ethanporcaro/eric-fulltext-meta huggingface dataset:
Wyoming Community Colleges Annual Partnership Report, 2016
Author: Wyoming Community College Commission
Date: 2016-10-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,Annual Reports,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

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. The seven public Wyoming community colleges provided information for ten of their major partnerships during academic year 2015. 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.
Wyoming Community Colleges Annual Performance Report: Performance Indicators, 2014-2015
Author: Wyoming Community College Commission
Date: 2016-02-01
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Performance,Educational Indicators,Educational Attainment,Goal Orientation,Academic Persistence,Two Year College Students,Academic Degrees,Certification,Employment Level,Critical Literacy,Success,Academic Achievement,College Transfer Students,Outcomes of Education

W.S. 21-18-202 (h)(iii) mandates that the Wyoming Community College Commission (WCCC) develop performance benchmarks, outcome measures, and other performance indicators which serve as the basis for annual reporting to the legislature and the governor. The annual reporting must include, but is not limited to, the following measures: (1) student goal attainment and retention; (2) student persistence; (3) degree and certificate completion rates; (4) placement rate of graduates in the workforce; (5) licensure and certification pass rates; (6) demonstration of critical literacy skills; (7) success in subsequent, related coursework; and (8) number and rate of students who transfer. In an effort to accommodate the mandate set forth in Wyoming statute and to streamline the performance indicator reporting process, the decision was made to specifically address the required performance measures. The &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges,&quot; developed in 2009, identified five primary state interests that will drive investment in community college programs and services. These state interests focus on what colleges can do to meet statewide goals, what structures and supports are needed to help Wyoming community colleges improve their services, and most importantly what services and resources are necessary to assist Wyoming residents in achieving their potential as productive, educated citizens. These state interests as defined by the 2010 &quot;Wyoming Community College Commission Statewide Strategic Plan&quot; are: (1) Educated Citizenry; (2) Diversified Economy; (3) Workforce Development; (4) Effective and Efficient Systems; and (5) Accountability and Improvement. On-going development and adaptation of the Strategic Plan in 2013-14 identified four derivatives of these five primary state interests: (1) Participation (Access); (2) Progress; (3) Performance; and (4) Placement. This report aligns the performance indicators required by statute with the objectives contained in the WCCC Statewide Strategic Plan 2.0. Commission staff have matched the eight Wyoming statutorily required performance indicators with the new Strategic Plan's 4 P's of success. Progress and performance incorporate many of the components of the eight requirements. [For &quot;Wyoming Community College Commission Statewide Strategic Plan: Planning for the Future of Wyoming's Community Colleges&quot; (2010), see ED573116.]
Academic Advising, Remedial Courses, and Legislative Mandates: An Exploration of Academic Advising in Florida Community Colleges with Optional Developmental Education
Author: Woods, Chenoa S.
Date: 2016-11-28
Type: Journal Articles
Subjects: Academic Advising,Remedial Instruction,Educational Legislation,State Legislation,Community Colleges,Developmental Studies Programs,Administrator Attitudes,Program Implementation,Counseling Techniques,Educational Policy,Administrator Surveys,Counseling Effectiveness,School Orientation,Majors (Students)

In this article we report on our exploration of academic advising practices at 19 community colleges in the Florida College System after the implementation of Senate Bill 1720. This bill made developmental education optional for many students and mandated that colleges provide academic advising for all new students. Descriptive statistics of survey responses from college administrators uncovered academic advising patterns across these 19 community colleges. Our findings indicated that many administrators agreed that their advising practices were effective and that most colleges used a variety of advising tools. In an era of greater student choice, colleges diversified their advising protocols and methods of guiding students in a variety of ways.
Early Indicators and Academic Mindsets in the Clark County School District
Author: Snipes, Jason
Date: 2016-12-00
Type: Reports - Research
Subjects: Dropout Prevention,Student Behavior,Student Attitudes,Beliefs,School Districts,At Risk Students,Grade 8,Grade 9,Middle School Students,High School Students,Attendance,Credits,Grade Point Average,Academic Failure,Fear of Success,Predictive Validity

Previous research strongly suggests that beliefs regarding the nature of ability and the payoff to effort (academic mindsets) and the related actions (academic behaviors) play an important role in supporting student success. Not much is known about the distribution of these beliefs among teachers and students in different academic contexts. This study examined the distribution of reported academic mindsets and behaviors in Nevada's Clark County School District. The analysis revealed that most students reported beliefs that are largely consistent with a growth mindset. However, reported beliefs and behaviors differed significantly depending on students' English learner status, race/ethnicity, grade level and prior achievement. For example, Black and Hispanic students reported lower levels of growth mindset than White students. English learner students reported significantly lower levels of growth mindset and higher levels of performance avoidance than their non-English learner counter parts. Lower achieving students reported significantly lower levels of growth mindset and significantly higher levels of performance avoidance than their higher achieving peers. Teachers reported greater beliefs in growth mindset than students, and their beliefs regarding growth mindset did not, for the most part, vary significantly depending on the characteristics of the students attending their schools. The following are appended: (1) Sample selection and characteristics; (2) Clark County School District early indicator; and (3) Using logistic regression to predict on-track status.
Teacher &amp; Principal School Report: Equity in Education
Author: Scholastic Inc.
Date: 2016-00-00
Type: Reports - Research
Subjects: National Surveys,Administrator Attitudes,Teacher Attitudes,Preschool Education,Elementary Secondary Education,Principals,Librarians,Attitude Measures,Barriers,Equal Education,Financial Support,Resource Allocation,Partnerships in Education,Family Involvement,Community Involvement

A national survey of 4,721 public school educators was conducted by YouGov between July 22, 2016 and August 26, 2016, via an email-to-online survey method. Lists of teachers and principals were sourced from Market Data Retrieval's (MDR) database of public school Pre-K-12 teachers and principals. A total of 3,694 teachers (including 76 school librarians) and 1,027 principals (including 146 vice principals) completed the survey. When data is presented among teachers, librarians are included unless otherwise specified. When the term &quot;educators&quot; is used to describe charts, tables and data findings, Scholastic is referencing teachers, librarians and principals combined. This research offers a close look at the barriers to equity in education, educators' priorities around funding and their substantial personal spending for students and classrooms, the importance of establishing school partnerships with families and communities, and educators' commitment to their students and to growing as professionals. The following are appended: (1) Demographics of Sample; and (2) Expanded Survey Results. [For the other report in the series, &quot;Teacher &amp; Principal School Report: Focus on Literacy,&quot; see ED594417.]
Improving Metacomprehension Accuracy in an Undergraduate Course Context
Author: Wiley, Jennifer
Date: 2016-12-00
Type: Journal Articles
Subjects: Undergraduate Students,Metacognition,Comprehension,Accuracy,Research Methodology,Courses,Instructional Effectiveness,Test Items,Study Habits,Experimental Groups,Control Groups

Students tend to have poor metacomprehension when learning from text, meaning they are not able to distinguish between what they have understood well and what they have not. Although there are a good number of studies that have explored comprehension monitoring accuracy in laboratory experiments, fewer studies have explored this in authentic course contexts. This study investigated the effect of an instructional condition that encouraged comprehension-test-expectancy and self-explanation during study on metacomprehension accuracy in the context of an undergraduate course in research methods. Results indicated that when students received this instructional condition, relative metacomprehension accuracy was better than in a comparison condition. In addition, differences were also seen in absolute metacomprehension accuracy measures, strategic study behaviors, and learning outcomes. The results of the current study demonstrate that a condition that has improved relative metacomprehension accuracy in laboratory contexts may have value in real classroom contexts as well.
College and Career Readiness: Course Taking of Deaf and Hard-of-Hearing Secondary School Students
Author: Nagle, Katherine
Date: 2016-00-00
Type: Reports - Research
Subjects: Deafness,Hearing Impairments,Disabilities,Special Education,Transitional Programs,Longitudinal Studies,Secondary School Students,College Readiness,Career Readiness,Credits,Academic Education,Vocational Education,Comparative Analysis,Institutional Characteristics,Difficulty Level,Secondary School Science,Secondary School Mathematics,Social Studies,Second Languages,Special Schools

As schools work to raise the number of students who leave secondary school ready for college and career by increasing both the number of academic courses required and the overall rigor of the curriculum, they must ensure that students with disabilities, including those who are deaf or hard of hearing (DHH), are not left behind. They can do this by equipping such students with the academic knowledge and noncognitive skills to fulfill their individual potential, compete with other workers, and lead full and independent lives. The present study, drawing on nationally-representative sample of approximately 610 DHH students from the National Longitudinal Transition Study-2 (NLTS2) dataset, was designed to focus on DHH students' college and career readiness by investigating their opportunities to acquire college and career skills, operationalized in this study as courses taken in secondary school. We examined how DHH students' course taking compared with that of their peers in the general population, how it varied by type of secondary school, and how it varied by instructional setting for DHH students educated in regular schools. All statistics were weighted to be representative of the larger population of secondary schoolage DHH students identified for special education services under the hearing impairment category. Findings from descriptive analyses indicated that DHH students earned more credits overall than their hearing peers and both groups earned a similar number of credits in academic courses. However, DHH students took more vocational and nonacademic courses and fewer courses in science, social science, and foreign languages than their hearing peers. There was evidence that DHH students' academic courses in math lacked the rigor of those taken by hearing peers as DHH students earned more credits in basic math and fewer credits in midlevel math courses and even fewer in advanced math courses than hearing peers. The lack of exposure to midlevel and advanced math places DHH students' futures at risk given the link between rigorous math and success in college and careers. The findings that DHH students earned fewer credits in science, social studies, and midlevel and advanced math relative to the general population and that DHH students in regular schools earned more credits in those areas than their DHH peers in special schools also raises the question of opportunities to learn and academic achievement in these areas. (Contains 5 tables). [This article was published in &quot;American Annals of the Deaf,&quot; v160 n5 p467-482 Win 2015.]
Testing Means-Tested Aid. CEP Discussion Paper No. 1396. Revised
Author: Murphy, Richard
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Graduation,Foreign Countries,Cost Effectiveness,Eligibility,Family Income,Grades (Scholastic),Academic Degrees,Probability,Student Records,Undergraduate Students,Computation,Correlation,Academic Achievement

Inequalities do not end once students enter higher education. Yet, the majority of papers on the effectiveness of higher education aid examine its impact on college enrolment. In this paper, we provide evidence on the causal impact of means-tested but otherwise unconditional financial aid on the outcomes of students who have already enrolled in college. To do so, we exploit a unique non-salient financial aid program which varies both across and within institutions, and for which eligibility is a highly non-linear function of parental income. Using student-level administrative data collected from 9 English universities, we study the effects of aid receipt on college completion rates, annual course scores, and degree quality. Our findings suggest that each £1,000 of financial aid awarded increases the chances of gaining a good degree by around 3.7 percentage points, driven by increases in annual rates of completion and course scores. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
STEM Graduates and Secondary School Curriculum: Does Early Exposure to Science Matter? CEP Discussion Paper No. 1443
Author: De Philippis, Marta
Date: 2016-08-00
Type: Reports - Research
Subjects: STEM Education,Secondary School Curriculum,Secondary School Students,Access to Education,Enrollment,Academic Persistence,Educational Quality,Institutional Characteristics,Foreign Countries,Secondary School Science,Probability,Gender Differences,College Science,Academic Degrees

Increasing the number of Science, Technology, Engineering and Math (STEM) university graduates is considered a key element for long-term productivity and competitiveness in the global economy. Still, little is known about what actually drives and shapes students' choices. This paper focusses on secondary school students at the very top of the ability distribution and explores the effect of more exposure to science on enrolment and persistence in STEM degrees at the university and on the quality of the university attended. The paper overcomes the standard endogeneity problems by exploiting the different timing in the implementation of a reform that induced secondary schools in the UK to offer more science to high ability 14 year-old children. Taking more science in secondary school increases the probability of enrolling in a STEM degree by 1.5 percentage point and the probability of graduating in these degrees by 3 percentage points. The results mask substantial gender heterogeneity: while girls are as willing as boys to take advanced science in secondary school--when offered--the effect on STEM degrees is entirely driven by boys. Girls are induced to choose more challenging subjects, but still the most female-dominated ones. An appendix provides supplementary tables. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
Unexpected School Reform: Academisation of Primary Schools in England. CEP Discussion Paper No. 1455
Author: Eyles, Andrew
Date: 2016-11-00
Type: Reports - Research
Subjects: Foreign Countries,Elementary Schools,Educational Change,Institutional Autonomy,Educational Policy,School Statistics,National Surveys,Academic Achievement,National Competency Tests,Control Groups,Experimental Groups,Comparative Analysis,Achievement Tests,Achievement Gap,Educational Practices,Freedom,Expenditures,Leadership Effectiveness,Faculty Mobility,School Effectiveness

The change of government in 2010 provoked a large structural change in the English education landscape. Unexpectedly, the new government offered primary schools the chance to have &quot;the freedom and the power to take control of their own destiny&quot;, with better performing schools given a green light to convert to become an academy school on a fast track. In England, schools that become academies have more freedom over many ways in which they operate, including the curriculum, staff pay, the length of the school day and the shape of the academic year. However, the change to allow primary school academisation has been controversial. In this paper, we study the effect for the first primary schools that became academies. While the international literature provides growing evidence on the effects of school autonomy in a variety of contexts, little is known about the effects of autonomy on primary schools (which are typically much smaller than secondary schools) and in contexts where the school is not deemed to be failing or disadvantaged. The key finding is that schools did change their modes of operation after the exogenous policy change, but at the primary phase of schooling, academisation did not lead to improved pupil performance. An appendix provides information on the way in which the sample of pupils and schools are selected for the analysis of primary academies and on issues related to the school income and expenditure data analysed in the paper. [This paper was produced as part of the Centre for Economic Performance's Education and Skills Programme.]
&quot;Teaching to Teach&quot; Literacy. CEP Discussion Paper No. 1425
Author: Machin, Stephen
Date: 2016-04-00
Type: Reports - Research
Subjects: Literacy,Teaching Methods,Literacy Education,Reading Instruction,Phonics,Children,Educational Policy,Age Differences,Reading Difficulties,Comparative Analysis,Foreign Countries,School Districts,Reading Programs,Elementary School Students,Communication Skills,Language Skills,Reading Skills,Experimental Groups,Control Groups,Regression (Statistics)

Significant numbers of people have very low levels of literacy in many OECD countries and, because of this, face significant labour market penalties. Despite this, it remains unclear what teaching strategies are most useful for actually rectifying literacy deficiencies. The subject remains hugely controversial amongst educationalists and has seldom been studied by economists. Research evidence from part of Scotland prompted a national change in the policy guidance given to schools in England in the mid-2000s about how children are taught to read. We conceptualise this as a shock to the education production function that affects the technology of teaching. In particular, there was phasing in of intensive support to some schools across Local Authorities: teachers were trained to use a new phonics approach. We use this staggered introduction of intensive support to estimate the effect of the new &quot;teaching technology&quot; on children's educational attainment. We find there to be effects of the teaching technology (&quot;synthetic phonics&quot;) at age 5 and 7. However, by the age of 11, other children have caught up and there are no average effects. There are long-term effects only for those children with a higher initial propensity to struggle with reading. An appendix contains the following tables: (1) Communication, Language and Literacy at Age 5; (2) Local Authorities in Treatment and Control Groups; (3) Heterogeneity in Estimated Treatment Effects by Non-Native Speaker Status and Free School Meals Eligibility--Different Cohorts for the EDRp v Control; (4) Age 11 Results With and Without Imputation; (5) Heterogeneity in Estimated Treatment Effects by Language Type (i.e. Latin Script v Non-Latin Script) and Free School Meals Eligibility; (6) Heterogeneous Effects for Boys and Girls; (7) Heterogeneity by Subject; and (8) Heterogeneity by Subject: Threshold Effects. [Support was provided by the British Academy and the Royal Society in the framework of the Newton International Fellowship.]
Institutional Connections, Resources, and Working across Disciplines: What Arts Alumni Are Saying. 2016 SNAAP Annual Report
Author: Frenette, Alexandre
Date: 2016-08-00
Type: Reports - Evaluative
Subjects: Alumni,Graduate Surveys,Art Education,College Graduates,Equal Education,Career Development,Socioeconomic Status,Liberal Arts,Debt (Financial),Student Experience,Satisfaction,Student Characteristics,Artists,Income,Family Influence,Job Skills,Undergraduate Study,Graduate Study,Internship Programs,Employment Level,Education Work Relationship,Job Satisfaction,Geographic Location,Gender Differences,Racial Differences,Ethnic Groups,Networks,Majors (Students),Questionnaires,Student School Relationship,Parent Background,Educational Attainment,Intellectual Disciplines

The Strategic National Arts Alumni Project (SNAAP) is a comprehensive survey administered online to the arts alumni of participating institutions. Completion time for the survey is generally 20 to 30 minutes. Founded in 2008, SNAAP is based at the Indiana University Center for Postsecondary Research of the School of Education and administered in cooperation with the Indiana University Center for Survey Research. SNAAP collects and analyzes data from arts graduates from a wide variety of institutions including comprehensive colleges and universities, liberal arts colleges, and special-focus arts institutions. Based on new data from the 30,000 arts alumni respondents to the 2015 SNAAP survey, the results in this report focus on three questions that were asked for the first time: (1) the extent to which alumni feel connected to their educational institution?; (2) the resources current artists lack?; and (3) which alumni work across multiple art forms/disciplines? Trends from previous reports are also discussed. [This report was written with Angie L. Miller, Nathan D. Martin, Sally Gaskill, and Steven J. Tepper.]