ethanporcaro/eric-fulltext-meta huggingface dataset:
How Students Use Federal, State and Institutional Aid to Pay for College: A Primer for State Policymakers. Special Report
Author: Sarubbi, Molly
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Paying for College,Student Financial Aid,State Policy,Costs,Tuition,Educational Finance,Grants,Federal Aid,State Aid,Eligibility,College Attendance

Postsecondary education is one of the largest investments that students and their families make, with average yearly cost of attendance--including tuition, fees, room and board--of just under $17,000 to attend a public institution in the 2015-16 academic year. In the context of increasing college costs, aid dollars have failed to keep pace with the rising number of students requiring financial assistance. This leaves many students to rely on multiple sources of support to pay for their postsecondary experience. This primer explores the main sources of support--including federal grants, state assistance programs, loans and institutional aid--that are available to students today. Each type of program is explained in detail, with particular attention to the salient characteristics for state policymakers and the potential limitations of each stream of support.
Fast Facts 2015-2016
Author: Atchison, E. S.
Date: 2016-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,Equal Opportunities (Jobs),Gender Differences,Racial Differences,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,In State Students,Out of State Students,Bachelors Degrees,Masters Programs,Educational Finance,Budgets,Student Financial Aid,Costs,Educational Facilities,Academic Degrees,Ethnicity,Sex,Statistical Data

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 81,024 students enrolled in Mississippi's Universities, with an operating budget of $4.5 billion. The system awarded 16,813 degrees in Academic Year 2014-15. This pamphlet provides information at a glance on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty/Staff Information; (4) Fall 2015 Headcount Enrollment; (5) 2015-16 Financial Information; (6) Student Financial Aid; (7) 2015-16 Annual Cost of Education; (8) 2015-2016 Buildings/Facilities; (9) 2014-15 Degrees Awarded (By Degree); and (10) 2014-15 Degrees Awarded (By Ethnicity And Gender).
Fast Facts 2016-2017
Author: Atchison, E. S.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Higher Education,Universities,Public Colleges,Research and Development,School Holding Power,Graduation Rate,College Students,College Faculty,Equal Opportunities (Jobs),Gender Differences,Racial Differences,Teacher Salaries,Enrollment,Full Time Equivalency,College Entrance Examinations,In State Students,Out of State Students,Bachelors Degrees,Masters Programs,Educational Finance,Budgets,Costs,Educational Facilities,Academic Degrees,Ethnicity,Sex,Statistical Data

The Board of Trustees of State Institutions of Higher Learning serves as the governing board overseeing the eight public universities in Mississippi, including the University of Mississippi Medical Center located in Jackson. The Southern Association of Colleges and Schools is the accrediting body for each of the public universities in Mississippi. Currently, there are 82,654 students enrolled in Mississippi's Universities, with an operating budget of $4.5 billion. The system awarded 17,102 degrees in Academic Year 2015-16. This pamphlet summarizes information on the following topics: (1) Research and Sponsored Projects; (2) Retention and Graduation; (3) Faculty Staff Information; (4) Fall 2016 Headcount Enrollment; (5) 2016-17 Financial Information; (6) Student Financial Aid; (7) 2016-17 Annual Cost of Education; (8) 2016-17 Buildings/Facilities; (9) 2015-2016 Degrees Awarded (by Degree); and (10) 2015-2016 Degrees Awarded (by Ethnicity and Gender).
Time to Degree: A National View of the Time Enrolled and Elapsed for Associate and Bachelor&apos;s Degree Earners. (Signature Report No. 11)
Author: Shapiro, Doug
Date: 2016-09-00
Type: Reports - Descriptive
Subjects: Time to Degree,Associate Degrees,Postsecondary Education,Bachelors Degrees,Stopouts,Enrollment,Full Time Students,Dual Enrollment,Age Differences,Enrollment Trends,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges

This report examines time to degree completion for a cohort of students who earned an associate degree as their first and only postsecondary degree or a bachelor's degree as their first four-year degree between July 1, 2014, and June 30, 2015. Overall, the average time enrolled for associate and bachelor's degree earners was 3.3 years and 5.1 years, respectively. However, as the report shows, the time required for successful degree attainment could be influenced by the pathway the student followed as well as by factors, such as stop outs and less than full-time enrollment status.
The Causes and Consequences of Test Score Manipulation: Evidence from the New York Regents Examinations. CEPA Working Paper No. 16-08
Author: Dee, Thomas S.
Date: 2016-04-00
Type: Reports - Research
Subjects: High Schools,Exit Examinations,Scores,Grade Inflation,Academic Achievement,Cutting Scores,Probability,Graduation,African American Students,White Students,Racial Differences,Graduation Rate,Hispanic American Students,Educational Attainment

In this paper, we show that the design and decentralized, school-based scoring of New York's high school exit exams--the Regents Examinations--led to the systematic manipulation of test sores just below important proficiency cutoffs. Our estimates suggest that teachers inflate approximately 40 percent of test scores near the proficiency cutoffs. Teachers are more likely to inflate the scores of high-achieving students on the margin, but low-achieving students benefit more from manipulation in aggregate due to the greater density of these students near the proficiency cutoffs. Exploiting a series of reforms that eliminated score manipulation, we find that inflating a student's score to fall just above a cutoff increases his or her probability of graduating from high school by 27 percent. These results have important implications for educational attainment of marginal high school graduates. For example, we estimate that the black-white graduation gap is about 5 percent larger in the absence of test score manipulation
IHL System Profile: A Report from the Board of Trustees of State Institutions of Higher Learning
Author: Atchison, Eric. S.
Date: 2017-03-00
Type: Reports - Descriptive
Subjects: Profiles,Higher Education,Trustees,Governing Boards,State Universities,Institutional Mission,Educational Planning,Economic Development,Educational Finance,Budgets,Salaries,College Faculty,Graduation Rate,Tuition,School Holding Power,Student Financial Aid,Enrollment Trends,Student Characteristics,Resource Allocation,Academic Degrees,Institutional Characteristics,Racial Composition,Gender Differences,College Transfer Students,Undergraduate Students,Public Colleges,Educational Objectives,Enrollment,State Colleges,Enrollment Rate,State Aid,Teacher Salaries,Residence Requirements

The Mississippi Institutions of Higher Learning (IHL System), under the governance of its Board of Trustees, operates as a strong public university system with eight distinct, mission-driven- universities, and enhances the quality of life of Mississippians by effectively meeting their diverse educational needs. In so doing, the IHL system will be characterized by, and become nationally recognized for, its emphasis on student achievement and on preparing responsible citizens; its adherence to high academic standards and to quality in instruction, research, service, and facilities; and its commitment to affordability, accessibility, and accountability. Five-year Goals for the system have been developed in order for the Planning Principles to come to fruition. Successful accomplishment of these Goals will strengthen not only the educational and economic foundation in the state, but also the comprehensive societal well-being of the state, the region, the nation, and beyond. Strategies used to meet these system goals are set by the individual universities in order to ensure respect for the distinctive mission and scope of each institution. Following an explanation of terms, mission statements and goals and priorities, this report provides numerous tables, graphs, and maps detailing the status of Mississippi state institutions of higher learning. &quot;Enrollment, Graduation Rates &amp; Degrees&quot; provides enrollment, graduation rates, and degrees, providing data by race, gender, residence, and age. &quot;Appropriations FY 2016&quot; compares appropriations FY 2015 and FY 2016. It also presents information on the allocation of funds and the total operating budgets FY 2016. &quot;Budget Request FY 2017&quot; details requests for FY 2017. &quot;Student Financial Aid&quot; contains tables related to trends in state student financial aid programs.
Green Dot Public Schools. What Works Clearinghouse Intervention Report
Author: What Works Clearinghouse (ED)
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Public Schools,Charter Schools,Middle Schools,High Schools,Educational Quality,Instructional Leadership,College Preparation,School Community Relationship,Grade 9,Grade 10,Grade 11,Grade 12,Mathematics Achievement,Attendance Patterns,Language Arts,High School Students,Student Promotion,Community Schools,Well Being,Parent Participation,Quasiexperimental Design,Standardized Tests,Program Evaluation,Program Effectiveness

&quot;Green Dot Public Schools&quot; is a nonprofit organization that operates more than 20 public charter middle and high schools in California, Tennessee, and Washington. The &quot;Green Dot Public Schools&quot; model emphasizes high quality teaching, strong school leadership, a curriculum that prepares students for college, and partnerships with the community. The What Works Clearinghouse (WWC) identified one study of &quot;Green Dot Public Schools&quot; that both falls within the scope of the Charter Schools topic area and meets WWC group design standards with reservations. This study included 2,446 students in grades 9-12 in one school district in the United States. &quot;Green Dot Public Schools&quot; had potentially positive effects on mathematics achievement, student progression, school attendance, and English language arts achievement for high school students.
Charter School Funding: Inequity in New York City
Author: Maloney, Larry D.
Date: 2017-08-00
Type: Numerical/Quantitative Data
Subjects: Charter Schools,Educational Finance,Financial Support,Educational Equity (Finance),Documentation,Public Schools,Resource Allocation,Geographic Location,School Districts,Educational Facilities,Expenditure per Student,Economically Disadvantaged,Socioeconomic Influences,Food Service,Transportation,Special Education,School Health Services,Computer Software,Textbooks,Library Materials,Enrollment

New York City was home to 1,575 district and 183 charter schools in Fiscal Year 2014 (FY2014). Seven percent of all public school students in New York City attended charter schools that year. Researchers systematically reviewed funding and spending documents involving the city's district-run and independent charter schools for FY2014. Research questions focused on how equitably public school resources were distributed throughout The Big Apple, by public school sector, and by location within the city. Research revealed two important facts about charter school finance in New York City: (1) An average of 25 percent of all charter school resources take the form of in-kind services provided by the public school district to students in charter schools. If one were to exclude these in-kind services, as done in several cases to illustrate their importance, one would draw incorrect conclusions about charter school funding equity in New York City; and (2) New York charter schools can be divided into those that are co-located within district school buildings and those that are not co-located. Access to facilities is a crucial concern for charter schools. These two vital considerations are significant themes in this report. The nine major findings regarding public school finance in the nation's largest school district discussed in this report can spur an informed discussion of the state of public school funding equity in the city.
Certificate and Associate Degree Pathways. Snapshot™ Report, Summer 2017
Author: National Student Clearinghouse Research Center
Date: 2017-00-00
Type: Numerical/Quantitative Data
Subjects: Associate Degrees,Bachelors Degrees,Age Differences,Gender Differences,Time to Degree,Postsecondary Education,Higher Education,Educational Certificates

Of all associate degrees reported to the National Student Clearinghouse for the 2010-11 academic year, 575,067 were earned by students with no previous degrees or certificates. Within the next six academic years, 65.1 percent of these students enrolled at four-year institutions and 41.4 percent earned bachelor's degrees. This brief report presents the following statistics on certificate and associate degree pathways: (1) Bachelor's Degree Outcomes for Students Who Earned an Associate Degree in 2010-11 as First Postsecondary Credential (by age group and gender); (2) Distribution of Time from Associate to Bachelor's Degree (for students who earned associate degree in 2010-11 and subsequently earned bachelor's degree); (3) Associate and Bachelor's Degree Outcomes for Students Who Earned a Certificate in 2010-11 as First Postsecondary Credential (by age group and gender); and (4) Distribution of Time from Certificate to Subsequent Degree (for students who earned a postsecondary certificate in 2010-11 and subsequently earned an associate and/or bachelor's degree).
Knowledge Is Power Program (KIPP). What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Clearinghouses,Intervention,Charter Schools,Mathematics Achievement,Language Arts,Science Achievement,Social Studies,Student Promotion,Achievement Rating,Research Reports,Academic Achievement,Secondary School Students

The &quot;Knowledge Is Power Program&quot; (&quot;KIPP&quot;) is a nonprofit network of more than 200 public charter schools educating early childhood, elementary, middle, and high school students. The What Works Clearinghouse (WWC) identified four studies of &quot;KIPP&quot; that fall within the scope of the Charter Schools topic area and meet WWC group design standards. One study meets WWC group design standards without reservations, and three studies meet WWC group design standards with reservations. Together, these studies included approximately 21,000 students in middle and high schools across 16 states and the District of Columbia. According to the WWC review, the extent of evidence for &quot;KIPP&quot; on the academic achievement of middle and high school students was medium to large for four outcome domains--mathematics achievement, English language arts achievement, science achievement, and social studies achievement, and was small for one outcome domain--student progression.
Harlem Children&apos;s Zone (HCZ) Promise Academy Charter Schools. What Works Clearinghouse Intervention Report
Author: Mathematica Policy Research, Inc.
Date: 2018-01-00
Type: Reports - Evaluative
Subjects: Intervention,Charter Schools,Program Effectiveness,Elementary School Students,Middle School Students,High School Students,Low Income Groups,At Risk Students,Program Evaluation,Standards,Design

This intervention report presents findings from a systematic review of the &quot;Harlem Children's Zone (HCZ) Promise Academy Charter Schools&quot; conducted using the What Works Clearinghouse (WWC) Procedures and Standards Handbook (version 3.0) and the Charter Schools review protocol (version 3.0). No studies of the &quot;HCZ Promise Academy Charter Schools&quot; that fall within the scope of the Charter Schools review protocol meet WWC group design standards. Because no studies meet WWC group design standards at this time, the WWC is unable to draw any conclusions based on research about the effectiveness or ineffectiveness of the &quot;HCZ Promise Academy Charter Schools&quot; on elementary, middle, and high school students. Research that meets WWC design standards is needed to determine the effectiveness or ineffectiveness of this intervention.
Two-Year Enrollment after Bachelor&apos;s Degree. Snapshot™ Report, Summer 2016
Author: National Student Clearinghouse Research Center
Date: 2016-00-00
Type: Numerical/Quantitative Data
Subjects: Two Year Colleges,Gender Differences,Bachelors Degrees,Enrollment Trends,Credentials,Age Differences,Intellectual Disciplines,Public Colleges,Private Colleges,Postsecondary Education

During the Great Recession, there was a slight increase in the percentage of bachelor's degree earners who opted to continue their educations at two-year institutions. However, that percentage has now dropped well below pre-recession levels, with only 5.8 percent of 2013-14 bachelor's degree earners having returned to college at two-year institutions. This brief report presents the following statistics on two-year enrollment after bachelor's degree: (1) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Gender (within two years of earning bachelor's degree); (2) Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions: Enrollment Intensity and Credentials Earned at the Two-Year Institutions; (3) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Age Group (within two years of receiving bachelor's degree); (4) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Institutional Sector (within two years of receiving bachelor's degree); and (5) Percentage of Bachelor's Degree Earners Who Subsequently Enrolled in Two-Year Institutions, by Bachelor's Field of Study (within two years of receiving bachelor's degree).
A Family&apos;s Guide to Early Intervention Services in Washington State
Author: Washington State Department of Early Learning (DEL)
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Early Intervention,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Child Development,State Programs,Parent Rights,Developmental Delays,Infants,Toddlers,Eligibility,Individualized Family Service Plans

The primary purpose of this guide is to provide families with an overview of the Washington State Department of Early Learning, Early Support for Infants and Toddlers (ESIT) program. It provides general and important information about the statewide ESIT program, including a listing of parents' rights under the Individuals with Disabilities Education Act (IDEA), Part C. A complete and more detailed description of the procedural safeguards/parent rights are provided in a separate document called &quot;The Individuals with Disabilities Education Act (IDEA) Part C Procedural Safeguards (Parent Rights).&quot; A glossary of terms is included. [The Family Guidelines Workgroup, a committee of the State Interagency Coordinating Council (SICC) developed this booklet.]
The Effect of Singing Education on Some Preschool Education Students&apos; Music Achievements
Author: Blaškovic, Jelena
Date: 2015-00-00
Type: Journal Articles
Subjects: Singing,Preschool Children,Music Education,Achievement,Quasiexperimental Design,Experimental Groups,Control Groups,Comparative Analysis,Statistical Analysis,Intonation,Accuracy,Learning Activities,Teaching Methods,Foreign Countries

Singing education is an important segment of educating students--future preschool teachers at faculties of preschool teacher education. Singing is an elementary mode of children's music expression. The task of future preschool teachers is to gain knowledge and awareness about the importance and influence of singing on children's development. Because children learn through imitation, there is a strong effect to be found in the preschool teacher's singing which entails intonational stability, steady rhythm and text articulation. This research was founded on quasi-experimental method of pedagogic research and it examined the way in which various modes of learning influence the intonational and melodic abilities development and the voice range of the subjects. Female students of Faculty of Teacher Education in Zagreb-Department of Petrinja (N = 36) participated in the research which lasted two academic years (2012/2013 and 2013/2014). They were divided into two groups, experimental and control group. The research lasted fifteen-weeks. According to Mann Whitney U test results, we found statistically significant progress in intonational and melodic accuracy, and widening the voice range of the experimental group, in comparison with the control group. The research yielded the conclusion that singing activity through a certain time period, whether led by expert vocal instructions, or intuitive singing, leads to progress in intonational and melodic accuracy and widening the voice range.
Developing of Environmental Education Textbook Based on Local Potencies
Author: Ilma, Silfia
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Environmental Education,Textbook Preparation,Needs Assessment,Educational Planning,Field Tests,Revision (Written Composition),Research and Development,College Students,Mixed Methods Research

Environmental education subject aims to form students who have the character to maintain the environment. One effort to achieve the objectives of the Environmental education subject is the local Environmental Education Textbook Based on Local Potencies. This research was aimed to produce textbook of environment-based education subject Environmental education based on local potencies. This research and development using Borg &amp; Gall model (1983). This study uses only five stages of the Borg &amp; Gall model, namely (1) need analysis, (2) planning, (3) develop preliminary form of product, (4) preliminary field testing, and (5) main product revision, due to time constraints and cost. The results of the research and development that has been done is a textbook of environmental education based on local potencies that is suitable for use in semester 5 college level.