ethanporcaro/eric-fulltext-meta huggingface dataset:
True Merit: Ensuring Our Brightest Students Have Access to Our Best Colleges and Universities
Author: Giancola, Jennifer
Date: 2016-01-00
Type: Reports - Research
Subjects: Academically Gifted,Access to Education,Merit Scholarships,Colleges,Universities,Low Income Students,Disproportionate Representation,Undergraduate Students,Longitudinal Studies,Graduation Rate,High Achievement,Selective Admission,College Admission,Affirmative Action,Admission Criteria

The admissions process used today in America's most selective colleges and universities is a classic case of interest group politics gone awry. Nobody champions or fights for smart, low-income students. The result is an admissions process reduced to a series of &quot;preferences.&quot; Taken together with other widely-used admissions practices, these preferences are part of a system that is profoundly unfair to top students from low-income families. In December 2015, the United States Supreme Court began re-evaluating the role of race-conscious affirmative action in college admissions with the re-argument of the case of &quot;Fisher v. University of Texas.&quot; For the second time, the Court is reviewing the constitutionality of the University's admissions program. There is no better time to examine how selective colleges and universities choose their students, particularly as research suggests many admissions criteria unfairly prevent many of our most talented low-income students from gaining admittance. This report comprehensively analyzes the entire admissions process as it impacts the high-achieving, low-income applicant to a selective college or university. Findings reveal that the deck is stacked against them, notwithstanding the advent of &quot;need-blind&quot; admissions and the claims made by selective colleges and universities that they are trying to accommodate the low-income student. The researchers find that there is significant evidence that most low-income students lack the information to navigate admissions practices effectively and that many top low-income students, because of &quot;sticker shock,&quot; are deterred from even applying to highly selective schools. The researchers conclude that the preferences and some other admissions practices at highly selective colleges and universities, taken together, have resulted in a surprising, and probably inadvertent, result: Being admitted to a selective institution is actually &quot;harder&quot; for the high-achieving, low-income student than for others. The authors suggest strategies selective institutions should use to recognize the merit of high-achieving, low-income students, drawing on practices that some institutions have employed to maintain diversity on their campuses in response to state-bans on race-conscious affirmative action. The following are appended: (1) Barron's Classifications of Higher Education Institutions; (2) Primary Data Sources; and (3) Cooke Scholars at Most and Highly Competitive Institutions 2001-2015. Contains endnotes. [Lauren Matherne analyzed data on Cooke Scholars and wrote the scholar profiles contained in this report.]
Teacher Licensure in North Carolina. CoNCepts
Author: Grovenstein, Elizabeth
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Teacher Certification,Teacher Qualifications,State Standards,State Departments of Education,Alternative Teacher Certification

Every state regulates, through some method of teacher certification, the qualifications of teachers. North Carolina's state teacher licensure system requires any person employed by a local education agency (LEA) in a professional educator position to hold a professional educator's license. The licensure system used by the NC Department of Public Instruction (NC DPI) has been updated to make the current licensure process more efficient. This issue of &quot;CoNCepts&quot; begins by providing background information on licensure and describes how the authority for teacher licensure in North Carolina is governed. Next, tables are provided laying out the process for educators entering North Carolina to achieve initial and continuing licensure. The issue concludes with a brief description of NC DPI's new online licensure system that enables the entire licensure process to be automated.
State Longitudinal Data Systems: The Power and the Promise. CoNCepts
Author: Grovenstein, Elizabeth
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Data Analysis,Data Collection,Preschool Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Information Management,Educational Administration

&quot;Which preschool programs best prepare students for kindergarten?&quot; &quot;Which students from which schools need remediation classes in higher education?&quot; &quot;How successful are college graduates in the workforce by major or credential?&quot; These are just a few of the questions that can be answered by a robust longitudinal data system that enables a state to track student performance from early learning through the workforce. Statewide Longitudinal Data Systems (SLDS) can enhance the ability of states, districts, schools, educators and other stakeholders to efficiently and accurately manage, analyze, and use education data to make informed decisions that can improve student learning and outcomes. SLDS also facilitate research to evaluate and improve institutional and program performance. This issue of &quot;CoNCepts&quot; describes how SLDS are used, how North Carolina implements SLDS, and important considerations for states to ensure successful implementation and public reporting.
School Accountability Systems and the Every Student Succeeds Act. Re:VISION
Author: Martin, Mike
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Federal Legislation,Equal Education,Accountability,Compliance (Legal),Educational Legislation,Elementary Secondary Education,Educational Assessment,Academic Achievement,Educational Indicators,Language Proficiency,English

The &quot;Every Student Succeeds Act&quot; (ESSA) replaced the &quot;No Child Left Behind Act of 2001&quot; (NCLB) in December 2015, substantially changing the federal role in education and how schools across the country will be held accountable. For state policymakers, designing new ESSA-compliant accountability systems is a significant opportunity and a serious responsibility. Both NCLB and ESSA are reauthorizations of the &quot;Elementary and Secondary Education Act&quot; of 1964 (ESEA) and have important similarities and striking differences in their approaches to school accountability. Under NCLB, states complied with rigid federal requirements for setting performance goals on grade-level standardized tests for students from all backgrounds and implemented mandated interventions in schools if those goals were not met. ESSA--like its predecessor--continues to require states to conduct grade-level testing, report results by subgroup, and implement school accountability systems; however, ESSA gives states greater authority to determine the specifics of what is measured and how those measures are used in school accountability. The new law does not give &quot;carte blanche&quot; to the states, but it does give significantly increased flexibility. ESSA opens the door for innovation in school accountability systems, while the responsibility for maintaining high expectations for all students rests squarely on the shoulders of the states. This issue of &quot;re:VISION,&quot; designed to inform state accountability policy, pairs the specific ESSA accountability requirements with important design considerations in light of these requirements and the opportunity afforded by the new flexibility.
The Every Student Succeeds Act: Opportunities and Responsibilities. re:VISION
Author: Johnson, Mark
Date: 2016-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Federal Legislation,Educational Legislation,Educational Policy,State Policy,Educational Improvement,Educational Opportunities,Access to Education,Government Role,Grants,Federal Programs,Federal Aid,Achievement Gap,Educational Assessment,Accountability,Educational Indicators,Teacher Effectiveness

The &quot;Every Student Succeeds Act&quot; (ESSA) was signed into law by President Barack Obama on December 10, 2015. ESSA reauthorizes the &quot;Elementary and Secondary Education Act&quot; (ESEA), which was first enacted as part of President Lyndon B. Johnson's &quot;War on Poverty.&quot; Since 1965, ESEA has represented the federal government's commitment to providing all of the nation's children with a fair, equitable, and high-quality education. With the passage of ESSA, responsibility for making critical decisions related to education policy is shifting away from the federal government and back to the states. ESSA therefore presents a significant opportunity for state and local policymakers to refocus on how best to improve the nation's schools. This issue of &quot;re:VISION&quot; has been designed as a policymaker's introduction to this important legislation.
Schools Can Help Children Eat Healthy and Be Active. Health Policy Snapshot
Author: Robert Wood Johnson Foundation
Date: 2016-03-00
Type: Reports - Descriptive
Subjects: Child Health,Early Intervention,Eating Habits,Health Behavior,Health Promotion,Physical Activities,Early Childhood Education,Obesity,Food,Nutrition,Standards,School Role

Nearly 17 percent of children and adolescents are obese, but early interventions in nutrition and physical activity can prevent that number from increasing. This snapshot explores how schools can enact policies to help students develop healthy habits early in life. The following topics are briefly discussed: (1) Why Target Schools?; (2) Early Childhood Programs; (3) Spotlight on Healthier School Foods; (4) Spotlight on Physical Activity; and (5) The Agenda.
Building Better Narratives in Black Education
Author: Anderson, Meredith B. L.
Date: 2016-00-00
Type: Reports - Research
Subjects: African American Education,Educational Change,Elementary Secondary Education,African American Community,Community Attitudes,Educational Attitudes,Common Core State Standards,Educational Assessment,Educational Quality,Teacher Effectiveness,Accountability,Equal Education,Focus Groups,Surveys,Interviews

&quot;Building Better Narratives in Black Education&quot; fundamentally changes the narrative and face of education reform to meaningfully include Black voices, leaders and initiatives that truly have equity and Black student success at the core. This is imperative as there is an education crisis for Black students in the United States. Recent National Assessment of Educational Progress (NAEP) results indicate that only seven percent of Black students performed at or above proficient on the 12th grade math exam in 2015, compared with 32 percent of White students. African American students are less likely to meet ACT college readiness benchmarks than any other racial group and often lag behind on various indicators on the primary and secondary levels. However, far too often the narrative has stopped there. While it is important to deconstruct and analyze inequities in the educational system, we have to move from solely deficit-based narratives to decisions to strengthen policies and conversations that fundamentally change the state of education for African American students. It's time to build a better, more actionable narrative that represents the promise of education to drive equity. UNCF, Education Post, and the National Urban League each collected data on African Americans' perspective on significant K-12 education issues, and this report synthesizes salient themes from these various data. Grounded in the lived experiences of the African American community, &quot;Building Better Narratives in Black Education&quot; provides tangible approaches to fundamentally shift the narrative concerning Black educational reform in order to better engage communities and reformers around an equitable K-12 education system. Sections about the contributors and the methodology are appended.
Race to the Top: Implementation and Relationship to Student Outcomes. NCEE 2017-4001
Author: Dragoset, Lisa
Date: 2016-10-00
Type: Reports - Research
Subjects: Federal Programs,Grants,Federal Legislation,Educational Policy,Educational Practices,Academic Achievement,Interviews,Program Effectiveness,Academic Standards,Educational Assessment,Teacher Competencies,School Turnaround,Charter Schools,Leadership Qualities,Correlation,English Language Learners,Educational Change,State Regulation,National Competency Tests,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement,Educational Legislation,Federal Aid

Race to the Top (RTT), one of the Obama administration's signature programs and one of the largest federal government investments in an education grant program, received $4.35 billion in funding as part of the American Recovery and Reinvestment Act of 2009. Through three rounds of competition in 2010 and 2011, RTT awarded grants to states that agreed to implement a range of education policies and practices designed to improve student outcomes. Using 2013 interview data from all states, this report documents whether states that received an RTT grant used the policies and practices promoted by RTT and how that compares to non-grantee states. The report also examines whether receipt of an RTT grant was related to improvements in student outcomes. Findings show that 2010 RTT grantees reported using more policies and practices than non-grantees in four areas (standards and assessments, teachers and leaders, school turnaround, and charter schools), and 2011 RTT grantees reported using more in one area (teachers and leaders). However, the relationship between RTT and student outcomes was not clear, as trends in test scores could be plausibly interpreted as providing evidence of either a positive, negative, or null effect for RTT. The following are appended: (1) Additional Figures Based on State Interviews; (2) Detailed Findings from State Interviews; (3) Interview Questions Aligned with RTT Policies and Practices; (4) Change over Time in States' Use of Policies and Practices Promoted by RTT; and (5) Relationship between RTT Reforms and Changes in Student Outcomes. [For the Executive Summary to this report, see ED569960.]
Race to the Top: Implementation and Relationship to Student Outcomes: Executive Summary. NCEE 2017-4000
Author: Dragoset, Lisa
Date: 2016-10-00
Type: Reports - Research
Subjects: Federal Programs,Grants,Federal Legislation,Educational Policy,Educational Practices,Academic Achievement,Interviews,Program Effectiveness,Academic Standards,Educational Assessment,Teacher Competencies,School Turnaround,Charter Schools,Leadership Qualities,Correlation,English Language Learners,Educational Change,State Regulation,National Competency Tests,Grade 4,Grade 8,Mathematics Achievement,Reading Achievement,Educational Legislation,Federal Aid

Race to the Top (RTT), one of the Obama administration's signature programs and one of the largest federal government investments in an education grant program, received $4.35 billion in funding as part of the American Recovery and Reinvestment Act of 2009. Through three rounds of competition in 2010 and 2011, RTT awarded grants to states that agreed to implement a range of education policies and practices designed to improve student outcomes. This document is the executive summary for the final report on RTT for the evaluation commissioned by the U.S. Department of Education to address the issues related to the RTT grants and the use of policies and practices promoted by RTT. Using 2013 interview data from all states, the study documents whether states that received an RTT grant used the policies and practices promoted by RTT and how that compares to non-grantee states. The report also examines whether receipt of an RTT grant was related to improvements in student outcomes. Findings show that 2010 RTT grantees reported using more policies and practices than non-grantees in four areas (standards and assessments, teachers and leaders, school turnaround, and charter schools), and 2011 RTT grantees reported using more in one area (teachers and leaders). However, the relationship between RTT and student outcomes was not clear, as trends in test scores could be plausibly interpreted as providing evidence of either a positive, negative, or null effect for RTT. [For the full report, &quot;Race to the Top: Implementation and Relationship to Student Outcomes. NCEE 2017-4001,&quot; see ED569959.]
Current Explorations of Adult Learner: Implications for Mentoring and More. Adult Higher Education Alliance Annual Conference Proceedings (36th, Orlando, Florida, March 10-11, 2016)
Author: Elufiede, Kemi, Ed.
Date: 2016-03-00
Type: Collected Works - Proceedings
Subjects: Adult Learning,Mentors,Adult Education,Conferences (Gatherings),Scholarship,Success,School Holding Power,Academic Persistence,Acculturation,Higher Education,Adult Development,Nontraditional Students,Nontraditional Education,Student Centered Learning,Undergraduate Students,Career Development,Capacity Building,School Community Relationship,Service Learning,Theory Practice Relationship,Case Studies,Adult Literacy,Self Concept,Negative Attitudes,Online Courses,Integrated Learning Systems,Educational Quality,Course Content,Evaluation

The 36th Annual Adult Higher Education Alliance (AHEA) Conference was held on March 10-11, 2016 in Orlando, Florida, on the campus of the University of Central Florida. There were 48 presentations from scholars and practitioners from 20 states who participated in the conference. The contributions to these proceedings represent the best of the presentations by scholars in adult higher education from a practitioner perspective. Papers in these proceedings include the following: (1) Experiencing AHEA 2016: None but the Humble, Become Good Teachers of Adults (Jeff Aulgur); (2) Why do We Separate Adult from Traditional-Aged Students? (Xenia Coulter and Alan Mandell); (3) Academic Mentoring as Precarious Practice (Alan Mandell &amp; Xenia Coulter); (4) Effective Mentoring for Nontraditional Adult Learners (Kemi Elufiede, Hope Oliver, and Darreon Greer); (5) Building Community Through Mentoring Adult Learners (Jarrad Plante &amp; Joshua Truitt); (6) Adult Student Emotions That Negatively Affect Learning (Patricia Holt &amp; Caroline Braun); and (7) How QM Can Break Down Barriers (Roy Kaelin). (Individual papers contain references.)
Building Community through Mentoring Adult Learners
Author: Plante, Jarrad
Date: 2016-03-00
Type: Speeches/Meeting Papers
Subjects: Adult Learning,Mentors,Capacity Building,Internship Programs,Service Learning,Volunteers,Sustainability,School Community Programs,School Community Relationship,Partnerships in Education,Community Involvement,Theory Practice Relationship,Adult Literacy,Case Studies,Outreach Programs

The Volunteer UCF Community Connectors and Community Builders Program provides a connection between students and their community. The goal is to develop meaningful service opportunities for UCF students that contribute measurable results and systemic change through capacity building among adult learners. The ongoing, sustainable service experience for students may take place in the forms of internships, service-learning courses, and intrinsically motivated volunteer opportunities. This service opportunity is reflected in &quot;The Golden Circle&quot; illustration where we began with the &quot;why--&quot; to create sustainable community impact, and worked our way out to the &quot;how--&quot; utilizing community builders and community partners, and finally the &quot;what--&quot; to provide skilled volunteers seeking service-learning and intrinsic volunteerism. &quot;The Adult Literacy League,&quot; as a community partner, requires building capacity to serve adult learners. These proceedings will highlight synergy between a university-based community service program and a partnering community agency serving adult learners. [For the complete proceedings, see ED569961.]
How to Assess if QM Can Break Down Barriers
Author: Kaelin, Roy A.
Date: 2016-03-00
Type: Speeches/Meeting Papers
Subjects: Barriers,Online Courses,Educational Quality,Access to Education,Student Participation,Usability,Computer System Design,Program Implementation,Database Management Systems,Course Evaluation,Courseware,Program Effectiveness,Adult Students

Requiring savvy, online courses can present a perceived barrier to adult learners for a variety of reasons, but ease of access due to inadequate navigability should not be one of those barriers. Re-tooling online courses to standards of Quality Matters (QM) can lessen that barrier to access, making adult learners more participatory. Internal statistics gathered routinely by a learning management system (LMS) can test this claim, as a way to show successful, measurable increases in participation. Though only an approximate method at this time, as presented herein, a detailed examination of user-progress data from a standard, stable LMS appears nominally promising for development into a prospective analytic tool of assessment of adult learners. [For the complete proceedings, see ED569961.]
Improving School Discipline Data Collection and Reporting: A Status Report for the 2013-2014 School Year
Author: Whisman, Andy
Date: 2015-04-00
Type: Reports - Research
Subjects: School Policy,Student Behavior,Student Rights,Behavior Problems,Intervention,Discipline Policy,Documentation,Progress Monitoring,Educational Environment,Data Collection,Policy Formation,Classification,Suspension,Racial Differences,Ethnic Groups,Disproportionate Representation,School Districts,Counties,Expulsion,At Risk Students,Disabilities,Severity (of Disability)

The West Virginia Board of Education (WVBE), recognizing the need for safe and supportive schools, revised its policy regarding student conduct. The result, &quot;Expected Behaviors in Safe and Supportive Schools&quot; (WVBE Policy 4373, effective July 1, 2012), put forth the behaviors expected of West Virginia's students; the rights and responsibilities of students; a framework for policy implementation at the state, district, and school levels; and descriptions of and corresponding potential interventions and consequences for inappropriate behaviors. The policy additionally sought to bring consistency to the recording of discipline incidents around the state. To monitor statewide progress toward improving conditions for learning and the effectiveness of school climate improvement efforts, the WVDE was charged with drawing upon data collected through the &quot;discipline management system&quot; (DMS) to annually report the rates of occurrence of inappropriate behaviors defined in the revised policy. This report, which covers the 2013-2014 school year, represents the second of these annual reports. Appended are the following: (1) Inappropriate Behaviors by Level of Severity; (2) Inappropriate Behaviors by Category of Behavior; (3) Interventions and Consequences; (4) Discipline Referrals by Level of Severity and Category of Intervention or Consequence; (5) Discipline Referrals by Type of Behavior and Category of Intervention or Consequence; (6) In-School and Out-of-School Suspensions by Behavior; and (7) Discipline Referrals by Student Race/Ethnicity.
Minding the Gap: Tapping the Potential of Women to Transform Business. GMAC® Research Report RR-16-01
Author: Bruggeman, Paula
Date: 2016-03-28
Type: Reports - Research
Subjects: Females,Womens Education,Graduate Study,Business Administration Education,Barriers,Women Administrators,Gender Bias,Gender Issues,Business Schools,College Entrance Examinations,Geographic Location,Occupational Aspiration,Expectation,Salaries

This white paper, highlights the advancement of women in the workplace, in higher education, and in graduate business education, in particular, and discusses the barriers and obstacles that impede women from progressing to the top levels of business leadership. It offers some thoughts on how changing the gender dynamics in businesses and in business schools can help expand opportunities for women to advance in their business careers and in turn, help their organizations become more diverse and prepared for the 21st century economy.