ethanporcaro/eric-fulltext-meta huggingface dataset:
Using Khan Academy in Community College Developmental Math Courses: Results and Lessons Learned from Developmental Math Demonstration Project
Author: Chan, Monnica
Date: 2016-09-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Developmental Studies Programs,Remedial Mathematics,Mathematics Instruction,Student Placement,Shared Resources and Services,Educational Technology,Technology Uses in Education,Program Effectiveness,Student Attitudes,College Faculty,Teacher Attitudes

The New England Board of Higher Education (NEBHE), with support from Lumina Foundation, investigated whether the use of Khan Academy could increase community college student success in developmental math coursework, support embedded math content in technical courses, and prepare students to take or retake college placement tests. Khan Academy, an Open Educational Resource (OER), is a nonprofit organization that provides free online educational resources such as practice exercises, instructional videos and a personalized learning dashboard that empowers learners to study at their own pace in and out of the classroom. Pilot community colleges used Khan Academy's math content as a supplement in various developmental education delivery models, including flipped, blended, self-paced, modular and traditional developmental education classrooms, as well as in some career and technical courses. A number of community colleges also used Khan Academy in Accuplacer math &quot;boot camps.&quot; In New England, nearly all community colleges and four-year public institutions use the College Board's Accuplacer exam as a placement test. Boot camps were run as short-term (usually three- to six-week) courses to help students prepare for Accuplacer or, in the optimal situation, test out of developmental math. NEBHE supported community college instructors by developing &quot;Developmental Math Demonstration Project&quot; (DMDP) resources on the NEBHE website. The DMDP resources included five training webinars and multiple curriculum maps aligning Accuplacer and developmental math course topics with Khan Academy practice exercises and videos. NEBHE also deployed an implementation coach, who provided live and web-based introductory and advanced trainings to participating instructors. This brief reports on the effectiveness of the pilot efforts, student and faculty perceptions regarding using Khan Academy, and the challenges encountered during the project. Several types of data were collected during the project, including student and faculty surveys, aggregated student performance data, and input from faculty during training sessions and network meetings.
District of Columbia: Improved Reporting Could Enhance Management of the Tuition Assistance Grant Program. Report to Congressional Committees. GAO-18-527
Author: Emrey-Arras, Melissa
Date: 2018-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: College Bound Students,Tuition,Grants,Student Financial Aid,High School Graduates,Paying for College,Out of State Students,Low Income Students,Financial Aid Applicants,Program Effectiveness,Eligibility,Enrollment,Graduation Rate,College Preparation,Counseling,Student Personnel Services,Reports,Scholarships

Congress funds District of Columbia Tuition Assistance Grant (DCTAG) through an annual appropriation, which was $40 million in fiscal year 2018. DCTAG provides D.C. residents up to $10,000 per year to attend college. The Consolidated Appropriations Act, 2017, included a provision for the U.S. Government Accountability Office (GAO) to review DCTAG. This report examines, among other things, the characteristics of DCTAG recipients and steps taken by the program to support recipients, as well as the extent to which the Office of the State Superintendent of Education (OSSE) reports DCTAG's performance to internal and external stakeholders. GAO assessed the most recent data available on DCTAG, covering academic years 2007-2016, as well as data on college graduation, tuition, and fees from the Department of Education's Integrated Postsecondary Education Data System for academic years 2007-2016, and data on enrollment in high schools and median household income in D.C. from the U.S. Census Bureau's American Community Survey for 2007-2016; interviewed representatives of DCTAG and the entities it partners with to support recipients; and reviewed relevant laws, the applicability of standards for internal control, and guidance on performance management. GAO recommends OSSE issue annual reports relating DCTAG's performance to program goals. In response to the recommendation, the Mayor stated that OSSE will expand annual reporting to include direct linkages and combine data points to better illustrate the program's performance.
Final Report of the Federal Commission on School Safety. Presented to the President of the United States
Author: DeVos, Betsy
Date: 2018-12-18
Type: Reports - Evaluative
Subjects: School Safety,Violence,Prevention,Best Practices,Educational Policy,School Policy,Positive Behavior Supports,Values Education,Bullying,Computer Mediated Communication,Mental Health,Counseling Services,Mental Health Programs,Family Programs,Intervention,Referral,Crisis Management,Disclosure,Risk Assessment,Mass Media,Mass Media Effects,News Reporting,Films,Discipline,Legal Problems,Drug Therapy,Gun Control,Laws,Law Enforcement,Staff Development,School Personnel,Emergency Programs,School Buildings,Educational Legislation,Parent Rights,Privacy,Student Records,Federal Legislation,Health Insurance,School Security

In response to the February 14, 2018 shooting at Marjory Stoneman Douglas High School in Parkland, Florida, President Donald Trump established the Federal Commission on School Safety to review safety practices and make meaningful and actionable recommendations of best practices to keep students safe. The Commission conducted field visits, listening sessions, and meetings with hundreds of Americans all across the country. The input of these individuals--state and local policymakers, administrators, principals and teachers, law enforcement and healthcare professionals, students and their families--was critical in identifying best practices and the recommendations contained in this Report. The recommendations are predicated on the policies already working in state and local communities. They outline steps families, communities, schools, houses of worship, law enforcement, medical professionals, government, and others can take to prevent school violence and improve recovery efforts following an incident. The recommendations are organized under three broad categories that represent the Commission's work: (1) Prevent--preventing school violence; (2) Protect and Mitigate--protecting students and teachers and mitigating the effects of violence; and (3) Respond and Recover--responding to and recovering from attacks. An extensive list of federal resources for school safety is also included.
Students with Disabilities: Additional Information from Education Could Help States Provide Pre-Employment Transition Services. Report to the Ranking Member, Committee on Health, Education, Labor, and Pensions, U.S. Senate. GAO-18-502
Author: Curda, Elizabeth H.
Date: 2018-09-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Legislation,Vocational Rehabilitation,Financial Support,State Aid,Transitional Programs,Disabilities,Job Skills,Program Implementation,Barriers,Agency Cooperation,Planning,Best Practices,Career Counseling,Experiential Learning,Postsecondary Education,Self Advocacy

The Workforce Innovation and Opportunity Act (WIOA) requires states to reserve at least 15 percent of their total State Vocational Rehabilitation Services program funds to provide pre-employment transition services to help students with disabilities transition from school to work. The U.S. Government Accountability Office (GAO) was asked to review how states were implementing these services. This report examines (1) steps states reported taking to implement pre-employment transition services, and (2) implementation challenges states reported and how Education has addressed them. GAO reviewed documents and funding data from Education, and federal laws and regulations; surveyed all 79 state vocational rehabilitation (VR) agencies (74 responded); held discussion groups with representatives of 29 state VR agencies; and interviewed officials from Education and three states (Idaho, Illinois, and Maryland) GAO selected for variety in size and type of agencies, among other factors. GAO is recommending that Education (1) establish timeframes for providing additional information on allowable expenditures; (2) take additional steps to assist states that have not updated and finalized their interagency agreements; and (3) develop a written plan with specific timeframes and activities for identifying and disseminating best practices. Education agreed with the first recommendation and disagreed with the other two. GAO revised the second recommendation and maintains that specific information is needed for the third, as discussed in the report.
Higher Education: Expert Views of U.S. Accreditation. Report to Congressional Requesters. GAO-18-5
Author: Emrey-Arras, Melissa
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Accreditation (Institutions),Higher Education,Educational Quality,Program Improvement,Educational Legislation,Federal Legislation,Peer Evaluation,Evaluation Methods,Role,Communication (Thought Transfer),Measurement Techniques

The Department of Education (Education) provided more than $125 billion in federal student aid funds in fiscal year 2016 to help students pay for higher education. To participate in federal student aid programs, postsecondary schools must be accredited by an accrediting agency recognized by Education. This report examines: (1) the strengths and challenges of the current U.S. accreditation system in overseeing the academic quality of schools; and (2) potential approaches for improving the U.S. accreditation system's oversight of academic quality. The Government Accountability Office (GAO) convened a roundtable of 18 experts with the help of the National Academies of Sciences, Engineering, and Medicine, a nonprofit agency whose mission includes informing public policy decisions, and surveyed the experts before and after the roundtable meeting. GAO also conducted a literature review, reviewed relevant federal laws and regulations and Education documents, and interviewed Education officials and higher education stakeholders, including academic researchers.
Federal Student Aid: Education&apos;s Postsecondary School Certification Process. Report to Congressional Requesters. GAO-18-481
Author: Emrey-Arras, Melissa
Date: 2018-07-00
Type: Reports - Evaluative
Subjects: Federal Aid,Student Financial Aid,Certification,Audits (Verification),Compliance (Legal),Postsecondary Education,College Students

The Department of Education (Education) provided over $122 billion in grants, loans and work study funds to help students pay for college at about 6,000 schools in fiscal year 2017. Education is responsible for certifying that these schools are eligible for and capable of properly administering federal student aid funds. Schools are required to submit an annual compliance audit that provides information on schools' administrative capability, which Education considers in its school certification decisions. The Government Accountability Office (GAO) was asked to review Education's process for certifying schools to receive federal student aid. This report examines: (1) how Education certifies schools to administer federal student aid and how frequently schools are approved and denied certification; and (2) the role of compliance audits in the certification process and what, if any, steps Education has taken to address the quality of the audit information. GAO analyzed data on school certification outcomes for calendar years 2006-2017 (when GAO determined data were most reliable); reviewed data and reports summarizing Education's reviews of compliance audit quality for fiscal years 2006-2017; reviewed a non-generalizable sample of 21 school certification decisions from fiscal years 2015 and 2016, selected for a mix of decisions, school characteristics, and geographic regions; examined relevant federal laws, regulations, policy manuals and guidance; and interviewed Education officials.
Project Based Learning &amp; Student Achievement: What Does the Research Tell Us? PBL Evidence Matters, Volume 1, No. 1
Author: Kingston, Sally
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Student Projects,Active Learning,Academic Achievement,Evidence,Instructional Effectiveness,Teaching Methods,Social Studies,Science Education,Mathematics Education,Literacy,Language Arts,Outcomes of Education,Demography,Foreign Countries

The driving question for this brief is based on the most common question that teachers, principals, school leaders, coaches, and grant writers ask the Buck Institute for Education (BIE) about Project Based Learning (PBL): What evidence exists that shows the impact of Project Based Learning on student learning in core content areas? Research shows that PBL &quot;can&quot; promote student learning and may be more effective than traditional instruction in social studies, science, mathematics, and literacy. The 20 studies reviewed in this brief show that PBL can promote student learning in social studies and science; and, to a more limited degree, in mathematics and literacy. As research continues to build, practitioners who are interested in using PBL can point to the studies in this brief as evidence of the promise of PBL in improving student outcomes. The &quot;Digging Deeper&quot; section is designed to provide practitioners with a high-level overview of these studies.
Youth with Autism: Federal Agencies Should Take Additional Action to Support Transition-Age Youth. Report to Congressional Requesters. GAO-17-352
Author: Nowicki, Jacqueline M.
Date: 2017-05-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Autism,Pervasive Developmental Disorders,Youth,Adjustment (to Environment),Transitional Programs,Barriers,Federal Government,Public Agencies,Government Role,Federal Legislation,School Districts,Geographic Location,Educational Legislation,Disabilities,Equal Education,Planning,Poverty,School District Size,Skill Development,Late Adolescents,Young Adults,High School Students,Agency Cooperation

Research suggests that youth with Autism Spectrum Disorder (ASD) are less likely than youth with other disabilities to be successful in transitioning to work and postsecondary education and therefore, they may face a lifetime of reliance on public assistance. The U.S. Government Accountability Office (GAO) was asked to examine services provided under the Individuals with Disabilities Education Act (IDEA) to assist youth with ASD in transitioning to adulthood. For this report, GAO examined (1) services and supports provided to assist youth with ASD in transitioning to adulthood, (2) key challenges in successfully transitioning, and (3) the extent to which federal agencies have collaborated to assist in the transition. GAO reviewed relevant federal laws and regulations and conducted a nationally generalizable survey of 588 school districts to gather information on services provided in school year 2015-16. GAO also interviewed federal officials and state and local stakeholders in three states selected to highlight a mix of localities with and without initiatives serving this population, urbanicity, and geographic dispersion, and GAO evaluated federal collaborative efforts against leading practices. GAO is making three recommendations to federal agencies, including one to Education to examine the merits and implications of amending IDEA to require earlier transition planning and one to the Department of Health and Human Services' (HHS) to enhance collaboration with non-Interagency Autism Coordinating Committee (IACC) member agencies. Education neither agreed nor disagreed with the IDEA recommendation. The agencies generally agreed with or did not comment on other recommendations.
Wyoming Community Colleges Annual Partnership Report, 2018
Author: Wyoming Community College Commission
Date: 2018-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,Educational Needs,College School Cooperation,Intercollegiate Cooperation,Community Involvement,School Community Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,School Business Relationship,Industry,Economic Development,Labor Force Development,Government School Relationship,Program Effectiveness,Elementary Secondary Education,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2017. The seven college partnerships include: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, and Western Wyoming Community College. These partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2017 report, see ED590836.]
Wyoming Community Colleges Annual Partnership Report, 2017
Author: Wyoming Community College Commission
Date: 2017-09-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Community Colleges,Educational Needs,College School Cooperation,Intercollegiate Cooperation,Community Involvement,School Community Relationship,Community Organizations,Human Services,Nonprofit Organizations,Professional Associations,Regional Planning,School Business Relationship,Industry,Economic Development,Labor Force Development,Government School Relationship,Program Effectiveness,Elementary Secondary Education,Public Colleges,Geographic Regions

The &quot;Annual Partnership Report&quot; catalogs partnerships that Wyoming community colleges established and maintained for each fiscal year. This partnership report fulfills statutory reporting requirement W.S. 21-18-202(e)(iv) which mandates the development of annual reports to the legislature on the outcomes of partnerships between colleges and the University of Wyoming and other entities. Each community college partner maintains numerous partnerships for the development and provision of academic, occupational-technical, workforce development, and enrichment educational programs. These partnerships are essential for colleges to meet higher educational needs of Wyoming's citizens and communities. Seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2017. The seven college partnerships include: Casper College, Central Wyoming College, Eastern Wyoming College, Laramie County Community College, Northern Wyoming Community College, Northwest College, and Western Wyoming Community College. These partnerships were divided into three partnering categories as follows: (1) Educational (P-12 Education, University of Wyoming and Other Higher Education); (2) Community Participation (Community Organizations, Cultural, Human Services, Non-Profit Organizations, and Professional Organizations); and (3) Regional Development (Business and Industry, Economic Development, Workforce Training, and Government--Local, State, Federal). [For the 2016 report, see ED573118.]
2016-2017 Annual Enrollment Report. Daring to Be Great: The NDUS Edge
Author: Jockers, Ryan
Date: 2017-09-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Enrollment,Enrollment Trends,Academic Degrees,College Credits,Noncredit Courses,Distance Education,Community Colleges,State Boards of Education,Campuses,Delivery Systems,Electronic Learning,Full Time Students,Full Time Equivalency,Part Time Students,College Freshmen,College Transfer Students,Enrollment Rate,Statistical Data,Job Training,State Universities

The North Dakota University System (NDUS) &quot;2016-2017 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit and non-degree credit enrollments across the eleven NDUS institutions for an entire academic year. In addition to credit types, this report also presents course enrollments by delivery method. Those methods include both on campus and distance education delivery. Additionally, non-credit enrollments provided through TrainND, a legislatively established organization powered by the five state community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2016, Fall 2016, and Spring 2017 semesters. [For &quot;2015-2016 Annual Enrollment Report. Daring to Be Great: The NDUS Edge,&quot; see ED572884.]
North Dakota University System 2017-18 Annual Enrollment Report
Author: Weber, Jennifer
Date: 2018-08-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Enrollment,Enrollment Trends,Full Time Equivalency,Full Time Students,Distance Education,Electronic Learning,Part Time Students,College Freshmen,College Transfer Students,College Credits,Delivery Systems,Noncredit Courses,Job Training,Community Colleges

The North Dakota University System (NDUS) &quot;2017-2018 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit and non-degree credit enrollments across the eleven NDUS institutions for an entire academic year. In addition to credit types, this report also presents course enrollments by delivery method. Those methods include both on campus and distance education delivery. Additionally, non-credit enrollments provided through TrainND, a legislatively established organization powered by the five state community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2017, Fall 2017, and Spring 2018 semesters. [For &quot;2016-2017 Annual Enrollment Report. Daring to Be Great: The NDUS Edge,&quot; see ED590837.]