ethanporcaro/eric-fulltext-meta huggingface dataset:
Partnering to Ensure Student Financial Stability: A Report on the Achieving the Dream/OneMain Financial Student Financial Empowerment Project
Author: Achieving the Dream, Inc.
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Paying for College,At Risk Students,Community Colleges,Two Year College Students,Money Management,Training,Debt (Financial),Workshops,Academic Persistence,Student Empowerment,Coaching (Performance),Courses

Colleges and universities frequently find that students cite financial pressures as a significant obstacle in their progress toward college completion. This can particularly be a challenge for first-time-in-college (FTIC) students, students from traditionally underserved populations, and students of color. To help address this issue, many institutions invest in efforts to provide financial education training that is designed to help students complete their degree or college-level training, get jobs, improve their personal financial credit record, and make sound financial decisions in the future. In that context, and recognizing the critical role that a student's financial stability plays in academic and career achievement, Achieving the Dream and OneMain Financial partnered in 2015 to create the Student Financial Empowerment Project (SFEP). Under the program, five community colleges--Alamo Colleges (Texas), Bakersfield College (California), Greenville Technical College (South Carolina), St. Petersburg College (Florida), and Triton College (Illinois)--received grants to help them provide financial coaching, integrate financial literacy into student success courses, and deliver financial planning and debt management workshops. Initiatives under the SFEP were designed to help students from participating colleges become more financially secure and enhance their capacity to persist in college. This brief highlights outcomes under the SFEP at three institutions--Alamo Colleges, Greenville Technical College, and St. Petersburg College--including data and analysis about the impact that the SFEP has had at each institution and how the institution plans to scale their program to reach more students. [This report was co-produced by OneMain Financial.]
Improving the Financial Security of Low-Income Students to Improve College Completion. Proceedings from a National Convening to Identify Core Principles for Designing and Scaling Integrated and Systemic Strategies That Address This National Challenge
Author: Price, Derek V.
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Academic Persistence,College Students,Low Income Students,Leadership Responsibility,Educational Policy,School Policy,Equal Education,Student Needs,At Risk Students,Minority Group Students,Student Financial Aid,Dropout Rate,Graduation Rate,Debt (Financial),Barriers,Poverty,Racial Differences,Public Policy,State Policy,Paying for College,College Role

In the summer of 2017, Achieving the Dream hosted The National Financial Security Convening, a meeting attended by a diverse group of researchers, practitioners, postsecondary leaders, advocates, and funders who are engaged in work aimed at addressing the financial needs of low-income students in college and thereafter. The group reflected on the complexity and root causes of financial needs faced by students currently attending community college, minority-serving institutions, and other open-access institutions. From this conversation and from their respective experiences, group members sought to distill core principles for designing and scaling integrated and systemic strategies that evidence suggests can have a significant impact on this national challenge. They gave advice about where to focus energy and resources and agreed upon specific actions that could be taken by each stakeholder in support of institutional reforms leading to increased student retention and completion. This report discusses a set of six core principles that participants identified to guide institutional reform strategies: (1) Executive leadership is essential to establishing equal priority of academic and support services in the minds of department staff, faculty, and administrators; (2) Policy, practice, and procedural changes must be designed with scale in mind, which requires cross-departmental buy-in and awareness of systemic solutions that address root causes; (3) Equity is a core value that requires mission-driven prioritization and accountability to identify equity gaps explicitly, and to take intentional actions to close them; (4) Today's students need integrated comprehensive supports--including academic, personal, and financial, and career services--that are embedded into existing organizational mechanisms; (5) Leverage community and external resources to create economies of scale, acknowledging that external partners have necessary experience and expertise; and (6) Institutional data systems need to better support real-time decisions and actions by staff, faculty, and administrators. Their deliberations also produced suggestions for national and state policy change, which participants recognized as critical to creating an environment for institutional innovation and reform, building cross-sector alliances, and breaking down barriers that limit scale.
Ensuring an Effective Online Program: A Faculty Perspective. Adopted Spring 2018
Author: Academic Senate for California Community Colleges
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Community Colleges,College Faculty,Teacher Attitudes,Distance Education,Educational Technology,Technology Uses in Education,Educational Policy,Best Practices,Online Courses,Technology Integration,College Governing Councils,Curriculum Development,Committees,Professional Development,Collective Bargaining,Student Personnel Services,Teaching Methods,Barriers,Laboratories,Program Evaluation,Accessibility (for Disabled),Equal Education

The purpose of this paper is to address the need for guidance on professional standards for educational practices in online education. Since 1995, the Academic Senate for California Community Colleges (ASCCC) has provided leadership in the introduction and successful implementation of distance education. During this time, the ASCCC has played a leading role in shaping policies and procedures for distance and online education in order to ensure that students are receiving the most effective educational experience possible. At the Spring 2016 Plenary Session, the delegates adopted Resolution 11.01 (S16) calling for an update of the ASCCC paper on best practices for online education. Rather than attempting to update the 2008 paper on educational technology, as called for in the resolution, the ASCCC Executive Committee decided that, given the recent and fast-moving developments in distance and online education, a more useful approach would be to write a new paper exclusively focused on online education. This new paper addresses several aspects of online education, including suggestions for local senates when they are looking to adopt effective practices, interacting with student services, creating and ensuring practices around accessibility, developing curriculum designed to promote student success while maintaining sufficient rigor, and working to ensure equity in the online environment.
Prison Education: Maximizing the Potential for Employment and Successful Community Reintegration. The Abell Report. Volume 30, No. 6
Author: Leone, Peter
Date: 2017-07-00
Type: Collected Works - Serial
Subjects: Reentry Workers,Institutionalized Persons,Correctional Institutions,Correctional Education,Skill Development,Adjustment (to Environment),Employment Qualifications,Cost Effectiveness,Barriers

Re-entering society after incarceration presents a formidable set of challenges. In addition to reconnecting with family and community, successful transition after imprisonment requires a person not only to avoid criminal activity, but also to obtain and sustain employment--or continue along an education pathway. Those best able to navigate this process have developed skills and credentials while incarcerated that are valued by potential employers, training programs, and colleges. In fact, a substantial body of evidence also indicates that formerly incarcerated individuals--sometimes referred to as returning citizens--who receive high-quality educational services and supports re-enter their communities, obtain jobs, and become contributing members of society. This report examines correctional education with an emphasis on opportunities and challenges for prison education throughout Maryland.
Using Local Assessment Data to Measure Progress toward the State-Identified Measurable Result (SIMR). NCEO Brief. Number 14
Author: Lazarus, Sheryl S.
Date: 2018-02-00
Type: Reports - Descriptive
Subjects: Accountability,Outcomes of Education,Disabilities,School Districts,Progress Monitoring,Decision Making,Academic Achievement,Special Education,Outcome Measures

The U.S. Department of Education's Office of Special Education Programs (OSEP) implemented Results Driven Accountability (RDA) in 2014 to help improve the educational outcomes of students with disabilities. As part of RDA, states were required to develop a State Systemic Improvement Plan (SSIP), which is a comprehensive, multi-year plan designed to improve outcomes for children with disabilities, and to commit to a State-Identified Measurable Result (SIMR) focused on student outcomes. Beginning in 2015, states incorporated the SSIP into their Annual Performance Reports (APR) that they submit to OSEP. Many states include local assessments in their SSIP, often as a measure of progress toward their SIMR. The purpose of this Brief is to outline key strategies for the collection, analysis, and use of local assessment data to monitor progress toward the SIMR. It provides information and suggestions for state education agencies and technical assistance providers who work with local education agencies (LEAs). It highlights six strategies, and then identifies several questions that states may want to consider if they choose to use local assessment data to measure progress toward their SIMRs. It is hoped that these strategies will support improved decision making at the state and local levels.
Effective Practices for Educational Program Development. Adopted Spring 2018
Author: Academic Senate for California Community Colleges
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Educational Development,Program Development,Educational Practices,Curriculum Development,Educational Benefits,Transfer Programs,Associate Degrees,Certification,Bachelors Degrees,Community Colleges,Vocational Education,Industry,School Business Relationship,Advisory Committees,Labor Market,Noncredit Courses,Service Learning,Program Evaluation,Outcomes of Education,Grants

The most important components of an academic institution are the educational programs it offers. California Education Code and accreditation standards emphasize the essential nature of a college's educational programs to that college's existence, and often a college's programs reflect the individual personality of the college and the uniqueness of the community it serves. This paper is intended to be used by faculty and other college personnel to understand and safeguard the role that faculty play in educational program development and as a resource for effective practices in educational program development. The primary audience for this paper is the faculty member who has a broad understanding of educational programs and curriculum development but is only involved in the process intermittently, such as when industry or transfer requirement changes necessitate modification to a program or the program review process leads to new and modified curriculum. This paper is intended to be a guide for program development from the policy side.
Educating Students from Poverty and Trauma. Backgrounder
Author: National Education Association
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Poverty,Trauma,Educational Strategies,Teacher Student Relationship,Resilience (Psychology),Educational Environment,Locus of Control,Emotional Development,Interpersonal Competence,Student Behavior,Behavior Problems,Behavior Modification,Short Term Memory,Self Expression,Writing (Composition),Writing Instruction,Reading Instruction,Reading Skills,Vocabulary Development,Self Management,Learning Modalities

Poverty and trauma impact student brain development, health, and behavior. The stressors of poverty (lack of nutritious food, unstable housing, etc.) and traumatic events can put students in a &quot;fight&quot; or &quot;flight&quot; mode. Operating from such places prevents students from accessing higher-order thinking and negatively impacts learning and achievement. The hyper-awareness, developed as an adaptation to their stressful environments, produces stress hormones that have the potential to harm students' physical health and cognitive development. As a result, students from poverty and trauma may be prone to sickness and have difficulties regulating behavior, and accessing parts of the brain critical to language, memory, and learning. This Backgrounder suggests 12 strategies educators can employ when working with students from poverty and trauma.
Making Accessibility Decisions for ALL Students. NCEO Brief. Number 11
Author: Christensen, Laurene
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Access to Education,Accessibility (for Disabled),Disabilities,English Language Learners,Academic Accommodations (Disabilities),Faculty Development,Teacher Role,Student Needs,Needs Assessment,Educational Testing,Student Evaluation,Testing Accommodations,Feedback (Response)

Recent reforms in educational testing have brought many changes in approaches to accessibility and accommodations. These new approaches provide an opportunity for students who may not have received accommodations in the past to now benefit from needed accessibility features that are built into the testing platform. This Brief presents information on steps to take in the transition from a focus on making decisions about accommodations for students with disabilities and English language learners (ELLs), to a focus on decisions about accessibility and accommodations required by the new assessment approaches of states and collaboratives of states. These new approaches include making decisions for students without an identified disability or ELL status. Seven steps are highlighted that will be useful for states in organizing professional development for educators who will be making accessibility decisions, and for educators themselves who are seeking information on making optimal decisions about accessibility tools and accommodations that meet individual student needs.
Guidance for Examining District Alternate Assessment Participation Rates
Author: Evans, Carla M.
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Alternative Assessment,Academic Standards,Participation,School Districts,Evaluation Methods,Criteria,Intellectual Disability,Federal Legislation,Educational Legislation,Elementary Secondary Education

Federal policy limits the number of students that a state may assess with an alternate assessment aligned to alternate achievement standards (AA-AAS) to no more than 1% of all students in the grades assessed in a state. The AA-AAS is intended only for students with the most significant cognitive disabilities. This Brief addresses important questions that arise for states as they implement federal AA-AAS participation requirements. These questions include: (1) What are some approaches for dealing with the uncertainty associated with small student populations (i.e., n-sizes)?; (2) What are some appropriate analytical approaches for monitoring AA-AAS participation rates?; (3) What are the strengths and limitations of various methods?; and (4) What criteria could be established for defining &quot;expected&quot; versus &quot;exceptional&quot; fluctuations in district participation rates? Information generated from the analysis process described in this Brief can be used to help Individualized Education Program (IEP) teams within districts to better understand how to use participation guidelines to identify students with the most significant cognitive disabilities and make the most appropriate and accurate decisions for students.
Forum on Speech-to-Text and Scribing: Getting a Handle on What This Means
Author: Warren, S. H.
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Assistive Technology,Special Education,Transcripts (Written Records),Needs Assessment,Program Implementation,Regular and Special Education Relationship,English Language Learners,Individualized Education Programs,Augmentative and Alternative Communication,Technology Uses in Education,State Policy

More than 45 individuals representing staff from state departments of education, school districts, testing and testing-related companies, and other educational organizations participated in a forum on June 26, 2018 in San Diego, California to discuss speech-to-text and scribing, the differences in terminology, challenges associated with speech-to-text, and needed research. The forum was a pre-session to the Council of Chief State School Officers (CCSSO) National Conference on Student Assessment (NCSA), and was a collaboration of the Assessing Special Education Students (ASES), the State Collaborative on Assessment and Student Standards (SCASS), and the National Center on Educational Outcomes (NCEO). Specific goals of the pre-session forum were to: (1) begin to identify and discuss the issues surrounding speech-to-text and scribing; (2) identify policy needs for speech-to-text and scribing; (3) learn about assessment vendor speech-to-text and scribing tools; and (4) discuss implementation challenges and ways to address them. Each of these topics was considered in light of the needs of general education students, students who are English learners (ELs), and students with Individualized Education Programs (IEPs) or 504 plans; these considerations were discussed in breakout sessions. This report provides a summary of the forum including the introduction to participants, overview, and small group discussions.
Rethinking Teacher Recruitment and Retention in Alabama: A New Focus on the Current and Future Millennial Workforce
Author: Gilmore, Courtney
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Teacher Recruitment,Teacher Persistence,Age Groups,Competition,Alternative Teacher Certification,Federal Aid,Teacher Education Programs

A 2017 report estimates that by 2025, Millennials will dominate the workforce. This shift is affecting the teaching profession, and for Alabama to continually compete on a global scale, the teaching workforce will need to be sustained. Alabama, along with the rest of the nation, is suffering the consequences of a teacher shortage in critical areas: STEM, foreign language, special education, and rural areas. Researchers note more than half of teachers voluntarily leave the profession, leading to a major loss of tax payer dollars- amounting to about $20,000 per teacher (in large urban districts), with a national price tag of about $8.5 billion dollars per year. Additionally, in attempts to recruit and retain Millennials, a 2015 study found that 53 percent of hiring managers find it difficult to recruit and retain Millennials, and one-third of companies lost their Millennial employees in 2015. This brief addresses how Alabama school districts and the State Department of Education can recruit and retain the best, brightest, and highly qualified Millennial teaching force that will make up the next generation of teachers--the teachers that will sustain the teaching force for the next 30 to 50 years. This report focuses on the Millennial generation and efforts to recruit and retain them, while also acknowledging the current veteran workforce that is vital to successful implementation. Recommendations for Alabama policymakers and school leaders to improve teacher recruitment and retention are provided.
An Empirical Approach to Complete Mental Health Classification in Adolescents
Author: Moore, Stephanie A.
Date: 2019-00-00
Type: Reports - Research
Subjects: Mental Health,Classification,Adolescents,High School Students,Social Development,Emotional Development,Psychological Patterns,Student Characteristics,Grades (Scholastic),Life Satisfaction,Prosocial Behavior,Anxiety,Depression (Psychology),Behavior Problems,Child Behavior,Screening Tests,Questionnaires

Using latent profile analysis (LPA), this study empirically identified dual-factor mental health subtypes, with a goal of examining structural stability of emerging latent classes over three high school years. Profiles' relations with distal indicators of well-being, psychosocial distress, and self-reported grades were examined to explore the validity of emerging classes. A sample of 332 high school students reported on their social-emotional strengths and psychological distress during the fall term of their ninth-, tenth-, and eleventh-grade years. In Grade 12, students reported on measures assessing their grades and social-emotional experiences. Independent LPAs for each grade year yielded four mental health subtypes -- complete mental health, moderately mentally healthy, symptomatic but content, and troubled -- and provided evidence for the structural stability of the dual-factor mental health construct. Across high school years, most students were in the complete or moderately mentally healthy classes, with the troubled class consistently representing the smallest proportion of the sample. Students in classes with higher levels of strengths and lower levels of distress reported higher grades, prosocial contribution to community, and higher life satisfaction, and fewer symptoms of anxiety and depression. Implications and future directions for research and school-based practice are discussed. [This is the in press version of an article published in &quot;School Mental Health.&quot;]
An Analysis of How Preservice Math Teachers Construct the Concept of Limit in Their Minds
Author: Gürbüz, Mustafa Çagri
Date: 2018-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Mathematics Education,Foreign Countries,Calculus,Mathematical Concepts

Recently, people prefer learning information operationally rather than conceptually. In this context, this study was carried out to uncover how preservice math teachers construct in their minds the conceptual definition of limit within the scope of the Calculus Course. The participants of this study consisted of 62 (30 female, 32 male) sophomore students studying in the Elementary Mathematics Teacher Education Department at Uludag University Faculty of Education in the 2016-2017 academic year. Midterm and final exam questions requiring the use of prior knowledge were used to help collect data. Interviews were conducted with three participants who were chosen for their success. In these interviews, five questions were asked by the researchers to uncover the mathematical thinking levels and abstraction processes of the participants. The methods of semi-structured interviews and observations were used to collect data. The data were video-recorded and transcribed. The transcripts were analyzed and interpreted according to the cognitive actions of the RBC-model and the steps in Sfard's theory of mathematics learning. Based on the analysis, the participants were found to be more successful in operational information than in conceptual information. Although the preservice teachers were able to accomplish operational learning, it can be said that they could not fully accomplish conceptual learning because they could not identify algebraic representations and could not use reasoning on these representations. Interviews with the participants revealed that they memorized the characteristics of the concept of limit to be successful in the exams. However, conceptual learning did not take place. Understanding how participants learn is believed to benefit the educators who teach the concept of limit.