ethanporcaro/eric-fulltext-meta huggingface dataset:
Trilingual Code-Switching Using Quantitative Lenses: An Exploratory Study on Hokaglish
Author: Gonzales, Wilkinson Daniel Wong
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Multilingualism,Code Switching (Language),Morphology (Languages),Cultural Pluralism,English (Second Language),Tagalog,Chinese,Language Variation,Sociolinguistics,Churches,Statistical Analysis,Phrase Structure,Discourse Analysis,Language Research,Family Environment,Educational Environment,Telecommunications,Dining Facilities,Language Usage,Interpersonal Communication,Intercultural Communication,Interlanguage

Adopting a quantitative approach, this paper highlights findings of an exploratory study on Hokaglish, initially describing it as a trilingual code-switching phenomenon involving Hokkien, Tagalog, and English in a Filipino-Chinese enclave in Binondo, Manila, the Philippines. Departing from the (socio)linguistic landscape of the archipelagic nation, the discussion eventually leads to a frequency-based description of this phenomenon. Preliminary findings suggest that, in Hokaglish, code-switching from Hokkien to English appears to be the most frequent code-switching combination among the six possible ones and that it is typically found in religious institutions. From the investigation, Hokaglish yielded more attestations of intrasentential codeswitching than intersentential ones in households particularly. Moreover, findings also indicate that switches in the word-level are very frequent and that morphological code-switching is virtually non-existent in Hokaglish conversations. The paper ends with a discussion that will more or less provide some justification for the findings. A list of Glossing abbreviations is included.
Characteristics of English Language Learners in the School District of Philadelphia. PERC Research Brief
Author: Lin, Joshua
Date: 2016-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: English Language Learners,Student Characteristics,School Districts,Demography,Student Diversity,Language Proficiency,Geographic Location,Population Distribution,Native Language

As a group, English Language Learners (ELLs) are diverse and come from a variety of home languages, cultures, educational backgrounds, and educational needs. This brief focuses on descriptive characteristics of the ELL students served by the School District of Philadelphia in 2014-2015. Specifically, this brief highlights the diversity of the ELL population in three key characteristics that impact schools' resource needs and program decisions: ELL population concentration, linguistic diversity, and English language proficiency levels.
Role Clarity: The Interplay of Entities Funding Higher Education. State-Federal Partnerships in Postsecondary Education.
Author: Mullin, Christopher M.
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Higher Education,Financial Support,Educational Finance,Federal Aid,Role,State Aid,Federal State Relationship,Student Financial Aid

Decades of research reinforce the power of postsecondary education to improve the lives of students and society. To this end, the establishment of an educated citizenry built to sustain and mold the principles governing an ever-dynamic America is increasingly a responsibility incumbent upon institutions of higher education. Just how to fund this enterprise in the midst of cyclical financial downturns with increases in demands for other governmental services and the reduction, or at least a restraining, of fiscal resources awkwardly positions higher education as something everyone believes in, but an increasingly risk-adverse political body is skeptical to support. A reason for this skepticism is an unclear understanding of the purpose of every federal dollar invested. This paper provides a viable resolution through the depiction of current interrelationships in the funding of higher education by reframing the current role of direct federal funding for higher education and concludes with recommendations to improve the interplay of federal funding with other funding partners. The various federally funded programs have led to a call for a simplified federal role, a refrain that has gained traction. At its heart is the call for a defined structure where each program has a clear role to play--something that is currently lacking. Rather, when contemplating the interplay of federal funding with states and institutions one is reminded of a youth soccer game where players huddle around the ball and chase it wherever it may go. It is reasonable to suggest that role clarity matters as much in the organization and operation of a soccer team as it does in the provision of higher education funding. For, if roles were clear, states and institutions could operationalize their support efforts to address areas not addressed by federal funding. This segmented approach--an approach whereby state and federal agencies no longer duplicate efforts--is needed to support the interplay of funding between multiple entities while giving states and institutions maximum flexibility to operate efficiently. This paper illustrates how federal funds flow to, and sometimes through, primary recipients. By tracing the flow of funds, three areas for improvement are identified: Calculating Student Expense Budgets, Improving Communication and Contextualizing College. Specific recommendations on how to improve these areas are provided. By enacting these recommendations two things will be accomplished. One, states and institutions can better target their funding to support students and institutions. Two, the skepticism of policymakers will be assuaged as they have confidence that each federal dollar is efficiently supporting students and institutions to the benefit of society.
Educating English Language Learners: Opportunities for Improved Infrastructure. PERC Research Brief
Author: Rowland, Jeannette
Date: 2016-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: English Language Learners,Teaching Methods,Barriers,Student Needs,Elementary Secondary Education,Interviews,Focus Groups,Educational Quality,Teacher Competencies,Faculty Development,Curriculum,Educational Resources,Student Evaluation,English (Second Language)

Academic success for ELLs depends on high quality instruction and the infrastructure needed to support it (e.g., staff, curricular materials, collaboration, professional development). This brief examines the challenges schools face in these areas and the strategies they use to mediate them. The purpose of this brief is to share these strategies across schools and with the larger Philadelphia community, in order to help schools continue to improve ELL programming.
Educating English Language Learners: Instructional Approaches and Teacher Collaboration in Philadelphia Public Schools. PERC Research Brief
Author: Reumann-Moore, Rebecca
Date: 2016-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Educational Environment,English Language Learners,Public Schools,Teaching Methods,Teacher Collaboration,Elementary Secondary Education,Interviews,Focus Groups,Equal Education,Curriculum Development,Teacher Role,Educational Improvement,Academic Support Services,Teacher Competencies

Districts, charter management organizations, and individual schools can learn a great deal from each other about strategies for creating robust and supportive learning environments for English Language Learners (ELLS). This brief highlights key findings about how Philadelphia public schools were crafting instructional approaches to serve their ELLs and creating possibilities for teachers to collaborate to strengthen teaching and learning.
Working Together to Support English Language Learners: School-Family-Community Engagement. PERC Research Brief
Author: Hughes, Rosemary
Date: 2016-06-00
Type: Reports - Research-practitioner Partnerships
Subjects: Family Programs,Family Involvement,Community Programs,English Language Learners,School Community Relationship,Urban Schools,Student Needs,Interviews,Focus Groups,Administrator Attitudes,Teacher Attitudes,Parent Role,Communication Strategies,Volunteers,Family Environment,Decision Making

When schools, families, and communities work together, student outcomes are better. This brief focuses on the ways family and community engagement can enhance schools' efforts to improve outcomes for ELLs and highlights specific strategies schools can use to more effectively engage families and communities.
Rethinking the Federal-State Partnership for Free Community College: Early Indicators from Oregon. State-Federal Partnerships in Postsecondary Education
Author: Cannon, Ben
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,Federal State Relationship,Tuition,Student Financial Aid,Federal Aid,Grants,State Aid,Two Year College Students,Enrollment,Access to Education,Low Income Students,First Generation College Students

In 2015, the Oregon Legislature took a bold and highly visible step toward this goal by enacting the Oregon Promise Program (ORP), which was framed as providing &quot;tuition-free&quot; community college to qualified recent high school graduates. The effort garnered national headlines, putting Oregon in league with just a handful of other states (most notably Tennessee) with new policy initiatives that explicitly invoke the &quot;free community college&quot; label. This paper examines ORP and its tuition free community college framework. The paper has three parts: (1) A description of how ORP is constructed and operates, especially in relation to other federal and state financial aid programs such as Pell Grants and the Oregon Opportunity Grant; (2) A discussion of two key shortcomings--and one noteworthy benefit to date--of the ORP program as currently constructed that affect both its reach and equity-related impact; and (3) Recommendations for how ORP might evolve and even become a catalyst for new state-federal partnerships that could better accomplish the shared policy goals of increased access to post-secondary education, especially for low income and first-generation students.
Wiping the Slate Clean: A New Federalism for the 21st Century Student. State-Federal Partnerships in Postsecondary Education
Author: Applegate, James L.
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Federal State Relationship,Federal Aid,State Aid,Government School Relationship,Partnerships in Education,Costs,Incentives,Colleges,Outcomes of Education,State Policy,Public Policy,Educational Change,Paying for College,Postsecondary Education,Higher Education,Educational Equity (Finance),Federal Programs,State Programs,Access to Education,Equal Education

Substantial increases in federal support for higher education over the last decade or more have made the federal government the largest direct investor in U.S. higher education. That increase however, has not produced the expected level of increase in college educated people in the workforce. This is largely for two reasons. First the investment model and the higher education system itself are misaligned with the students we must serve and the goals we are trying to achieve. Second, much of the federal investment has supplanted rather than supplemented state investment in higher education. To improve the return on investment in higher education, a redesigned system that requires a different partnership between states and the federal government that defines a new form of federalism for the 21st century is needed. The redesign builds on proposals to better integrate economic and workforce development and higher education agencies, programs and funding streams at all levels to create coherent pathways to and through college to successful careers. This paper also recommends the creation of affordability standards through federal/state/institutional partnerships that ensure a sustainable cost-containment model for all students. This partnership involves federal incentives to state and college partners to invest in higher education adequately, target resources appropriately, contain costs effectively and implement reforms that provide equitable outcomes for all students.
Better Together? State and Federal Funding for Student Financial Aid. Federal &amp; State Teamed Funding Report
Author: Doyle, William R.
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,State Aid,Federal Aid,State Federal Aid,Federal State Relationship,Models,Policy Formation,Government Role,Higher Education,Access to Education,Equal Education,Merit Scholarships,Grants,Incentives

In this brief, the authors review some of the main goals of state student financial aid programs and provide a few examples of how these programs are organized. They also describe how state programs vary in terms of who benefits. They then discuss various possible designs for joint federal-state policymaking in this area and study their impact. They find that four proposed models come with tradeoffs that result in clear winners and losers among the stakeholders at the federal, state, institutional or student levels. This finding points to the need for further development in conversations surrounding a federalist approach to the provision of financial aid.
Leveraging Community Colleges in the Workforce Innovation and Opportunity Act: A Blueprint for State Policymakers. State-Federal Partnerships in Postsecondary Education
Author: Campbell, Colleen
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Federal State Relationship,Community Colleges,State Policy,Federal Legislation,Labor Force Development,Partnerships in Education,Educational Finance,Financial Support

The Workforce Innovation and Opportunity Act (WIOA) of 2014 offers multiple opportunities to align the workforce development efforts of these stakeholders through structural measures and targeted support. In this paper, the authors examine ways that WIOA can influence a state's job training environment and highlight the crucial role of community colleges in this effort. They offer four key ways these institutions can be leveraged in WIOA to create a more effective and cohesive system: (1) State and local Workforce Development Boards (WDBs) can build sector partnerships that leverage community colleges and other education and training providers to develop career pathways that align workforce supply and demand; (2) Community colleges designated as an Eligible Training Provider (ETP) can offer programs that qualify for WIOA support; (3) Governors can use the state set-aside fund to align job-seekers' need for employment and local employers' need for skilled workers, leveraging the training capacity of local community colleges to prepare workers for employment in growing fields in their region; and (4) State policymakers should engage community college leaders at the state level to contribute to the development and implementation of the state economic development plan.
Creating an Ideal State-Federal Data Partnership to Improve Policymaking Related to College Affordability. State-Federal Partnerships in Postsecondary Education
Author: Prescott, Brian
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: Federal State Relationship,Partnerships in Education,Data,Educational Policy,Student Costs,Higher Education,Measurement Techniques,Student Financial Aid,Student Loan Programs,Loan Repayment,Debt (Financial),College Students

College affordability, like many other postsecondary policy areas, requires coordinated federal and state policies built on coordinated information. While the potential for partnerships between states and the federal government is endless and often includes missed opportunities, this paper reimagines one form of federalism in higher education through more effective data partnerships to inform affordability policies. It (1) conceptualizes affordability as a concept lacking a consensus for how it is defined; (2) identifies challenges in addressing college affordability policy with existing data; (3) suggests ways that federal and state government could collectively work to provide clearer information about affordability; and (4) provides recommendations for both state and federal policymakers to create more effective data partnerships to produce a more complete picture of how affordability is constructed, leading to a more informed dialogue about what affordability looks like, and eventually to improved policies.
Rowing Together: Aligning State and Federal Investments in Talent to Common Outcomes. State-Federal Partnerships in Postsecondary Education
Author: Conklin, Kristin D.
Date: 2016-12-00
Type: Reports - Evaluative
Subjects: Federal State Relationship,Federal Aid,State Aid,Investment,Educational Finance,Financial Support,Postsecondary Education,Talent,Student Financial Aid,Outcomes of Education,Federal Legislation,Labor Force Development

There are two modalities for delivering public financial support to colleges and other postsecondary education providers. First, typical of state governments, grants are made directly to postsecondary institutions to finance general operations, thus providing a broad subsidy to all students. Second, typical of the federal government, substantial but indirect financial support to individual postsecondary institutions is delivered via student grant and loan programs. Those students in turn use that financial support to pay tuition at the colleges they have chosen to attend. Very broadly speaking, states provide general institutional subsidies while the federal government provides specific student subsidies. A 21st century postsecondary education financing framework should recognize the two modalities and finds ways to align state and federal investments in colleges and students around the national imperative to improve student outcomes. With an outcomes-based approach, a new state/federal postsecondary finance framework can emerge. The authors of this paper recommend five initial steps states and the federal government could take to connect postsecondary funding to student outcomes: (1) Collect, nationally, student-level data on a common set of student outcomes and metrics, including the attainment of high-quality credentials; (2) Create greater federal waiver authority around Pell Grants; (3) Utilize common access, completion and employment metrics in state and federal funding for institutions; (4) Require well-designed outcomes-based funding in state funding for institutional operations or student aid as conditions for new federal funding; and (5) Identify high quality credentials by utilizing the federal workforce delivery system. An appendix provides supplemental figures and tables. [This report was written with Martha Snyder, Jeff Stanley and Scott Boelscher.]
The Fixed-Effects Model in Returns to Schooling and Its Application to Community Colleges: A Methodological Note
Author: Dynarski, Susan
Date: 2016-12-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Two Year Colleges,Comparative Analysis,Computation,Outcomes of Education,Evaluation Methods,Measurement Techniques

The purpose of this note is to develop insight into the performance of the individual fixed-effects model when used to estimate wage returns to postsecondary schooling. We focus our attention on the returns to attending and completing community college. While other methods (instrumental variables, regression discontinuity) have been used to estimate the returns to four-year colleges, the individual fixed-effects estimator has primarily been employed in the analysis of community colleges. Using data from Michigan, we test the common-trends assumption that underlies the individual fixed-effects estimation strategy. We find that the common-trends assumption is violated in our sample. We suggest an estimation strategy that allows for individual-specific pre-trends in earnings. Including these trends substantially alters the estimated returns.
Returns to Vocational Credentials: Evidence from Ohio's Community and Technical Colleges. A CAPSEE Working Paper
Author: Bettinger, Eric
Date: 2016-10-00
Type: Reports - Research
Subjects: Associate Degrees,Community Colleges,Technical Education,Outcomes of Education,Wages,Gender Differences,Occupations,Student Records,Student Characteristics,Program Effectiveness,Certification,Statistical Analysis,Regression (Statistics)

In recent years, policymakers and academics have become increasingly interested in the returns to sub-baccalaureate degrees. This interest arises from surging demand for such programs over the 2000s, especially in the wake of the 2008 recession, as well as from President Obama's charge to dramatically increase the number of students with a college degree of some type. We estimate the returns to both community and technical colleges in the state of Ohio. We find that associate degrees generate positive earnings effects for both men and women. These positive effects occur across many fields but are strongest in health. We find that certificates also generate positive returns, but there is some heterogeneity across men and women. Men benefit from short-duration certificates while women benefit from long-duration certificates. This result is likely driven by heterogeneity in the returns across fields.
A Literature Map of Dropout Prevention Interventions for Students with Disabilities
Author: Wilkins, Julia
Date: 2014-04-00
Type: Reports - Research
Subjects: Dropout Prevention,Intervention,Disabilities,Literature Reviews,Educational Research,Program Effectiveness,Participant Characteristics,Research Methodology,Mentors,Middle School Students,Junior High School Students,High School Students,Graduation Requirements,Classroom Environment,Research Design,Sex,Race,Ethnicity

This paper presents a review of the literature on dropout prevention interventions for students with disabilities. A variety of search methods, including electronic library searches, hand searches of journals, and Internet searches were used to acquire the widest possible set of research studies. To be included in this review, the studies must have: (a) been published in English between January 2004 and January 2013, (b) used sample groups that included youth with disabilities, and (c) reported outcomes for students with disabilities related to dropout or graduation. The final literature set of 19 studies is described in terms of its interventions, outcomes, sample characteristics, and methodological features. The three most popular interventions for which outcomes were reported involved: (a) mentoring, (b) interventions targeted to specific disability-related needs, and (c) class setting and exit options. This review also identifies gaps in the knowledge base around the intersection of dropout interventions and outcomes for students across the dimensions of disability, gender, and ethnicity. The following are appended: (1) Database Search Terms; (2) Search Sources; (3) Coding Protocol: Quantitative Studies; and (4) Screening Criteria Checklist.