ethanporcaro/eric-fulltext-meta huggingface dataset:
Strategies for a Changing Labor Market: Reskilling and Upskilling for Career Advancement in the Post-COVID-19 Economy. Higher Education and the Labor Market
Author: Monear, Daryl
Date: 2020-10-00
Type: Reports - Descriptive
Subjects: Job Skills,Job Training,Labor Market,Career Development,Occupational Mobility,Economic Climate,COVID-19,Pandemics,Employment Potential,Demand Occupations,Dislocated Workers,Reentry Workers,Credentials,Transportation,Office Occupations,Information Technology,Health Occupations

The COVID-19 pandemic in the spring of 2020 triggered a recession and deep changes in Washington's labor market. Widespread temporary business closures, followed by a slow-paced phased reopening, have caused soaring unemployment rates. Workers are looking to improve their employability in a rapidly shifting economic landscape by reskilling into industries that offer the potential to upskill later. This report provides an overview of &quot;reskilling&quot; and &quot;upskilling&quot; options for a range of in-demand occupational fields, highlighting career advancing pathways in an unstable labor market. Additionally, it provides examples of credential pathways for occupations that are in-demand and projected to experience significant growth over the next ten years. As the economy emerges from the recession, state strategies could help workers successfully navigate the recovery. Recommended actions to to help displaced and unemployed workers reenter the workforce in living-wage jobs and incumbent workers advance to the next level in their field are offered for the short-term and long-term.
USHE -- Space Utilization Report, 2019-20. General Report
Author: Francis, Malin
Date: 2021-03-00
Type: Reports - Evaluative
Subjects: Space Utilization,School Space,State Universities,Community Colleges,Classrooms,Laboratories,Scheduling,Summer Schools,School Policy

In March 2018, the Utah System of Higher Education (USHE) Board of Higher Education adopted Board Policy R751, &quot;Institutional Facilities Space Utilization&quot; to provide systemwide standards for the utilization of classrooms and teaching laboratories, as well as an annual reporting requirement. The policy encourages the optimization of institutional space and more efficient allocation of institutional resources in the assignment and utilization of available space. As required by the policy, USHE institutions submitted utilization information for the 2019-20 academic year according to prescribed procedures developed by the Office of the Commissioner. Institutions also submitted institutional reports describing utilization goals and accomplishments for 2019-20. This report captures these submissions and organizes the information into two sections: (1) System overview; and (2) Individual institutional information. The systemwide overview provides institutional main campus utilization for both classrooms and teaching laboratories. The overview includes a summary of institutional challenges relating to utilization, institutional progress in centralizing scheduling and creating policy, and actions taken to improve summer utilization. Individual institution utilization information comprises the majority of this report and includes four major subsections: (1) the first subsection charts total institution, main campus, and branch campus utilization in classrooms and teaching labs compared to USHE standards. The charts include a comparison with last year's (2018-19) utilization reporting, where available, to show year-over-year trends; (2) the second subsection lists classroom utilization by building and campus as well as by term (spring, fall, summer), including the number of rooms and seats available for scheduling in a building; (3) the third subsection shows a similar table for teaching laboratories; and (4) the final section records institutional answers to the questions asked by the Office of the Commissioner for the 2019-20 utilization report. This report is intended to be a starting point for continued dialogue and information gathering related to USHE space utilization. Space utilization reported herein refers to credit-bearing courses taught in classrooms and laboratories--the quantifiable portion of the total actual utilization occurring on USHE institution campuses.
Reauthorizing the Higher Education Act: Improving College Affordability. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, Second Session on Examining Reauthorizing the Higher Education Act, Focusing on Improving College Affordability (February 6, 2018). Senate Hearing 115-749
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Educational Legislation,Federal Legislation,College Students,Student Costs,Federal Aid,Federal Programs,Student Loan Programs,Debt (Financial),Tuition,Fees,Student Financial Aid,Noninstructional Student Costs,Educational Finance,State Aid

This hearing of the Committee on Health, Education, Labor, and Pensions focuses on reauthorizing the Higher Education Act through improving college affordability. The following committee members presented opening statements: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented: (1) Jenna Robinson, President, The James G. Martin Center for Academic Renewal, Raleigh, NC: Prepared statement; and Summary statement; (2) Zakiya Smith, Strategy Director for Finance and Federal Policy, Lumina Foundation, Indianapolis, IN: Prepared statement; (3) Sandy Baum, Senior Fellow, Urban Institute, Washington, DC: Prepared statement; and Summary statement; (4) Robert Anderson, President, State Higher Education Executive Officers Association, Boulder, CO: Prepared statement; and Summary statement; and (5) DeRionne Pollard, President, Montgomery College, Rockville, MD: Prepared statement; and Summary statement. Statements, articles, publications, letters, etc. were provided by American Council on Education, National Association of Student Financial Aid Administrators, and College of William &amp; Mary. Questions and Answers included: (1) Response by Jenna Robinson to questions of: Senator Sanders, Senator Warren, and Senator Kaine; and (2) Response by Sandy Baum to questions of: Senator Sanders, Senator Warren, and Senator Kaine.
U.S. Department of Education FY 2022 Annual Performance Plan
Author: Department of Education (ED)
Date: 2021-05-28
Type: Reports - Descriptive
Subjects: Public Agencies,Federal Government,Performance,Strategic Planning,Federal Legislation,Institutional Mission,Elementary Secondary Education,Postsecondary Education,Educational Opportunities,Access to Information,Data Use,Privacy,Accountability,Organizational Change,Economically Disadvantaged,Students with Disabilities,Equal Education,Civil Rights,Access to Education,Educational Strategies,Educational Indicators,Performance Based Assessment,Budgets

The &quot;FY 2022 Annual Performance Plan&quot; (i.e., fiscal year (FY) 2022 APP) is required by the &quot;Government Performance and Results Act Modernization Act of 2010,&quot; and guidance for its development is provided by the Office of Management and Budget's Circular No. A-11, Part 6. The &quot;U.S. Department of Education's Strategic Plan for Fiscal Years 2018-22&quot; (see ED586968) established the four Strategic Goals that are highlighted in this FY 2022 APP: (1) Support state and local efforts to improve learning outcomes for all P-12 students in every community; (2) Expand postsecondary educational opportunities, improve outcomes to foster economic opportunity and promote an informed, thoughtful and productive citizenry; (3) Strengthen the quality, accessibility and use of education data through better management, increased privacy protections and transparency; and (4) Reform the effectiveness, efficiency and accountability of the Department. The FY 2022 APP also includes strategies and activities that advance the Administration's priorities, such as supporting underserved students; helping meet the needs of high-poverty schools and students with disabilities; promoting equity in education, including through civil rights enforcement; and expanding access to college. The activities and strategies in this FY 2022 APP lay the foundation to address both the aforementioned priorities and seek to advance the Department's Strategic Goals. Also included in this FY 2022 APP are selected key performance measures that are used as indicators of the Department's progress toward its Strategic Goals and objectives. [For &quot;U.S. Department of Education FY 2019 Annual Performance Report and FY 2021 Annual Performance Plan,&quot; see ED607892.]
Equity Landscape Report: Exploring Equity Gaps in Washington Postsecondary Education. Higher Education and the Labor Market
Author: Kwakye, Isaac
Date: 2020-10-00
Type: Reports - Evaluative
Subjects: Equal Education,Achievement Gap,Postsecondary Education,Labor Market,Educational Policy,Educational Strategies,Outcomes of Education,Educational Attainment,Educational Assessment,Gender Differences,Racial Differences,American Indian Students,Asian American Students,African American Students,Pacific Islanders,Multiracial Persons,White Students,Enrollment,Dual Enrollment,Low Income Students,College Bound Students,Scholarships,College Applicants,Student Financial Aid,Graduation Rate,Transfer Rates (College)

Equity gaps in our society have existed and persisted over time. Recent events have further emphasized racial injustices in society. The disproportionate health and economic impacts of the COVID-19 crisis on people of color have exacerbated existing inequities, leading to renewed calls for social justice. The COVID-19 crisis is also shedding light on stark equity gaps in education that limit opportunities for social and economic mobility. This report examines disparities in postsecondary education in Washington that must be addressed in order to confront persistent inequities. This report compiles existing data to provide an overview of equity gaps in postsecondary education in Washington to inform policy discussions and develop effective strategies. For each student outcome measure, the authors present outcomes for Washington students overall, followed by a breakdown by gender, race, and income. The first section of the report details current educational attainment levels in Washington and describes progress towards the state attainment goal. Next, findings are presented on high school student outcomes to assess equity in postsecondary access. The authors then turn to postsecondary enrollment patterns, followed by several metrics of postsecondary success. Then, labor market outcomes are examined to understand how unemployment and earned income compares for different groups in Washington. Finally, the report concludes with a discussion of findings and some strategies for narrowing equity gaps in postsecondary education.
Results in Brief: Study of Title I Schoolwide and Targeted Assistance Programs
Author: Office of Planning, Evaluation and Policy Development (ED), Policy and Program Studies Service
Date: 2018-04-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Elementary Secondary Education,Federal Legislation,Educational Finance,Supplementary Education,Low Achievement,Disadvantaged Schools,Poverty,Federal Aid,Resource Allocation,Low Income Students,Eligibility,Federal Programs,Student Improvement

The original purpose of the Title I program of the &quot;Elementary and Secondary Education Act of 1965&quot; was to provide supplementary services to assist low-achieving students in high-poverty schools, and schools were required to target Title I funds specifically to serve such students. In 1978, the schoolwide program (SWP) option was introduced to provide higher-poverty schools with flexibility to use Title I funds for whole-school approaches to improving achievement for low-achieving students. Unlike schools using the traditional targeted assistance program (TAP) approach, SWP schools are allowed to consolidate Title I funds with those from other federal, state, and local sources and are not required to ensure that the funds are spent only for specific students identified as low-achieving. Over time, the poverty rate threshold for eligibility to operate schoolwide programs has been lowered and the prevalence of SWP schools has grown, gradually rising from 10 percent of all Title I schools in 1994-95 to 77 percent in 2014-15. Implicit in the intent for SWPs is that the flexibility will allow them to implement systemic approaches to improve academic outcomes for all students in schools with high concentrations of poverty, particularly low-achieving students. At the same time, the continuation of the TAP approach also reflects a specific policy intent: to focus the smaller amount of total Title I funding in lower-poverty schools on supporting students with the greatest needs, rather than diluting the funds across a larger number of students. This study examines how these two types of programs compare in the services and resources they provide with Title I funds and their decision-making processes for allocating these resources. [For the full report, see ED591033.]
2019-20 National Postsecondary Student Aid Study (NPSAS:20): First Look at the Impact of the Coronavirus (COVID-19) Pandemic on Undergraduate Student Enrollment, Housing, and Finances (Preliminary Data). NCES 2021-456
Author: Cameron, Margaux
Date: 2021-06-00
Type: Reports - Research
Subjects: Undergraduate Students,COVID-19,Pandemics,Student Experience,Student Financial Aid,Paying for College,Federal Legislation,Educational Legislation,Higher Education,Enrollment,Housing,Student Characteristics,Institutional Characteristics,Access to Information,College Role,Tuition,Information Dissemination,Child Care,Study Abroad,Geographic Regions,Grants,Racial Differences,Ethnicity,Citizenship,Gender Differences,Age Differences,Family Structure,Online Courses,Veterans,Public Colleges,Private Colleges,Two Year Colleges,Student Employment,Food,Access to Health Care,Federal Aid

This First Look report presents basic findings about undergraduate student experiences during COVID-19 in spring 2020. These findings are based on preliminary data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20), a national survey of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. The findings in this report provide the first national estimates of the COVID-19 pandemic's impact on postsecondary students. Researchers have previously collected and reported data at institution, state, and international levels (Aristovnik et al. 2020; Aucejo et al. 2020; California Student Aid Commission 2020). The main purpose of NPSAS:20 is to measure how students and their families pay for postsecondary education at Title IV eligible institutions, with a focus on federal student aid given through Title IV of the Higher Education Act. NPSAS:20 student surveys started in March 2020, just as the pandemic began affecting students' educational experiences. Items about COVID-19 were added in April to collect information about these effects on students between January 1 and June 30, 2020. Because these items were based on effects seen early in the pandemic, they likely do not reflect all possible student experiences. Data used in this report are from 61,000 NPSAS undergraduate respondents who completed the survey after the COVID-19 items were added. Data from students who answered before the COVID-19 items were added are not included; however, the data for those who answered after the items were added are weighted to represent all undergraduates in the United States enrolled between January and June 2020. [For the summary, see ED613349.]
2019-20 National Postsecondary Student Aid Study (NPSAS:20): First Look at the Impact of the Coronavirus (COVID-19) Pandemic on Undergraduate Student Enrollment, Housing, and Finances (Preliminary Data). Summary. NCES 2021-456
Author: Cameron, Margaux
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Undergraduate Students,COVID-19,Pandemics,Student Experience,Student Financial Aid,Paying for College,Federal Legislation,Educational Legislation,Higher Education,Enrollment,Housing,Student Characteristics,Institutional Characteristics,Access to Information,College Role,Tuition,Information Dissemination,Child Care,Study Abroad,Geographic Regions,Grants,Racial Differences,Ethnicity,Citizenship,Gender Differences,Age Differences,Family Structure,Online Courses,Veterans,Public Colleges,Private Colleges,Two Year Colleges,Student Employment,Food,Federal Aid

This Summary highlights the findings from the First Look full report. The findings in this report provide the first national estimates of the COVID-19 pandemic's impact on postsecondary students. Researchers have previously collected and reported data at institution, state, and international levels (Aristovnik et al. 2020; Aucejo et al. 2020; California Student Aid Commission 2020). The full report presents basic findings about undergraduate student experiences during the coronavirus pandemic (referred to in this report as COVID-19) in spring 2020. These findings are based on preliminary data from the 2019-20 National Postsecondary Student Aid Study (NPSAS:20), a national survey of undergraduate and graduate students enrolled any time between July 1, 2019, and June 30, 2020, in institutions that can participate in federal financial aid programs. [For the full report, see ED613348.]
Reauthorizing the Higher Education Act: Access and Innovation. Hearing of the Committee on Health, Education, Labor, and Pensions, United States Senate, One Hundred Fifteenth Congress, Second Session on Examining Reauthorizing the Higher Education Act, Focusing on Access and Innovation (January 25, 2018). Senate Hearing 115-731
Author: US Senate. Committee on Health, Education, Labor, and Pensions
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Higher Education,Federal Legislation,Educational Legislation,Access to Education,Educational Innovation,Hearings,Student Financial Aid,Acceleration (Education),Associate Degrees,Partnerships in Education,Accountability

This hearing of the Committee on Health, Education, Labor, and Pensions focuses on reauthorizing the Higher Education Act through access and innovation. The following committee members presented opening statements: (1) Honorable Lamar Alexander, Chairman, Committee on Health, Education, Labor, and Pensions; and (2) Honorable Patty Murray, Ranking Member, a U.S. Senator from the State of Washington. The following witnesses presented: (1) Joe May, Chief Policy Officer, Chancellor, Dallas County Community College District, Dallas, TX (Prepared statement and Summary statement); (2) Donna Linderman, University Dean for Student Success Initiatives, City University of New York, New York, NY (Prepared statement and Summary statement); (3) Barbara Brittingham, President, Commission on Institutions of Higher Education, New England Association of School and Colleges, Burlington, MA (Prepared statement and Summary statement); (4) Deborah Bushway, Director, Independent Higher Education Consultant, and Provost, Northwestern Health Sciences University, Bloomington, MN (Prepared statement and Summary statement); and (5) Michael Larsson, Founder and President, Match Beyond, Boston, MA (Prepared statement and Summary statement). Statements, articles, publications, letters, etc. were provided by Honorable Orrin Hatch (Prepared statement for the record); Salt Lake Community College (Prepared statement); and Western Governors University (Prepared statement).
Fall Enrollment Report: Exploring the Impact of COVID-19 on Postsecondary Enrollment in Washington. Higher Education and the Labor Market
Author: Kwakye, Isaac
Date: 2021-01-00
Type: Reports - Research
Subjects: Postsecondary Education,Enrollment,COVID-19,Pandemics,Enrollment Influences,Unemployment,Enrollment Trends,Community Colleges,Public Colleges,Employment Patterns

Higher education leads to increased earnings and lower risks of unemployment and is especially important for individuals during economic downturns. The COVID-19 crisis has caused unemployment rates to increase. In previous economic downturns, increases in unemployment rates led to surges in postsecondary enrollment. But contrary to historical recession patterns, the unique nature of the pandemic has led to a substantial drop in enrollment in the fall of 2020. Evidence shows that nationally and in Washington, the largest toll has been on community colleges, and some student groups have been impacted disproportionately. Exploring enrollment data can help inform decision making in response to the COVID-19 crisis to help ensure that all students have continued access and success in higher education. This report presents fall enrollment data for public institutions in Washington to explore enrollment trends during the COVID-19 crisis. It also highlights the uneven effects of the COVID-19 crisis on postsecondary enrollment for some groups of students. The intent of this report is to provide policymakers and higher education leaders with descriptive data to inform a proactive response to postsecondary enrollment challenges and worsening equity gaps caused by the current and lingering effects of the COVID-19 crisis in Washington state.
Evaluation of the Implementation of the &quot;Carl D. Perkins Career and Technical Education Act of 2006.&quot; Finance, Accountability, and Programs of Study
Author: Klein, Steven
Date: 2014-10-00
Type: Reports - Research
Subjects: Vocational Education,Federal Legislation,Educational Legislation,Program Evaluation,Educational Finance,Accountability,Secondary Education,Postsecondary Education,Resource Allocation,Educational Indicators,Data Collection,Data Use,Program Implementation,Academic Standards,Sequential Learning

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), signed into law on August 12, 2006, lays out the statutory requirements governing federal support for career and technical education (CTE) services offered within secondary schools and postsecondary institutions throughout the United States. Aimed at more fully developing the academic and technical skills of students enrolling in CTE programs, Perkins IV stipulates the required and permissible uses of federal funds by state and local grant recipients and the administrative and compliance reporting expectations for states and local subgrantees. This study by RTI, conducted as part of the National Assessment of Career and Technical Education, presents information on how CTE services are organized, administered, and delivered by state eligible agencies and secondary eligible recipients and postsecondary eligible institutions. The study used a mixed methods research design that included quantitative and qualitative data from a variety of sources at the state and local levels. Specific research activities included collecting original source data through web-based surveys of secondary and postsecondary state and local CTE directors; assembling fiscal allocation data from state agencies; conducting case study site visits to a subset of representative states; and convening an expert panel to review state POS materials and guidance. [This report was written with contributions from Morgan Matthews, Vera Bersudskaya, Kara Smith, and Sharika Bhattacharya.]