity,Racial Discrimination,Adult Learning,Job Skills,Minority Group Students,Economic Impact,Community Colleges,Outcomes of Education,Income,Racial Differences,Access to Education

Steps taken to address racial inequality in the private sector and higher education are not always altruistic. This brief examines the economic impact of having a representative workforce, focusing on the state of North Carolina (NC). It discusses the importance of successful education programming designed to address issues related to Black, Indigenous, Hispanic, and people of color (BIPOC) and adult learners through the lens of an equitably skilled workforce, creating a stronger state and nation. Equity in higher education can be accomplished by meeting the needs of marginalized and minoritized populations, particularly BIPOC students. As well, the North Carolina economy can increase its GDP by positively impacting the racial wealth gap. North Carolina Community Colleges as presented in this brief generated $35.3 billion in social benefits in 2019-20, including $23.8 billion in added student income, $8.7 billion in added business income, $2.1 billion in added income from the colleges' activities, and $633.9 million in social savings. The information presented demonstrates that the benefits of North Carolina community colleges is an investment to the future of North Carolina.
Chartered for Profit II: Pandemic Profiteering
Author: Burris, Carol
Date: 2023-02-00
Type: Reports - Research
Subjects: Charter Schools,Proprietary Schools,State Legislation,Laws,Educational Finance,Federal Aid,State Aid,Corporations,Federal Legislation,Enrollment,Public Schools,Virtual Schools,Real Estate,COVID-19,Pandemics,Small Schools

In this follow-up to our 2021 report, we again focus on the world of charter schools run for profit, a world both hidden and misunderstood. We focus on how for-profit operators expanded their reach and enrollment during the Pandemic years so that one in every five charter school students attends a school controlled by a for-profit corporation. We pull back the veil on tactics and practices designed to reap as many public dollars as possible from charter schools while hiding behind laws designed to keep profit-making hidden from the public's eyes. We also explain in detail how both large and small for-profit companies evade state laws by using related entities and a nonprofit façade to reap maximum financial advantage. From sweetheart deals to sweeps contracts to real estate bonanzas, our report explains the inner workings of the world of charters that put profits, not children, first. [For &quot;Chartered for Profit: The Hidden World of Charter Schools Operated for Financial Gain,&quot; see ED612859.]
Merchants of Deception: Parent Props and Their Funders
Author: Cunningham, Maurice T.
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Parent Attitudes,Public Education,Deception,Financial Support,Political Attitudes,Neoliberalism,Elementary Secondary Education,Charter Schools,School Choice,Politics of Education,Unions,Parent Grievances,Parent Associations,Corporations,Voting,Race,Gender Issues,Taxes,Web Sites,Nonprofit Organizations,Information Sources,Educational Change,Educational Improvement,Elections,Donors

They show up shouting at school board meetings with endless complaints. The press interviews them as though they are &quot;regular moms&quot; looking out for their children, but they are not. They are a well-funded façade for the Koch, Walton, and DeVos families to disrupt and destroy public education. In our new report, author and academician Maurice Cunningham pulls back the veil on the players, their tactics, and their funders. This must-read report identifies the who, how, and why behind &quot;Merchants of Deception: Parent Props and Their Funders.&quot;
Completing College: National and State Reports--With Longitudinal Data Dashboard on Six- and Eight-Year Completion Rates. (Signature Report No. 21)
Author: Causey, J.
Date: 2022-11-00
Type: Reports - Research
Subjects: Graduation Rate,College Students,College Graduates,Enrollment,Postsecondary Education,Full Time Students,Part Time Students,Two Year Colleges,College Transfer Students,Academic Achievement,Student Mobility,Reentry Students,Stopouts,Enrollment Trends,Enrollment Rate,Gender Differences,Age Differences,Racial Differences,Time to Degree,Public Colleges,Private Colleges

As the eleventh in the Completing College series, this report updates the six-year college completion rates nationally and by state, by tracking the enrollment and completion outcomes for the fall 2016 cohort of beginning college students through June 2022. The report also features national eight-year completion outcomes for the fall 2013 and fall 2014 cohorts through June 2021 and June 2022 respectively. The national completion rate measures the performance of the entire higher education system. It counts all students who enter postsecondary education for the first time each fall, enrolling full-time or part-time at two-year or four-year institutions, and completing at any U.S. degree-granting institution. It includes those who complete after transfer, not just completions at the starting institution. Thus, the results more fully capture today's students' success, which increasingly involve mobility across institutions, re-entry after stop-out, and changes in enrollment intensities. A longitudinal data dashboard accompanies this report and offers detailed six-year and eight-year completion outcomes by cohort year across starting institution sectors and student backgrounds, enabling national and state-level comparisons through interactive visualizations and analysis tools. Underlying data are available on the website for downloading.
Undergraduate Degree Earners: Academic Year 2021-22. Ninth in the Series
Author: Pevitz, A.
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Undergraduate Study,Bachelors Degrees,Associate Degrees,Credentials,Educational Certificates,Educational Background,College Graduates,Student Characteristics,Trend Analysis,Age Differences

The Undergraduate Degree Earners report series, published annually, provides demographic and educational profile data for all students graduating with an undergraduate credential each year. Undergraduate credentials may include associate and bachelor's degrees and certificates. In the current report, graduates in the 2021-22 academic year are profiled, with a focus on first-time versus non-first-time graduates, and changes in demographics and education credentials received since the 2012-13 academic year. The appendix provides state-level and regional trends, in addition to the national graduate profiles by age and type of credential received. [For the eighth report in the series, see ED625654.]
Yearly Success and Progress Rates: Fall 2015 Beginning Postsecondary Student Cohort. Seventh in the Series
Author: Lee, S.
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Graduation Rate,School Holding Power,Academic Persistence,Stopouts,Academic Achievement,Higher Education,Enrollment,Undergraduate Students,Student Certification,Postsecondary Education,Educational Trends,Full Time Students,Part Time Students,Two Year Colleges,Private Colleges,College Graduates,College Transfer Students,Time to Degree,Academic Degrees,Gender Differences,Age Differences

The Yearly Success and Progress Rates report goes beyond traditional student outcome measures by showing year-by-year rates of retention, persistence, transfer, completion and stop-out. It is designed to help institutions and states better identify and inform effective intervention points to increase student success. This report examines yearly academic progress for approximately 2.3 million individuals who began college for the first time in fall 2015 with the intent to earn a credential. Their yearly progress and success rates can be compared among 50 states and Washington D.C. through interactive data dashboards available on the National Student Clearinghouse Research Center's website. Academic progress is measured in each subsequent academic year for six years after entry. The report shows the highest level of academic progress made, broken out by the type of starting institution and enrollment intensity at entry (full-time vs. part-time). Results do not account for enrollment status changes after entry. The outcome categories are modeled after those used in the Student Achievement Measure (SAM), and can be used as the most current national and state benchmarks for institutions participating in SAM. Unlike in SAM reporting, undergraduate certificates are counted as completions in this report. A recent data reporting change occurred that improved student-level data matching in the Clearinghouse database. As a result, the outcomes of the fall 2015 beginning postsecondary student cohort are the primary emphasis of the report this year. There may be some trend discontinuities from the previous editions. [For the sixth report in the series, see ED613160.]
State Strategies for Building Equitable Access to and Success in Postsecondary Education. Research Brief
Author: Kwakye, Isaac
Date: 2022-12-00
Type: Reports - Research
Subjects: Postsecondary Education,Equal Education,Success,State Action,Access to Education,Graduation Rate,Disproportionate Representation,Evidence,Educational Attainment,Disadvantaged,Power Structure,Minority Group Students,Change Strategies

When postsecondary education is accessible and pathways to earning a credential are available to all, the economic and personal benefits afforded to both individuals and society are substantial. Improving access and completion using strategies that attempt to support all students--regardless of demographic background--may yield important progress. There are significant and longstanding racial disparities across student populations with respect to college access and completion in Washington. Alongside these racial disparities are disparities in access and completion for other underserved populations, including: adult learners, foster youth, incarcerated and previously incarcerated individuals, low-income students, LGBTQ students, undocumented or DACA students, and veteran learners. This research brief chronicles high-level evidence of inequitable access and attainment in Washington higher education and identifies potential state-level efforts to advance equitable outcomes for students from historically excluded and underserved populations. The authors complement this scan of state strategies with a distillation of the state- or system-supported initiatives that existing evidence suggests can contribute to widescale improvements in equitable access and attainment.
2022 Strategic Action Plan
Author: Washington Student Achievement Council
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Strategic Planning,State Policy,Higher Education,Educational Policy,College Attendance,Educational Attainment,Equal Education,Access to Education,Racial Differences,Ethnicity,Paying for College,Educational Finance,Student Financial Aid,Minority Group Students,Costs,Kindergarten,Elementary Secondary Education,Educational Planning,Statewide Planning,Enrollment,Postsecondary Education

In 2019, the Washington Student Achievement Council adopted a Strategic Framework to better understand how state higher education policy contributes to campus and student success. The framework organizes the policy work into four areas deemed essential to achieve the 70 percent goal: (1) Affordability; (2) Enrollment; (3) Completion; and (4) Student Supports. The framework is an expression of the belief that if an affordable and supportive educational environment is built, more Washingtonians will enroll in programs and complete credentials. Ensuring equitable access and success for all students is central to the strategic framework. This Strategic Action Plan (SAP) is built on the educational attainment goal and the strategic framework that organizes the work to increase the likelihood of achieving our goal. This SAP includes a summary of the current state policy environment and a work plan for the Council, partners, and stakeholders to take on over a two-year cycle. [For &quot;2021 Strategic Action Plan,&quot; see ED613426.]
COVID&apos;s Under-the-Radar Experiment with Teacher Licensure. CALDER Research Brief
Author: DeArmond, Michael
Date: 2023-03-00
Type: Reports - Research
Subjects: Teacher Certification,COVID-19,Pandemics,Emergency Programs,Governance,Change,Labor Force,Standards,Educational Policy,Beginning Teachers,Faculty Mobility,Diversity (Faculty),Teacher Effectiveness,Personnel Selection,Teacher Qualifications

The decision to close schools in March 2020 was a massive disruption to public education. But pandemic-related closures did more than put in-person instruction on hold. School closures also meant that teacher candidates could not complete their student teaching experiences. Three years later, the negative consequences of school closures for students are well known: learning declined and pre-existing inequities grew. But how (if at all) changes to licensure requirements affected teachers and students is less clear. To provide an initial picture of what happened, this research brief describes the nature of pandemic-era licensure modifications, how many teachers they might have affected, and why we should care. The rough estimate suggests that around 100,000 graduates of traditional preparation programs might have entered the profession under changed licensure rules in 2020-2021. Most of these teachers likely would have entered the teacher workforce, regardless of the changes to licensure rules. Still, under normal circumstances, some of them might have failed their licensure test or balked at the costs of entering the profession; virtually all of them would, absent the changes, have completed student teaching before being hired.
The Top Languages Spoken by English Learners in the United States
Author: Office of English Language Acquisition (OELA) (ED)
Date: 2023-02-00
Type: Numerical/Quantitative Data
Subjects: English Language Learners,Language Usage,Geographic Location,Spanish,Elementary Secondary Education

States annually report the five languages other than English most commonly spoken by English learners (ELs) as well as the number of ELs who speak each of the &quot;top five&quot; languages. This fact sheet gives an overview of the most commonly spoken languages during the 2019-20 school year (SY). Fifty languages or language categories appear in one or more states' top-five lists. The numbers of speakers reported include only those who speak the language in a state where that language is among the top five. [For the previous report, with data from the 2016-2017 school year, see ED605956.]