ethanporcaro/eric-fulltext-meta huggingface dataset:
Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series. Policy Bulletin
Author: Hoffman, Nancy
Date: 2015-02-00
Type: Reports - Research
Subjects: Role of Education,Job Skills,Career Development,High Schools,Labor Market,Educational Methods,Partnerships in Education,Employers,Unions,Government Role,Teacher Role,Labor Force Development,Student Centered Learning,Best Practices,Readiness,Workplace Learning,Employment Patterns,Adolescents,Social Influences,Maturity (Individuals),Foreign Countries,Cultural Differences,Youth,Models,Vocational Education,Public Policy,College Readiness

In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education-giving students opportunities to apply academic subject matter to real-world problems, and pushing adolescents to grow up and gain other deeper learning skills such as following difficult assignments through to completion, working in teams, solving unscripted problems, and communicating effectively with colleagues of differing ages and backgrounds. In the paper &quot;Let's Get Real: Deeper Learning and the Power of the Workplace,&quot; author Nancy Hoffman argues that the current discussion about deeper learning in the nation's high schools ought to acknowledge that career readiness isn't just an outcome of the K-12 curriculum but a process- often overlapping with academic studies-through which young people learn deeply and prepare for working life. Hoffman makes the case that current federal, state, and local policies could be updated to incentivize and enable work-based learning opportunities and alignment between expectations for success in education and success in the workplace. Greatly diminished youth employment opportunities in today's labor market make work-based learning opportunities connected to educational pathways more critical than ever. Hoffman contends that there are models of high-quality work-related education in many states, some promoted through national initiatives and networks, others impressive &quot;one off&quot; schools and programs, as well as vocational or career and technical education, or CTE, schools and centers. The problem is that such excellent programs and schools currently serve only a relatively small number of students. And the question is: can these excellent models be further scaled up and their approaches refined and adapted in our many comprehensive high schools? Can the U.S. develop a system that promotes career education? Hoffman argues that there are several policy opportunities that could make this goal a reality. [This policy bulletin is based on a report published by Students at the Center, an initiative of Jobs for the Future. For the full report, see ED561286; for the executive summary, see ED561289.]
Let's Get Real: Deeper Learning and the Power of the Workplace. Deeper Learning Research Series
Author: Hoffman, Nancy
Date: 2015-02-00
Type: Reports - Research
Subjects: Role of Education,Job Skills,Career Development,High Schools,Labor Market,Educational Methods,Partnerships in Education,Employers,Unions,Government Role,Teacher Role,Labor Force Development,Student Centered Learning,Best Practices,Readiness,Workplace Learning,Employment Patterns,Adolescents,Social Influences,Maturity (Individuals),Foreign Countries,Cultural Differences,Youth,Models,Vocational Education,Public Policy,College Readiness

For young people in the United States, whatever their backgrounds, one of the essential purposes of schooling should be to help them develop the knowledge, skills, and competence needed to search for and obtain work that they find at least reasonably satisfying. Our present educational system does precious little to introduce young people to the working world or to prepare them for just how large a role work is likely to play in the rest of their lives. While the phrase &quot;college and career readiness&quot; appears seemingly everywhere in the current discourse about the goals of high school, the &quot;career readiness&quot; part often seems like an afterthought, tacked on as if to suggest that if students pursue an academic, college-prep course of study--the real priority of most recent school reforms--they will also, as a side benefit, have better job prospects. This lack of attention to career preparation only serves to intensify the class divide, leaving the most privileged students to anticipate and prepare for professional careers like those of their parents, while students from low-income families continue to think of work mainly as a way to survive. This paper argues that the current discussion about deeper learning in the nation's high schools ought to be reframed in order to acknowledge that career readiness isn't just an outcome of deeper learning; rather, career readiness is better defined as a process through which young people learn deeply and become prepared for the American version of working life. Hoffman begins by reviewing where the United States now stands with regard to youth experience in the labor market. She turns to a more hopeful subject when she discusses the psychological benefits of learning through a combination of school- and work-based activities. She continues with a description of an existing education system that relies on partnerships between employers, unions, a central government, and educators to make work a source of deeper learning that meets both the developmental needs of young people and the economic need for a steady supply of well-trained talent. She then reviews some promising initiatives that aim to promote high-quality, work-based learning for a wide range of U.S. students. [This report was produced as a collaborative effort with Students at the Center, a Jobs for the Future initiative. For the executive summary, see ED561289; for the policy bulletin, see ED561285.]
Opening the Door: How Community Organizations Address the Youth Unemployment Crisis
Author: Steinberg, Adria
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Community Organizations,Youth Employment,Unemployment,Youth Problems,Youth Programs,Community Role,Youth Opportunities,Financial Support,Employment Programs,Postsecondary Education,Costs,Community Action,Public Policy,Young Adults,Job Training

At this moment, the role of community-based organizations (CBOs) has never been more important. The country is facing a dual crisis in youth unemployment and low postsecondary completion rates. Both are especially prevalent among low-income and minority young people. Across the nation, nearly 7 million young people are neither in school nor part of the labor market--17 percent of people ages 16 to 24. This group includes both those who have a high school credential but have not continued into postsecondary education and/or the workplace, and those who have left school without a high school diploma and have few if any educational or job prospects. Federal support for local education and career-related services reaches less than 10 percent of these young people. While most young people are aware of the connection between education and employment and have aspirations to succeed in both, young people in the group described above typically find themselves with very limited opportunities. The lost potential in these young people has enormous costs to our economy and our communities for many years to come. This paper shows the vital role of community-based organizations in addressing this dual crisis. The ideas and examples presented here are based on the groundbreaking work of four community-based organizations in California that participated in Opportunity Links for Youth, an initiative supported by the James Irvine Foundation. With support from Jobs for the Future, these CBOs are tackling the essential work of helping 18 to 25 year olds develop the skills and credentials they need for entry into and advancement in growth sectors of the economy. On-ramp design diagrams are appended. [For the executive summary, see ED561288.]
Opening the Door: How Community Organizations Address the Youth Unemployment Crisis. Executive Summary
Author: Steinberg, Adria
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: Community Organizations,Youth Employment,Unemployment,Youth Problems,Youth Programs,Community Role,Youth Opportunities,Financial Support,Employment Programs,Postsecondary Education,Costs,Community Action,Public Policy,Young Adults,Job Training

Few Americans know the importance of community-based organizations, or CBOs, in helping tens of thousands of undereducated, underemployed young people find a job or go back to school. But the role of CBOs is growing more critical as the business, education, and philanthropic sectors increasingly recognize the need to enable the nation's millions of high school dropouts, and others disconnected from school and work, or &quot;opportunity youth,&quot; find their way into civic life and the workforce. The most effective youth-focused CBOs provide various combinations of education, wraparound supports, job training, and placement as part of clear, easily accessible &quot;on-ramp programs&quot; for these young people that put them on a path to credentials and careers. But even the CBOs that provide the key components of effective on-ramp programs struggle to make their efforts visible to civic and community leaders, policymakers, and funders. This creates ongoing challenges for CBOs in developing, expanding, and sustaining on-ramp programs and limits their ability to help the growing number of young people searching for education and employment. This report aims to lift the veil for policymakers and other leaders about on-ramp programs and how they can help solve the youth unemployment challenge and improve their local workforce. [For the full report, see ED561287.]
Let&apos;s Get Real: Deeper Learning and the Power of the Workplace. Executive Summary. Deeper Learning Research Series
Author: Hoffman, Nancy
Date: 2015-02-00
Type: Reports - Research
Subjects: Role of Education,Job Skills,Career Development,High Schools,Labor Market,Educational Methods,Partnerships in Education,Employers,Unions,Government Role,Teacher Role,Labor Force Development,Student Centered Learning,Best Practices,Readiness,Workplace Learning,Employment Patterns,Adolescents,Social Influences,Maturity (Individuals),Foreign Countries,Cultural Differences,Youth,Models,Vocational Education,Public Policy,College Readiness

In the United States, we tend to assume that young people should become educated and then go to work, as though the two were entirely separate stages of life. This dichotomy blinds us to the fact that work itself can be a powerful means of education. Indeed, the workplace is where many young people become most engaged in learning high-level skills and content, insofar as work gives them opportunities to apply academic subject matter to real-world problems. The workplace is an excellent place for young people to develop the range of academic, interpersonal, and intrapersonal capacities that are referred to, collectively, as &quot;deeper learning.&quot; This paper argues that the current discussion about deeper learning in the nation's high schools ought to be reframed, in order to acknowledge that career readiness isn't just an outcome of the K-12 curriculum but a process--often overlapping with academic studies--through which young people learn deeply and prepare for working life. In order to mature, young people need to participate in activities that take them out of their comfort zones, challenge them, place them among adult workers in authentic settings, and ask them to perform. To scale up existing opportunities for work-based deeper learning, federal and state policies should incentivize: (1) Employers to take young people into workplaces for meaningful learning experiences; (2) Educators to implement work-based experiences as a means of learning deeply; and (3) Intermediary organizations to translate between educators and employers and provide the infrastructure that makes collaboration possible. These approaches will require careful attention to principles of educational quality, with an emphasis on deeper learning. [This report was produced as a collaborative effort with Students at the Center, a Jobs for the Future initiative. For the full report, see ED561286; for the policy bulletin, see ED561285]
Empirical Analysis of Exploiting Review Helpfulness for Extractive Summarization of Online Reviews
Author: Xiong, Wenting
Date: 2014-08-00
Type: Speeches/Meeting Papers
Subjects: User Satisfaction (Information),Electronic Publishing,Documentation,Metadata,Sentences,Scoring,Internet,Users (Information),Online Surveys,Content Analysis,Automation,Evaluation Methods,Word Frequency

We propose a novel unsupervised extractive approach for summarizing online reviews by exploiting review helpfulness ratings. In addition to using the helpfulness ratings for review-level filtering, we suggest using them as the supervision of a topic model for sentence-level content scoring. The proposed method is metadata-driven, requiring no human annotation, and generalizable to different kinds of online reviews. Our experiment based on a widely used multi-document summarization framework shows that our helpfulness-guided review summarizers significantly outperform a traditional content-based summarizer in both human evaluation and automated evaluation.
Sharing Responsibility for College Success: A Model Partnership Moves Students to Diplomas and Degrees
Author: Vargas, Joel
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Partnerships in Education,College School Cooperation,Dual Enrollment,Acceleration (Education),School Districts,Community Colleges,High Schools,Program Effectiveness

In order to prepare the large number of postsecondary-educated youth our economy demands, high schools and higher education must break through the boundaries that have traditionally separated them and assume joint responsibility for student success. This brief describes an unusual school district partnership with colleges that has achieved impressive results doing just that. By redefining the roles and responsibilities of secondary and postsecondary partners, educators in one of the nation's most impoverished areas have substantially increased college completion and career readiness for the region's young people. The strategies developed in the Pharr-San Juan-Alamo Independent School District in South Texas offer exciting lessons for states and other communities about how--and why--to rethink the age-old systems that support the transition from high school to college completion. This brief describes how the district's sustained attention to advancing an early college-for-all strategy in partnership with South Texas College and other partners is having a significant impact on the community. [This report was produced through the Jobs for the Future initiative, Early College Designs and the Communities Foundation of Texas initiative, Educate Texas.]
Designing and Conducting Strong Quasi-Experiments in Education. Version 2
Author: Scher, Lauren
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Educational Research,Quasiexperimental Design,Best Practices,Predictor Variables,Check Lists,Comparative Analysis,Standards,Clearinghouses

The purpose of this paper is to describe best practices in designing and implementing strong quasi-experimental designs (QED) when assessing the effectiveness of policies, programs or practices. The paper first discusses the issues researchers face when choosing to conduct a QED, as opposed to a more rigorous randomized controlled trial design. Next, the paper documents four sets of best practices in designing and implementing QEDs including: (1) considering unobserved variables, (2) selecting appropriate matching strategies for creating comparison groups, (3) following general guidelines for sound research, and (4) addressing the What Works Clearinghouse (WWC) standards. The paper then presents 31 frequently-asked questions related to QEDs meeting WWC standards with reservations and discusses common pitfalls that cause studies not to meet WWC standards. Topics covered in the frequently asked questions section include: study design/group formation, outcomes, confounding factors, baseline equivalence, sample loss and power, and analytic techniques. The paper provides a detailed checklist of issues researchers should consider when designing a strong QED study, and discusses why each issue is important and how it relates to WWC standards. One appendix is included: Checklist for Quasi-Experimental Designs; Study Design Characteristics to Consider.
Sentence-Level Rewriting Detection
Author: Zhang, Fan
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Writing Instruction,Writing (Composition),Revision (Written Composition),Writing Assignments,Sentences,Writing Evaluation,Editing,Mathematics,Accuracy,Essays,Undergraduate Students

Writers usually need iterations of revisions and edits during their writings. To better understand the process of rewriting, we need to know what has changed be-tween the revisions. Prior work mainly focuses on detecting corrections within sentences, which is at the level of words or phrases. This paper proposes to detect revision changes at the sentence level. Looking at revisions at a higher level allows us to have a different understanding of the revision process. This paper also proposes an approach to automatically detect sentence revision changes. The proposed approach shows high accuracy in an evaluation using first and final draft essays from an undergraduate writing class. [This paper was published in: &quot;Proceedings of the Ninth Workshop on Innovative Use of NLP for Building Educational Applications,&quot; pages 149-154.]
Course Access: Equitable Opportunities for College and Career Ready Students
Author: Worthen, Maria
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Access to Education,Courses,Public Schools,Elementary Secondary Education,College Readiness,Career Readiness,STEM Education,State Policy,Educational Policy,Educational Legislation,Financial Support,State Legislation,Accountability,Quality Assurance

Imagine a high school student who does not have the opportunity to take all of the courses she needs to get into college. Today, for far too many young people, this is a sobering reality. Public schools around the country may lack the resources, staff, or demand to offer a full catalog of courses. According to recent data from the U.S. Department of Education, many students do not have access to all the courses that will prepare them for college and careers. The learning opportunities a student has in grades K-12 provide a vital foundation for success in college and career, and these early competencies particularly matter in the STEM (science, technology, engineering, and math) fields. Course Access provides an incredible opportunity to end once and for all the inequitable barriers to college and career-ready coursework. Thanks to Course Access, a student attending a school that does not offer high-level math course work will be able to access the courses he needs to be prepared for and succeed in college through the free, public education system. Course Access courses can be core, advanced, career and technical education courses, credit-bearing internships, online courses, or traditional courses offered in settings outside the school building. Course Access provides an opportunity to meet the challenge of ensuring that all students have equitable opportunities to become college and career ready. The following are appended: (1) Model Legislative Principles for Course Access Legislation; (2) Comparison of State Course Access Policies; and (3) Authorizing State Legislation and Guidance.
The iNACOL State Policy Frameworks: 5 Critical Issues to Transform K-12 Education
Author: Worthen, Maria
Date: 2014-10-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Educational Change,Educational Improvement,Educational Quality,Educational Opportunities,State Policy,Educational Policy,Competency Based Education,Access to Education,Equal Education,Guidelines,Blended Learning,Online Courses,Teaching Methods,Quality Assurance

Over the last decade, the American education system has seen unprecedented transformation of teaching and learning as educators have grasped the power of new learning models to close achievement gaps and extend access to high-quality learning opportunities. The availability of adaptive digital tools that use data to improve student learning has exploded as technology and innovation advance. The next few years hold great potential to continue the incredible progress we have achieved--with new learning models that allow personalization of instruction for each student and a shift towards competency education that will ensure teaching and learning are built on a foundation of true mastery. However, this shift cannot be sustained without changes in state policy. This policy brief provides concrete, actionable recommendations for state policymakers. There are five key issues in the iNACOL State Policy Frameworks: (1) Create Competency-Based Education Systems; (2) Improve Student Access and Equity; (3) Ensure Quality with Standards and Performance Metrics; (4) Modernize Educator and Leader Development; and (5) Build New Learning Models Infrastructure. We provide background and specific policy recommendations for each of these issues in this policy brief. Taken as a whole, the recommendations that follow present a framework for sustainable, systemic change. However, we present them with the understanding that each state starts from a different place, with its own unique context in its education system and its policy landscape.
Fast Facts about Online Learning
Author: International Association for K-12 Online Learning
Date: 2013-10-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Blended Learning,Access to Education,Online Courses,Educational Policy,Educational Indicators,Statistical Analysis,Funding Formulas,Educational Trends,Educational Technology,Strategic Planning

This report explores the latest data concerning online and blended learning, enrollment, access, courses, and key policies indicators. It also reviews online learning statistics, trends, policy issues, and iNACOL strategic priorities. This report provides a snapshot view of state funding models for both full-time and supplemental online learning programs. This report allows the reader to stay connected with the most recent facts regarding the online learning field.