ethanporcaro/eric-fulltext-meta huggingface dataset:
Key Facts about Higher Education in Washington
Author: Washington Higher Education Coordinating Board
Date: 2011-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Two Year Colleges,Technical Institutes,Private Colleges,Enrollment,Full Time Students,Educational Finance,Operating Expenses,Resource Allocation,State Aid,Expenditure per Student,Private Financial Support,Paying for College,Costs,Tuition,Student Financial Aid,Student Loan Programs,Delivery Systems,Educational Opportunities,Career Development,Bachelors Degrees,Distance Education,Electronic Learning,College Preparation,High School Students,School Personnel,Teacher Salaries,College Faculty,Part Time Faculty,College Bound Students,Student Characteristics,Gender Differences,Student Mobility,Education Work Relationship,Racial Differences,Proximity,Graduation Rate,Academic Degrees,Outcomes of Education,College Graduates,Educational Research,Parents,Health Education,Educational Attainment,Social Services,Well Being,Volunteers,Voting,Labor Market,Achievement Gains,Remedial Programs,Dropouts,Alignment (Education),College Transfer Students,Graduate Study,Diversity (Faculty),Access to Education

Since its establishment in the 1860s, Washington's higher education system has evolved rapidly to meet a myriad of state needs in fields as diverse as agriculture, bioscience, chemistry, environmental sciences, engineering, medicine, law, business, computer science, and architecture. Today, higher education, like other vital state functions, faces an uncertain future due to the lingering effects of the national recession. In the current biennium, public colleges and universities implemented significant budget cuts and raised tuition. Washington's higher education system represents substantial public investment that is shared by the state and by students who directly benefit. Finding a proper balance between public investments and the tuition paid by students and their families is a major challenge facing the state. &quot;Key Facts about Higher Education in Washington&quot; provides vital data to chart higher education's progress and challenges. First published in 2002 by the Washington Higher Education Coordinating Board (HECB), this annual report highlights Key Facts about Washington's postsecondary institutions, including faculty, students, budgets, and financial aid. In a time of significant fiscal challenges, the final chapter suggests efforts to continue progress on the state's long term higher education goals. A glossary is included (Individual chapters contain tables, graphs, and footnotes.)
Performance-Based Funding Brief
Author: Washington Higher Education Coordinating Board
Date: 2011-08-00
Type: Reports - Descriptive
Subjects: Educational Finance,Accountability,State Aid,Higher Education,Funding Formulas,Academic Persistence,Graduation,Educational Attainment,Outcome Measures

A number of states have made progress in implementing performance-based funding (PFB) and accountability. This policy brief summarizes main features of performance-based funding systems in three states: Tennessee, Ohio, and Indiana. The brief also identifies key issues that states considering performance-based funding must address, as well as recommendations for states wishing to implement PFB. As a special note, this briefing paper follows the common practice of using the terms &quot;performance-based funding&quot; and &quot;outcomes-based funding&quot; interchangeably. (Contains 7 footnotes.)
Transfer Report
Author: Washington Higher Education Coordinating Board
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Two Year Colleges,Public Colleges,Private Colleges,Undergraduate Students,Transfer Rates (College),Educational Trends,Transfer Programs,College Credits,Graduation Rate,Articulation (Education),Program Improvement,Communication (Thought Transfer),State Legislation

More than 70 percent of the students who access higher education in Washington do so first at a two-year institution. Washington's two-year colleges account for a higher percentage of public and private college student enrollments (49 percent) than in the United States in general (34 percent). The Higher Education Coordinating Board's (HECB) ambitious degree attainment goals cannot be achieved without strong transfer rates between community and technical colleges and four-year institutions. In the 2008 Strategic Master Plan, the Board stressed the importance of transfer as one of its four major strategies to raise educational attainment, calling for two special areas of foci: &quot;align[ing] institutional policies and practice to ensure that students have flexibility in designing their path to a degree&quot; and &quot;get[ting] the right information to students at the right time.&quot; A number of Washington statutes assign the HECB a coordinating role in transfer, including establishing and adopting transfer policies, improving educational transitions, and delivering a biennial report on transfer to the Legislature regarding progress on the development of transfer associate degrees and other improvements in transfer efficiency. (See Appendix B for a list of Washington laws addressing the HECB's role in transfer.) The HECB works closely with the State Board for Community and Technical Colleges and other partners to carry out its responsibilities regarding transfer. Key policy questions addressed in this report that follow from both the Board's Master Plan and from Washington statutes guide the HECB's long-term agenda regarding transfer and include the following foundational questions: (1) Do students transfer? (2) Do they transfer without loss of credit? (3) Are they successful after they transfer? (4) Is student transfer awareness increasing. Appended are: (1) Washington Groups and Offices Involved in Transfer and Articulation; and (2) List of Washington Laws Addressing HECB Roles and Responsibilities Regarding Transfer. (Contains 7 tables, 3 charts, and 24 footnotes.)
Advanced Placement and College Credit. Policy Brief
Author: Spaulding, Randy
Date: 2011-10-04
Type: Reports - Descriptive
Subjects: Advanced Placement Programs,College Credits,Access to Education,High School Students,High School Graduates,Testing,Scores

Washington's 2008 Strategic Master Plan for Higher Education called for creating &quot;multiple pathways from high school to college or workforce training&quot; --through greater use of dual credit and concurrent high school and college enrollment options. The most prevalent of these in Washington are Running Start, which accounts for 12,500 FTE; Tech prep (4,233 FTE); College in the High School; and Advanced Placement (AP). Recently, following Governor Gregoire's proposal that the 12th grade become the &quot;launch year&quot; for college, the Legislature passed HB 1808, which requires the state's high schools to work toward the goal of giving students the opportunity to earn the equivalent of a year of postsecondary credit prior to graduating. To support this effort, the state's colleges and universities have been directed to provide a list of postsecondary courses that can be fulfilled by taking the AP, IB, or other college-level proficiency examination. This policy brief takes a more in depth look at the use of AP in Washington, and the impact of AP credits on the higher education system. The following are appended: (1) 2010-11 AP Scores and Estimated Credits; and (2) Analysis of &quot;AP Possibilities&quot; 2010-11. (Contains 3 figures and 15 footnotes.)
SMP Update Degree Goal Costs: Promising College Completion Efforts
Author: Washington Higher Education Coordinating Board
Date: 2011-10-00
Type: Reports - Descriptive
Subjects: Higher Education,Educational Attainment,Graduation,Educational Finance,Alignment (Education),Transfer Policy,Data,Decision Making,Student Costs,Educational Quality,Adult Education,Two Year Colleges,Associate Degrees,Bachelors Degrees,Tuition,State Aid,Statewide Planning,Educational Objectives,High Schools,College Admission

The U.S. Department of Education recently released a &quot;College Completion Tool Kit&quot; intended to support the higher education attainment goals set by the Obama administration. These goals are consistent with the state's Strategic Master Plan for Higher Education. The tool kit lays out strategies for achieving higher levels of attainment based on growth of jobs requiring postsecondary education, higher income levels associated with additional years of education, and increased educational attainment levels in competing nations. The Toolkit highlights seven strategies and metrics to achieve greater educational attainment: (1) Set Completion Goals and Develop Action Plans; (2) Embrace Performance-Based Funding of Higher Education; (3) Align High School Graduation, Workforce Training, and Adult Education Expectations to Public College Admission and Placement Requirements; (4) Make it Easier for Students to Transfer Among Colleges; (5) Use Data to Drive Decision Making; (6) Accelerate Learning, Reduce Costs, and Stabilize Tuition Growth; and (7) Target Adults, Especially Those with &quot;Some College, but No Degree.&quot; Also described herein is Project Win-Win, an initiative by the Institute for Higher Education Policy and the Lumina Foundation for Education, to find formerly enrolled college students whose academic records qualify them to be awarded an associate degree 
retroactively. (Contains 2 footnotes.)
Key Facts about Higher Education in Washington. 2012
Author: Washington Higher Education Coordinating Board
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Public Colleges,Community Colleges,Technical Institutes,Private Colleges,Enrollment,Educational Finance,State Aid,Budgets,Retrenchment,Expenditure per Student,Resource Allocation,Student Costs,Student Financial Aid,Tuition,Educational Opportunities,Bachelors Degrees,Distance Education,Electronic Learning,College Preparation,High School Students,College Faculty,Teacher Salaries,Part Time Faculty,Education Work Relationship,Income,Undergraduate Students,Student Characteristics,Gender Differences,Racial Differences,Proximity,Out of State Students,Graduation Rate,Academic Degrees,Outcomes of Education,Poverty,Educational Attainment,Health,Well Being,Crime,Unemployment,Educational Trends,Futures (of Society),College Transfer Students,Higher Education

&quot;Key Facts about Higher Education in Washington&quot; provides vital data to chart higher education's progress and challenges. First published in 2002 by the Washington Higher Education Coordinating Board, this annual report highlights &quot;Key Facts&quot; about Washington's postsecondary institutions--including faculty, students, budgets, and financial aid. Chapters include: (1) Foundations; (2) How Washington Pays for Higher Education; (3) The Higher Education Delivery System; (4) Who Goes to College in Washington; (5) How Washington Compares with Other States; (6) Public Benefits of Higher Education in Washington; (7) Challenges Now and in the Future; (8) Progress Toward Washington's Higher Education Goals; and (9) Next Steps. A glossary of acronyms and terms is included. (Individual chapters contain tables, graphs, and notes.)
Higher Education Accountability Report: 2009-10
Author: Washington Higher Education Coordinating Board
Date: 2011-01-00
Type: Reports - Evaluative
Subjects: Higher Education,Accountability,Public Colleges,Community Colleges,Technical Institutes,Bachelors Degrees,Masters Degrees,Doctoral Degrees,College Freshmen,School Holding Power,Graduation Rate,Full Time Students,College Transfer Students,Associate Degrees,College Credits,Time to Degree,Grants,Student Financial Aid

This is the third Accountability Report published by the Higher Education Coordinating Board (HECB). This report fulfills the biennial requirement that the HECB inform the higher education and fiscal committees of the legislature of the system's progress toward goals. This report also fulfills an additional legislative requirement that calls for a six-year retrospective analysis of the data. This report summarizes progress made by the public baccalaureate institutions on seven accountability measures. Detailed data tables are provided in Appendices 1 and 2. It also includes a new set of six accountability measures (momentum points) for the state's community and technical colleges. It includes three additional accountability measures sets on graduate rates and time-to-degree that arose from the Governor's GMAP process. The six &quot;momentum points&quot; reported by the SBCTC are those of the Student Achievement Initiative. They replace measures previously used to assess performance at the two-year institutions. These were approved for inclusion in the Accountability Report to minimize reporting requirements for SBCTC staff. The following performance measures are included in this report: (1) Bachelor's degree production; (2) High-demand bachelor's degree production; (3) Graduate and professional degree production; (4) Freshman retention; (5) Six-year graduation rates for first-time, full-time freshmen; (6) Three-year graduation rates for transfer students with associate degrees; (7) Bachelor's degree recipients who did not accumulate excess credits; (8) New for community and technical colleges: Student Achievement Initiative's six momentum points, and (9) New GMAP measures for public baccalaureate institutions: baccalaureate graduation 
rate; five-year graduation rate; and time-to-degree for native and transfer students. A summary-level analysis of performance since the five-year reporting baseline (1997-2002) for the seven measures show that public higher education in Washington has improved on seven measures. Appended are: (1) Performance Review for 2009-10 Academic Year; (2) Performance Review for 2009-10 Academic Year and Performance Review for 2009-10 Academic Year--Pell Grant Recipients; (3) New GMAP Measures: 4-Year &amp; 5-Year Graduation Rates and New GMAP Measures: 4-Year and 5-Year Graduation Rates--Pell Grant Recipients; (4) New GMAP Measure: Time to Degree; and (5) Complete to Compete Metrics Implementation Assignment. (Contains 2 tables, 6 figures, and 12 footnotes.)
Regional Needs Analysis Report. 2011
Author: Washington Higher Education Coordinating Board
Date: 2011-03-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Needs Assessment,Academic Degrees,College Programs,Educational Demand,Enrollment,Demand Occupations,Access to Education,Economic Development,Regional Characteristics,Educational Needs

The Higher Education Coordinating Board (HECB) is required to develop a comprehensive and ongoing needs assessment process to analyze demand for additional degrees and programs [RCW 28B.76.230 (1)]. This report fulfills a portion of that mandate by focusing on employer demand on the 
regional level, but also includes additional information on forecast student demand and statewide employer demand. The HECB also is required to determine whether certain major lines of study or types of degrees, including applied degrees or research-oriented degrees, shall be assigned uniquely 
to some institutions or institutional sectors in order to create centers of excellence that focus resources and expertise [RCW 28B.76.230 (4)]. This determination will rely on the needs assessment, the institutional program review process, and the fit between academic programs and institutional role and mission. This report divides the state into eight higher education regions and looks at the enrollment and degree production capacity in each. It also identifies high employer demand occupations based on forecast new and replacement job openings between 2010 and 2020. Some of the findings of this report are: (1) College participation rates vary widely across the state; (2) The distribution of 2-year and 4-year capacity in each region varies widely; (3) Higher education capacity is highly concentrated in King County, and to a lesser degree in Spokane and Pullman; (4) Registered nurses, teachers, and business, management, and accounting occupations all appear near the top of each region's list of high-wage, high-demand Registered nurses, teachers, and business, management, and accounting 
occupations requiring postsecondary education; and (5) Institutions should focus on occupations that offer both high wages and either high job growth rates or total job openings when identifying programs for expansion. A new feature of this report is that information is presented about the wage levels for each occupation. Median wages for each occupation are compared to the self-sufficiency wage levels for three different family types in each region to guide institutions toward focusing on occupations that promote economic self-sufficiency. The data presented show that Washington has much work to do to improve access to higher education across the state. The participation rate data tells us that some students are place-bound and lack easy (nearby) or sufficient (capacity) access to higher education. Uneven quality across the state of K-12 schools, and a college-going culture, may be other factors contributing to variation in participation rates. Appended are: (1) Higher Education Regions by County; and (2) State-Level High Employer Demand Occupations by Education and Training Requirements.(Contains 48 figures, 70 tables, and 12 footnotes.)
Public University Baccalaureate Follow-Up Study. May 2011 [Revised Feb 2012]
Author: Washington Higher Education Coordinating Board
Date: 2012-02-00
Type: Reports - Research
Subjects: Followup Studies,Public Colleges,Graduate Surveys,Ethnicity,Age Differences,Gender Differences,Majors (Students),Place of Residence,Employment Potential,Salary Wage Differentials,Academic Aspiration,Alumni,Bachelors Degrees,Profiles,Student Characteristics,College Outcomes Assessment,Educational Indicators

This report provides the results of analysis of more than 40,000 students who received baccalaureate degrees from the public baccalaureate institutions in Washington during the 2005-06 and 2006-07 academic years. The purpose of this study was to follow students after graduation to determine the extent to which degree recipients were able to secure employment in Washington or continue their education. The first portion of the report describes the general characteristics of the degree recipients, including race/ethnicity, age, gender, residency status, and primary field of study. The major sections of this report answer the following research questions: (1) Do students find jobs after completing a baccalaureate degree? (2) In what industries to graduates obtain employment? (3) How much do baccalaureate degree recipients earn? and (4) Do students continue their education after completing a baccalaureate degree? The remainder of the report provides an overview of institutional efforts to survey alumni, highlights some policy implications based on the results of the study, and outlines next steps. Three appendixes are included: (1) Top Three Majors by Discipline AY 2005-06 &amp; 2006-07 Baccalaureate Degree Recipients; (2) Top Employing Industries by Discipline AY 2006-07 Baccalaureate Degree Recipients Employed in Washington During Year 1; and (3) Median Annual Income: AY 2006-07 Baccalaureate Degree Recipients Working Full-Time in Washington and Not Enrolled in a Postsecondary Institution One and Two Years After Graduation. (Contains 9 tables and 1 footnote.)
Minimum College Admission Standards for Students Entering College or University Summer or Fall 2012. [Revised Mar 2011]
Author: Washington Higher Education Coordinating Board
Date: 2011-03-00
Type: Reports - Descriptive
Subjects: College Admission,Admission Criteria,College Freshmen,College Transfer Students,Graduate Students,Public Colleges

The Higher Education Coordinating Board (HECB) has responsibility to &quot;Establish minimum admission standards for four-year institutions, including a requirement that coursework in American sign language or an American Indian language shall satisfy any requirement for instruction in a language other than English that the board or the institutions may establish as a general undergraduate admissions requirement&quot; (RCW 27B.600.160). On November 17, 2010 (resolution 10-29), the board adopted revised minimum requirements for freshmen admission and reaffirmed alternative admission and minimum admission for graduate and professional programs. The primary goal of the 2010 revisions was to foster alignment between high school graduation requirements and four-year public college admission requirements and integrate all admissions pathways into a single policy. To foster alignment between high school graduation requirements and four-year public college admission requirements, the HECB and the State Board of Education adopted changes to their respective requirements that will: (1) Add a third credit in science concurrent with a change in the high school graduation requirements. (2) Place emphasis on competencies rather than defined &quot;seat time&quot; and allow for use of competency-based assessments to meet admission requirements and eliminate the specification of a time-based curriculum in high school. (3) Reaffirm or modify current policies to ease administrative burden, clarify intent, and ensure alignment with changes to the graduation requirements, including current testing requirements. Under the new high school graduation requirements (beginning with the graduating class of 2016), students will be automatically enrolled in a curriculum that prepares them for careers or college and, for the first time, the state high school graduation requirements will match the minimum college admission requirements. Appended are: (1) Implementation Timeline for Changes to the Minimum College Admission Requirements; and (2) Minimum College Admission Standards (Revised 2011) College Academic Distribution Requirements-- Guidelines for Educators. (Contains 4 footnotes.)