ethanporcaro/eric-fulltext-meta huggingface dataset:
From College Access to Completion: State and Federal Policy Levers. Research Brief
Author: Quay, Lisa
Date: 2010-06-00
Type: Reports - Research
Subjects: Postsecondary Education,Student Attrition,Educational Attainment,At Risk Students,Minority Groups,Nontraditional Students,Low Income,Articulation (Education),Disproportionate Representation,Educational Research,Evidence,Educational Practices,Civil Rights,Goal Orientation,Alignment (Education),Government School Relationship,College Preparation,College Readiness,Federal Government,State Government,Public Policy

The Warren Institute is a multidisciplinary, collaborative venture to produce research, research-based policy prescriptions, and curricular innovation on issues of racial and ethnic justice in California and the nation. The Civil Rights Research Roundtable on Education is an initiative of the Warren Institute that convenes an ongoing learning community composed of leading national civil rights organizations to discuss the latest educational research and evidence-based practices related to civil rights goals in education. This research brief focuses on the current state of postsecondary credential completion in America, with a particular emphasis on the crisis of attrition among traditionally underrepresented groups attending two- and four-year institutions: specifically, low-income students, students of color, and non-traditional students. These students are substantially less likely to enroll in higher education, and if they do matriculate, they are far less likely to emerge with a degree. The brief examines the causes of the current low rates of college completion and discusses some of the ways in which the federal government and the states are addressing the problem and the work that is yet to be done. (Contains 1 figure and 54 footnotes.)
Analysis of 2008 NCLB Accountability for ELL Students in California
Author: Chavez, Lisa
Date: 2009-03-30
Type: Reports - Evaluative
Subjects: Equal Education,Comparative Analysis,Accountability,White Students,English (Second Language),Second Language Learning,Federal Legislation,Educational Legislation,Compliance (Legal),State Government,Public Schools,School Districts,Racial Differences,Academic Achievement

In &quot;Horne v. Flores,&quot; Petitioners in the Supreme Court have argued, among other things, that compliance with the No Child Left Behind Act (NCLB) should satisfy state obligations and, other than &quot;individual instances of discrimination,&quot; district obligations to comply with the Equal Educational Opportunities Act. The purpose of this analysis is to examine the number of English Language Learners (ELLs) enrolled in California's public schools who are not &quot;counted&quot; in the No Child Left Behind (NCLB) accountability system, particularly among schools and districts with ELLs that met NCLB objectives, and to compare ELL proficiency rates with whites in those schools and districts. Accordingly, the analysis was guided by the following questions: (1) How many ELLs are: (a) not considered part of an ELL subgroup because they are deemed not numerically significant or (b) are enrolled in grade levels excluded from the NCLB accountability framework when analyzed statewide and in schools and districts with ELLs that met NCLB objectives?; and (2) What are the proficiency rates for ELLs and whites in schools and districts with ELLs that met NCLB objectives? (Contains 5 tables and 2 footnotes.)
The Online Expectations of College-Bound Juniors and Seniors. E-Expectations Report, 2012
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Internet,Web Sites,Handheld Devices,College Bound Students,Expectation,Student Surveys,Electronic Mail,Video Technology,Electronic Equipment,Photography,Computer Mediated Communication,Synchronous Communication,Paying for College,Student Financial Aid,Student Costs

Noel-Levitz, OmniUpdate, CollegeWeekLive, and NRCCUA[R] (National Research Center for College & University Admissions) conducted a survey of 2,000 college-bound juniors and seniors about their expectations for college Web sites, mobile usage, e-mail, and social media. Among the findings: (1) More than 50 percent of students said the Web played a significant role in their decision to apply to a school; (2) Three out of four emphasized simplicity in navigation and written content over "cool" navigation and visual design; (3) Cited by 55 percent of respondents, difficulty with site navigation was among the greatest challenges encountered with college Web sites and was the top response by a large margin; (4) Only 23 percent have used a net price calculator on campus Web sites; 74 percent who did not said they could not find one; (5) Among students with mobile devices, 52 percent said they had viewed college Web sites on them; 20 percent did so via a tablet device; (6) Sixty-nine percent of prospective students would participate in live chats with current students or faculty; 75 percent would communicate with college representatives via Webcam; (7) Regarding e-mail, 97 percent said they would open e-mail from a school on their list, and 68 percent would do so from schools they did not know; (8) Sixty percent said they are open to receiving text messages from college representatives; and (9) Forty-six percent have visited a college's Facebook page; 69 percent of those "liked" a college's page. [Funding for this paper was provided by the National Center for College and University Admissions, CollegeWeekLive and OmniUpdate.]
National Parent Satisfaction and Priorities Report. Results from the New Parent Satisfaction Inventory[TM]. Research Report, 2012
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Student Attitudes,Parents,Private Colleges,College Students,Public Colleges,Satisfaction,Parent Attitudes,Measures (Individuals),Rating Scales,Enrollment Trends,Comparative Analysis

The "2012 National Parent Satisfaction and Priorities Report" presents the responses to the new Noel-Levitz Parent Satisfaction Inventory[TM] (PSI) which were gathered in the first three years of the instrument's availability. The report reflects data from 9,753 parents/guardians from 25 four-year colleges and universities. Twenty-two of the institutions are four-year private schools and three are four-year publics. The results were captured between November 2009 and May 2012. Since this is a small data set, these results may not be representative of parents nationally, but the data do provide a starting point for understanding the priorities of parents. This report includes the following data analyses: (1) A demographic overview of parents and their students; (2) The scales in order of importance; (3) Strengths and challenges; (4) Comparison of parent and student perceptions; (5) A review of enrollment factors in order of importance; and (6) Summary scores. Appended are: (1) The Scales; (2) Matrix for Prioritizing Action; (3) Sample Items; and (4) Institutional Participants. (Contains 2 footnotes.)
The School Staffing Surge: Decades of Employment Growth in America's Public Schools
Author: Scafidi, Benjamin
Date: 2012-10-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Public Schools,Educational Quality,Administrative Organization,Resource Staff,Paraprofessional School Personnel,Teaching (Occupation),Staff Role,Personnel Selection,Incidence,Federal Legislation,School Statistics,Educational Finance,Context Effect,Academic Achievement,Teachers,Educational Change,Educational Legislation

This report analyzes changes in public school staffing over time by examining data from the annual editions of the Digest of Education Statistics, which is compiled by the U.S. Department of Education's National Center for Education Statistics. The report's main part analyzes changes in public school staffing over the past generation, the fiscal year (FY) 1992 to FY 2009. Particular attention is paid to changes in (a) overall public school staffing relative to changes in the number of public school students, and (b) changes in the number of teachers and non-teaching staff relative to the change in number of students. In reading this report, please keep two issues in mind: (1) Although dramatic increases in staffing in K-12 schools perhaps were warranted in 1950, does that necessarily imply public school staffing should increase forever? Are adding teachers and non-teaching staff at rates higher than increases in students a wise investment?; and (2) Is there an inherent trade-off between the number of public school staff and overall public school staff quality? When public schools hire more staff, does that require hiring less effective personnel and create more bureaucracy to burden classroom teachers? The rest of this report is organized as follows: The next two sections highlight the significant increases in public school staffing in the United States as a whole and the corresponding lack of increases in student achievement. Next, the report considers and--based on the historical data--rejects the claim the federal No Child Left Behind law is responsible for rises in public school staffing, especially among non-teaching personnel. Later sections contain the following: (1) To add context, the report compares public school staffing in the U.S. to countries in the Organisation for Economic Co-operation and Development; (2) A description--and rejection--of the argument that American public school students today are more disadvantaged than past American students; (3) An explanation of how increases in public school staffing could be harmful to student achievement; (4) Changes in staffing in the individual states and Washington, D.C., between 1992 and 2009; and (5) Thought experiments showing the significant opportunity costs that result from the rapid increase in public school employment. (Contains 7 figures, 9 tables and 34 notes.)
E-Recruiting Practices and Trends at Four-Year and Two-Year Institutions, 2012. Noel-Levitz Report on Undergraduate Trends in Enrollment Management
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Recruitment,Enrollment Management,Colleges,Electronic Mail,Enrollment Trends,Social Networks,Internet,Surveys,Handheld Devices,Telecommunications,Parents,Student Costs,Paying for College,Web Sites,College Bound Students

What are the most popular practices and tactics for electronic student recruitment at the undergraduate level? To find out, Noel-Levitz conducted a Web-based poll in April of 2012 as part of the firm's continuing series of benchmark polls for higher education. As a special bonus, selected findings from a parallel study of prospective students are included, along with trend data from previous Noel-Levitz polls of institutional practices. Among the findings: (1) E-mail communication topped the list of popular practices for e-recruiting, slightly ahead of Facebook. This matched up closely with prospective students' behaviors, as slightly more prospective students reported that they look at their e-mail each week then check Facebook; (2) The majority of poll respondents indicated they use bulk/blast e-mails to connect with prospective students, with many respondents reporting that they also use e-mail to connect with parents of prospective students; and (3) Nearly two-thirds of four-year institution respondents and more than 90 percent of two-year public institution respondents reported spending less than $25K to maintain admissions-specific content and services on their institution's Web site. Additional findings are appended. (Contains 26 tables.)
The Communication Expectations of College-Bound High School Students. An E-Expectations Trend Report
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Campuses,College Choice,Expectation,College Bound Students,High School Graduates,Organizational Communication,Communication Research,Student Attitudes,Preferences,Computer Mediated Communication,Incidence

How do prospective college students want to communicate with campuses? When do they want to interact with their target colleges? Which communication methods make them feel most comfortable? Noel-Levitz, OmniUpdate, CollegeWeekLive, and NRCCUA[R] (National Research Center for College & University Admissions) conducted a survey of more than 1,300 participants about communicating with prospective campuses. The study examines the preferred communication methods for students as well as which methods they find the most meaningful and effective. Among the findings: (1) 94 percent of students want to communicate with college representatives during the enrollment process, with 62 percent saying they wanted to communicate before and after applying; (2) Conversations with campus personnel were three of the four most influential enrollment activities; and (3) When participating in live, online video presentations, more than 80 percent of students said they wanted to hear from admissions representatives, while 70 percent said they want to hear from current students and financial aid representatives. Recommendations for connecting with prospective students (and parents, too) are offered. [Funding for this paper was provided by the National Center for College and University Admissions, CollegeWeekLive and OmniUpdate.]
Is Demography Still Destiny? Neighborhood Demographics and Public High School Students' Readiness for College in New York City. A Research and Policy Brief
Author: Fruchter, Norm
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Academic Achievement,Achievement Gap,Portfolios (Background Materials),School Choice,High School Students,Educational Change,Demography,Urban Schools,Neighborhoods,High Schools,College Preparation,Racial Differences,School Districts,Educational Policy,Educational Opportunities

Over the past decade, Mayor Michael Bloomberg has reorganized the New York City school system using principles and strategies extrapolated from his corporate sector experience. The mayor and his administration have restructured the public school system into a portfolio district centered on choice, autonomy, and accountability. These strategies have been promoted as the most effective and efficient way to reduce the school system's substantial racial achievement gap and improve the quality of education for all the city's students. As a consequence, New York City's restructuring effort has been replicated in districts across the country, and the New York City school system is often defined as the nation's foremost exemplar of a portfolio district. After a decade of implementation, a variety of student, school, and system-level outcomes offer a window into the successes and shortcomings  of New York City's portfolio district reforms. This research brief examines one aspect of the impact of the nation's most comprehensive system of high school choice on equity of opportunity for the system's high school students. The authors' findings suggest that while high school choice may have improved educational options for individual students, choice has not been sufficient to increase systemic equity of opportunity. Their results indicate that universal high school choice has not disrupted the relationship of demography to educational destiny across the city's struggling neighborhoods. (Contains 3 figures and 9 footnotes.)
The Mobile Browsing Behaviors and Expectations of College-Bound High School Students. An E-Expectations Trend Report
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Recruitment,Internet,Handheld Devices,College Bound Students,Social Networks,Student Surveys,Expectation

The last decade marked a dramatic change in the college search experience as students flocked to the Internet as their primary tool for researching colleges. Institutions had to transform their recruitment efforts to keep up with the online demands and expectations of prospective students. The proliferation of smartphones is transforming the online college search experience even further. Noel-Levitz, OmniUpdate, CollegeWeekLive, and NRCCUA[R] (National Research Center for College & University Admissions) conducted a survey of nearly 2,300 college-bound high school students regarding the use of mobile devices to search for colleges. Nearly all of the students (94 percent) said they use a mobile device (such as a cell phone, smartphone, or tablet) at least once per week. But how many use these devices to research colleges, and what do they expect from the college mobile site experience? Survey says half of students have looked at a campus Web site on a mobile device. Students rated the value of a number of content items on a five-points scale, the following six items were considered the most valuable content for mobile experiences: (1) Academic program listing; (2) Cost/scholarship calculators; (3) A calendar of important dates and deadlines; (4) Specific details about academic programs; (5) An application process summary; and (6) Online application forms. [Funding for this paper was provided by the National Center for College and University Admissions, CollegeWeekLive and OmniUpdate.]
The Attitudes and Needs of Freshmen at Mid-Year. Noel-Levitz Research Report, 2012
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Research
Subjects: Student Attitudes,Colleges,Career Planning,College Freshmen,Student Needs,Student Surveys,Satisfaction,Measures (Individuals),Interpersonal Competence,College Transfer Students,Educational Mobility,Student Motivation

This companion report to Noel-Levitz's "2012 National Freshman Attitudes Report" examines the self-reported attitudes, motivations, and needs of college freshmen at the beginning vs. the middle of the 2011-2012 academic year, based on survey responses from a sizable sample of more than 4,000 freshmen attending college in 2011-2012. Highlights include: (1) Only about half or less of the freshman respondents at private and public four-year institutions reported they had received help with career planning; (2) Two-thirds of the respondents indicated they "get along well" with people who openly disagree with them, up from just over half at the start of the year; and (3) Fifty-five percent of the respondents at two-year public institutions, 18 percent of the respondents at four-year public institutions, and 9 percent of the respondents at four-year private institutions reported they planned to transfer to another college or university to complete a degree or program. Complete findings are appended. (Contains 3 tables.)
How Students Rate the Quality Service Climate on Campus. National Research Report, 2012
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,Educational Environment,Private Colleges,Public Colleges,Two Year Colleges,Services,Trend Analysis,Student College Relationship

How satisfied are students with the service they receive--and how important is it to them? This report documents significant strides that colleges and universities have made in recent years to improve service quality and their overall campus climate, yet also finds that campuses still have room for improvement. A few highlights: (1) While progress is evident, students continue to observe gaps in many specific areas, with varying issues on four-year public and private, two-year, and career/private campuses; (2) One specific challenge students identify--"concern for the individual"--is particularly widespread across institution types; (3) Five-year trend data show the importance of continuously working to improve service quality. The report begins by identifying specific strengths and challenges by institution type. In a subsequent section, the report provides trend data from 2007-2012 to show the changes in student expectations and satisfaction over a longer period.
Discounting Report, 2012: Growth in Discounting Slows as Economy Improves. Ninth Annual Comparative Research Study
Author: Noel-Levitz, Inc.
Date: 2012-00-00
Type: Reports - Evaluative
Subjects: Student Financial Aid,Income,Private Colleges,Financial Needs,Tuition,Educational Finance,Financial Support,College Bound Students,Paying for College,Student Costs,Higher Education

This annual report summarizes the previous fall's outcomes and long-term trends for a sizable sample of private colleges and universities across the United States. The report is based on the annually aggregated freshman data of institutions that are currently partnering with Noel-Levitz to strategically manage more than $2 billion in institutional gift aid. Among the highlights: (1) The average overall freshman discount rate for fall 2011 rose 0.8 percent compared to fall 2010, from 37.3 percent to 38.1 percent, for the private institutions in this study. This was the smallest increase since the peak of the recession in fall 2008; (2) The small increase in discounting resulted in growth in net revenue. From 2000-2011, the private colleges and universities in this annual Noel-Levitz study have seen average, per-student net revenue increase by 49.8 percent; (3) Once again, in 2011, discounting was highest among small colleges with tuition levels greater than or equal to $25,000 and enrollments of less than 850 full-time, first-time students; (4) Average unfunded gift aid per incoming first-year student was $12,664 for fall 2011, up from $12,143 in fall 2010. In addition, an average of 77.7 percent of the institutionally funded merit aid/scholarship awards made by these colleges and universities went directly to meet demonstrated financial need; and (5) About half of the prospective students that have utilized Noel-Levitz's TrueCost Calculator[TM] obtained a scholarship estimate but did not supply the necessary information to receive an estimate of all available financial aid from the colleges they were considering. (Contains 5 charts, 2 tables and 1 footnote.)
College 101 Courses for Applied Learning and Student Success. CCRC Working Paper No. 49
Author: Karp, Melinda Mechur
Date: 2012-10-00
Type: Reports - Research
Subjects: Community Colleges,First Year Seminars,School Orientation,Student Development,Course Content,Study Habits,Time Management,Interpersonal Relationship,College Faculty,Outcomes of Education,Educational Attainment,Evidence,Stakeholders,Program Implementation,College Freshmen

College 101 courses--also called student success, introduction to college, orientation to college, or freshman experience courses--provide students with information about college and campus services, assistance with academic and career planning, and techniques to improve study habits and personal skills. This study investigated College 101 courses at three community colleges in Virginia through interviews with 169 college staff members, faculty members, and students combined with observations of 19 course sections. Although College 101 courses were found to be widely supported by stakeholders, contextual factors made implementation challenging and undermined the courses' potential to create long-lasting impacts on students' outcomes. College 101 courses provided students with important information, but they did not offer sufficient opportunities for in-depth exploration and skill-building practice. However, the authors found strong evidence of the worth and promise of College 101 courses and identified ways to optimize them and generate long-term results. (Contains 2 figures, 5 tables and 7 footnotes.)