ethanporcaro/eric-fulltext-meta huggingface dataset:
Technology in College Unions and Student Activities: A Collection of Technology Resources from the ACUI Community
Author: Association of College Unions International (ACUI)
Date: 2012-00-00
Type: Collected Works - General
Subjects: Educational Resources,Web 2.0 Technologies,Video Technology,Multimedia Materials,Production Techniques,Extracurricular Activities,Student Unions,Design,Computer Graphics,Technology Uses in Education,Communities of Practice,Social Networks,Best Practices,Technological Literacy,Technology Education,International Organizations

This publication presents a collection of technology resources from the Association of College Unions International (ACUI) community. Contents include: (1) Podcasting (Jeff Lail); (2) Video Podcasting (Ed Cabellon); (3) Building a Multimedia Production Center (Nathan Byrer); (4) Cloud Computing in the Student Union and Student Activities (TJ Willis and Jamie Dresher); (5) Cloud App Speed Dating (Ryan O'Connell); (6) Graphic Design + You: Working with Designers and Design Principles (Kate Strotmeyer); and (7) Choosing a Digital Signage Platform (Nathan Byrer). Additional Resources are included.
State Policies Affecting the &quot;Adult Re-Entry Pipeline&quot; in Postsecondary Education: Results of a Fifty-State Inventory
Author: Boeke, Marianne
Date: 2011-04-00
Type: Reports - Research
Subjects: State Policy,Reentry Students,Adult Students,Postsecondary Education,Access to Education,Academic Achievement,Adolescents,High School Graduates,Student Financial Aid,Resource Allocation,Human Capital

With support from the Bill and Melinda Gates Foundation, the National Center for Higher Education Management Systems (NCHEMS) is engaged in a two year project centered on state policies that foster student progression and success in the &quot;adult re-entry pipeline.&quot; The adult re-entry pipeline consists of the many alternative pathways to obtain a postsecondary credential for individuals who did not complete high school and immediately go on to successful college-level study. Prominent components of this population include those young adults (aged 25-34) who never finished high school, those who began postsecondary study but for various reasons did not finish, and those who never enrolled in postsecondary study. Established state policies targeted at access and success are centered largely on the traditional path to college. This path focuses on 18-year-old high school graduates who enter postsecondary study within eight or nine months after earning a high school diploma. Prominent among these policies are college awareness and access programs, targeted financial aid, &quot;bridge&quot; programs such as early college high schools, and college-skills development programs. In a growing number of states, such policies are aligned and coordinated in the context of an intentional &quot;P-16&quot; strategy for improving student success. In contrast, state policies aimed at promoting student success in the adult re-entry pipeline tend to be fragmentary and not systematically aligned. Probably more important from a national perspective, they are not well documented or are unknown altogether. The purpose of this report is to attempt to fill this void by presenting results of a fifty-state inventory of state policies and practices designed to foster greater entry into and flow through the state re-entry pipeline. After a brief discussion of how the survey was conducted, major sections of the report examine the scope and definition of responsibility for this function, fiscal and financial policies and practices, programmatic policies and practices, and policies and practices related to information dissemination and access. Appended are: (1) Letter (2) Inventory on State Policies and Practices Affecting Young Adult Attainment Project on the Adult Re-Entry Pipeline Supported by the Bill and Melinda Gates Foundation; and (3) State reports. (Contains 4 tables and 9 footnotes.)
Not Just Kid Stuff Anymore: The Economic Imperative for More Adults to Complete College
Author: Kelly, Patrick
Date: 2011-06-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Rate,Enrollment Trends,Enrollment Influences,Statistical Analysis,Statistical Distributions,Adult Students,Generational Differences,Economic Factors,Economic Impact,Graduation,Graduation Rate,Labor Needs,Economic Development,Educational Policy,College Graduates,College Bound Students

From 2000 to 2008, enrollments by recent high school graduates grew faster than enrollments by adults age 25 and older (25.3 percent v. 23.6 percent). Between 2009 and 2019, this trend is expected to reverse, with adult enrollments increasing by twice as much as enrollments by traditional age students (22.6 percent vs. 9.7 percent). This paper presents statistics that show more adults are needed to complete college. Policy implications from these statistics are also discussed. Appended are: (1) Unemployment Rates by Level of Education--by State (2009); (2) Change in Jobs by Education Level by State--2008 to 2018; and (3) High School Graduates from the Past Decade and for the Future Decade.
Issue Brief #1: Who Pays for Higher Education? Changing Patterns in Cost, Price, and Subsidies
Author: Delta Project on Postsecondary Education Costs, Productivity and Accountability
Date: 2010-11-29
Type: Reports - Descriptive
Subjects: Higher Education,Educational Finance,Costs,Expenditures,Tuition,Income,Financial Support,Student Costs,Public Colleges,Private Colleges,Proprietary Schools,Community Colleges

To understand why tuitions are increasing at institutions of higher education, policymakers need to look at the relationships between and among cost, price and subsidy. This brief explains how to understand those relationships, what the trend data show at a national level, places to go for more information, and questions to ask. (Contains 3 footnotes.)
The Growing Imbalance: Recent Trends in U.S. Postsecondary Education Finance. A Report of the Delta Cost Project
Author: Wellman, Jane V.
Date: 2008-00-00
Type: Reports - Evaluative
Subjects: Postsecondary Education,Educational Finance,Educational Trends,Enrollment Trends,Income,Expenditures,Costs,Tuition,Student Costs,Public Colleges,Private Colleges,Student Characteristics,Institutional Characteristics,Financial Support

Despite clear evidence that college tuitions are rising (the only incontrovertible fact in this conversation), the policy debate about college costs is remarkably poorly informed by data about college spending patterns, revenue availability, and the relation between spending and tuition increases. The last national study of trends in college finance used data from 1995-1996 for private institutions, and from 1998-1999 for the public sector. A good deal has changed since then in enrollment patterns, demographics and sources of revenue for higher education. To be sure, better data alone will not resolve policy tensions about higher education finance, but improved data can at least focus the debate by seeking answers to basic empirical questions, such as: (1) Are college tuitions rising because spending is growing? If so, where is the money going?; (2) Is there any evidence of cost cutting? If so, are tuitions being held down as a result?; (3) What is the relation between revenue source and spending? Have increased private revenues reduced pressure on growing college tuitions? Will increased spending from endowments mitigate future tuition increases?; (4) Are low-income students losing access to higher education as a result of tuition increases?; (5) Can institutions increase productivity as a way to lower costs and, ultimately, tuitions?; and (6) What should public policy makers do to address the college cost problem? This paper has been prepared to help address these key issues, through a presentation of new data about trends in college and university spending and revenues, and a discussion of how spending and revenues interact with enrollments and degree completions. Designed to be as nontechnical as possible, this report presents aggregate data about trends in higher education finance for public and private nonprofit institutions between 1987 and 2005, with a particular focus on patterns since 1998 when the last reports about college spending were produced. Technical appendix and data appendix are included. (Contains 32 figures and 23 footnotes.) [Funding for this paper was provided by Making Opportunity Affordable, an initiative of Lumina Foundation for Education.]
What Does a College Degree Cost? Comparing Approaches to Measuring &quot;Cost Per Degree&quot;. Delta Cost Project White Paper Series
Author: Johnson, Nate
Date: 2009-05-00
Type: Numerical/Quantitative Data
Subjects: Paying for College,Student Costs,Bachelors Degrees,Educational Attainment,Financial Support,State Aid,Context Effect,Regression (Statistics),Tuition,Credits,Expenditure per Student

What does it cost to provide a bachelor's-level education? This question arises with  increasing frequency and urgency as pressure mounts on policymakers and education leaders to increase the education attainment level in the United States, to &quot;Double the Numbers&quot; in some cases. At the same time, the two traditional sources of financing--state appropriations and private tuition payments--show signs of being stretched to their limits. Yet determining the cost of a degree is not a simple question to answer in a system that has made enrollments--i.e., the credit hour, the FTE--the primary unit of accounting, rather than the completed degree. Even with credit hours, only a minority of state systems, such as Florida, Illinois and Minnesota, routinely analyze instructional costs at a level of detail beyond institution and instructional level totals. While there has been considerable effort invested in analyzing college costs, no consensus or common language has emerged to describe how the cost of a degree should be measured. Consensus around a single method may be neither possible nor desirable, given the range of different policy contexts in which the question comes up. A common language, however, could help keep discussions of the issue more focused than they often are. This paper suggests the beginnings of that language by briefly outlining five approaches to degree costs: (1) Catalog cost; (2) Transcript cost; (3) Full cost attribution; (4) Regression-based cost estimates; and (5) Student's cost of a degree. Appended are: (1) Detailed tables; and (2) SPSS scripts and output for stepwise regression analysis. (Contains 23 tables and 22 footnotes.) [Funding for this paper was provided by Making Opportunity Affordable, an initiative of Lumina Foundation for Education.]
Issue Brief #2: Metrics for Improving Cost Accountability (Hint: Not More Detailed Cost Accounting...)
Author: Delta Project on Postsecondary Education Costs, Productivity and Accountability
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Costs,Accountability,Measurement,Educational Finance,Higher Education,Cost Effectiveness,Tuition,Student Costs,Expenditure per Student,Income,Financial Support

Most fiscal reporting focuses on revenues (whether or not they go to core purposes), tuition and fees, and financial aid. "How" the money is spent is something that remains shrouded in too much mystery. Several national efforts to address this problem have largely come to naught--probably because those common methodologies are simultaneously not nuanced enough for internal audiences, and far too detailed for policy-level work. In the hope of advancing the discussion, the Delta Project has developed several recommendations for aggregate measures of costs for policy audiences. Using data already in the public domain through the National Center for Education Statistics Integrated Postsecondary Education Data System (IPEDS), the measures can be displayed for individual institutions, or aggregated into sector-level measures. They help policymakers--board members, state officials, and federal audiences--see simple patterns that will help them answer questions about where the money comes from; who's paying for higher education; where the money goes; and what it buys.
Causal Factors Attributed to Student Success on the California High School Exit Examination
Author: Rose, Nikita A.
Date: 2011-09-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Exit Examinations,Performance Factors,Basic Skills,Teacher Attitudes,Achievement Gains,Achievement Rating,Minority Group Students,Economically Disadvantaged,Standardized Tests,Comparative Analysis,Comparative Testing,Achievement Gap,Educational Assessment,Educational Indicators,Class Size,Teaching Experience,Expenditure per Student,Educational Finance,Instructional Materials,Graduation Requirements,Change Strategies

American students are failing to demonstrate expected competency on basic skills taught in schools. The educational system needs a major overhaul to address declines in scholarly engagement. The State Board of Education (SBE) designed the California High School Exit Exam (CAHSEE) to give some merit to the high school diploma. Minorities and economically disadvantaged students fail to attain minimal proficiency levels on standardized tests and to achieve gains comparable to those attained by students from affluent school districts, even when the most rudimentary skills are being tested. The purpose of this study is to compare existing differences in student achievement by viewing existing data and to gauge faculty perspectives on why some students fare better than others on the CAHSEE. Appended are: (1) Letter of Informed Consent; (2) Survey Questionnaire; (3) Survey Results; (4) CAHSEE English Language Arts Scores CUSD/ABCUSD; (5) CAHSEE Math Scores CUSD/ABCUSD; (6) CAHSEE Scores 10th-Grade ELA; (7) CAHSEE Scores 10th-Grade Math; (8) CAHSEE Scores El ELA; (9) CAHSEE Scores El Math; (10) API Scores ABCUSD and API Scores CUSD; (11) Consent Letter to Administrator ABCUSD; (12) Consent Letter to Administrator CUSD; (13) Response from Administrator CUSD; and (14) Response from Administrator ABCUSD. (Contains 1 table and 24 figures.)
Christian Learner: Wisdom and Gaining Knowledge Equals Joy
Author: Nagle, Bonne
Date: 2012-09-12
Type: Reports - Descriptive
Subjects: Discovery Learning,Christianity,Psychological Patterns,Student Attitudes,Student Motivation

When a Christian learner gains insight that learning is needed and takes the appropriate action to learn the knowledge and apply it, there will be joy and satisfaction with learning.  The premise for this paper is in the Bible verse Ecclesiastes 2:26: (NASB) "For to a person who is good in His sight He has given wisdom and knowledge and joy..." The Christian learner is given wisdom (insight), knowledge and joy (learning satisfaction).
Readiness for Change. White Paper
Author: Howley, Caitlin
Date: 2012-08-24
Type: Reports - Descriptive
Subjects: Position Papers,Readiness,Change Strategies,Organizational Change,Best Practices,Models,Organizational Effectiveness,Organizational Theories,Organizational Climate,Organizational Culture

This white paper by ICF International's Caitlin Howley discusses commonalities and differences among various understandings of readiness and highlights conceptualizations of readiness for change in selected change models. How leaders can use such theories to best to prepare their organizations--and the people enlivening them--for new ways of achieving goals is also addressed. Individuals and organizations undertake change for a variety of reasons--to improve the human condition, increase efficiency and productivity, respond to new or altered social and political contexts and priorities, achieve personal or collective goals, or correct earlier missteps. Across a variety of markets and disciplines, readiness for reform or organizational change is an important predictor of how successfully new policies, programs, or practices will be implemented. (Contains 47 endnotes.)
State Guide to Developing Successful Early Childhood Data Systems
Author: ICF International
Date: 2012-08-30
Type: Guides - Non-Classroom
Subjects: Early Childhood Education,Systems Development,Management Information Systems,Data,Data Collection,Database Management Systems,State Standards,Guidelines,Primary Sources,Program Development,Information Management

Early education leaders--inside and outside of government--are looking for new ways to improve quality, accountability, and efficiency across many different programs serving young children and their families, and they see investment in data systems as a pivotal part of that effort. However, it can be challenging to develop and implement effective data systems that successfully build on existing platforms and serve multiple purposes. If done well, a data system can provide critical information to support policy decisions, steer continuous quality improvement, create cost savings, and improve customer service. If done poorly, a data system can create new administrative burdens, incur unexpected costs, and tarnish an agency's reputation. To ensure your data project provides the greatest benefits to all involved, download this guide to learn about key considerations across the "Assess, Plan, Do, Evaluate" cycle of data systems development.
Putting the Punch in Parent Power. Education Outlook. No. 5
Author: Hess, Frederick M.
Date: 2012-08-00
Type: Reports - Descriptive
Subjects: Educational Change,School Restructuring,Parent Participation,Parent School Relationship,Parent Role,Advocacy,Educational Policy,Empowerment,Public Schools,Politics of Education,Political Science,School Choice,Charter Schools,Educational Vouchers

While US parents have historically played supporting roles in schooling, they are becoming increasingly involved in education advocacy and policy. Contemporary school reform requires political muscle to enact controversial changes, meaning entrenched interest groups such as teachers unions have traditionally enjoyed an outsized impact in the realm of school reform. Education reform advocacy organizations have recently emerged to help educate and mobilize parents in their policy efforts, and expanding parent involvement in reform debates could serve as a counterweight to teachers unions' organization and mobilization capability. However, for education reform advocacy groups to help parents deliver on their promise to reform, the groups must build capacity to combat vested interests, develop alliances on both the right and left, cultivate efforts from the top down and bottom up, and take heed of parents' primary goal to help their own child. (Contains 15 notes.)
Albanian: The Albanian Language in Education in Italy. Regional Dossiers Series
Author: Belluscio, Giovanni, Comp.
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Official Languages,Foreign Countries,Dialects,Indo European Languages,Language Minorities,Educational Policy,Educational Finance,Oral Language,Educational Research,Language Usage,Native Language Instruction,Second Language Learning

This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of Europe--&quot;Arberishtja&quot; of Italy. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists. They can also use this Regional dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The subject of this dossier is &quot;Arberishtja&quot; (Albanian of Italy; hereafter: Italo-Albanian). &quot;Arberishtja&quot; is a dialectal variety of Albanian still spoken in forty-six &quot;Arberesh&quot; (hereafter: Italo-Albanian) villages scattered in Southern Italy and Sicily. Albanian is an Indo-European language spoken in the Republic of Albania, Republic of Kosovo, Republic of Macedonia, Republic of Montenegro and in the Republic of Serbia (Presheva Valley); its standard form is the official language of the Republics of Albania and Kosovo. Albanian dialects, besides in Italy, are also spoken in Greece, Bulgaria and Ukraine. From a scientific point of view Italo-Albanian is considered to be a dialectal variety of the southern Albanian dialect called Tosk and is spoken in a large and non uniform linguistic area. Italo-Albanian has been and still is above all an oral language. (Contains 1 figure, 1 table and 18 endnotes.)
Frisian: The Frisian Language in Education in the Netherlands. Fourth Edition. Regional Dossiers Series
Author: Riemersma, Alex
Date: 2007-00-00
Type: Reports - Descriptive
Subjects: Indo European Languages,Statistical Data,Language Minorities,Native Language Instruction,Second Language Learning,Foreign Countries,Educational Policy,Educational Finance,Teachers,Students,Geographic Regions,Educational Improvement,Spelling,Official Languages,Native Speakers,Legislation,Educational Research,Vocational Education,Elementary Secondary Education,Adult Education,Preschool Education,Higher Education

This regional dossier aims to provide concise, descriptive information and basic educational statistics about minority language education in a specific region of the European Union--Fryslan, one of the twelve provinces of the Netherlands. Aspects that are addressed include features of the education system, recent educational policies, main actors, legal arrangements, and support structures, as well as quantitative aspects, such as the number of schools, teachers, pupils, and financial investments. This kind of information can serve several purposes and can be relevant for policymakers, researchers, teachers, students, and journalists. They can also use this dossier as a first orientation towards further research or as a source of ideas for improving educational provisions in their own region. The subject of this dossier is  Frisian, or &quot;Frysk,&quot; an autochthonous minority language currently spoken in Fryslan. Frisian is a western Germanic language closely related to Dutch. Nowadays, Frisian has an official status in the Netherlands. Its spelling has been standardised and Frisian is used in several domains of Frisian society, thereby breaking through the dominance of Dutch. A glossary is included. (Contains 4 tables.) [Additional funding for this paper was provided by the Province of Fryslan and the municipality of Leeuwarden. For previous edition, &quot;Frisian: The Frisian Language in Education in The Netherlands. Second Revised Version. Regional Dossiers Series,&quot; see ED452721.]