ethanporcaro/eric-fulltext-meta huggingface dataset:
State Policies for Assessing Access: Analysis of 2016-2018 Child Care Development Plans
Author: Banghart, Patti
Date: 2018-03-00
Type: Reports - Research
Subjects: State Policy,Access to Education,Early Childhood Education,Child Care,Poverty,Disadvantaged Youth,Educational Quality,Expenditures,Program Evaluation,Infants,Toddlers,Homeless People,Foster Care,Disabilities,Unemployment

A large body of research has established that high-quality early care and education (ECE) has benefits for young children's cognitive and social-emotional development that can lead to improved outcomes later in life, especially for children who are economically disadvantaged. Research also shows that disadvantaged children have unequal access to high-quality ECE programs in the United States, compared to their peers in higher-income families. To address these disparities, there has been a growing effort to develop policies that increase access to ECE. To assess the effectiveness of these policies, decision makers need accurate and comprehensive data on which children have access to services, the quality of these services, and how such factors are changing over time. This research report examines how states and territories are addressing, or plan to address, new requirements and goals of the Child Care and Development Fund (CCDF) reauthorization law related to access to early care and education (ECE) services described in their 2016-2018 FY state/territory CCDF plans. We summarize state and territory policies related to increasing access to ECE for specific populations defined by the state, determining payment rates for care, and building the supply of high-quality care. We highlight innovative state/territorial policies and practices, and provide recommendations for how states might further address access through more comprehensive data collection and analysis to inform future child care development plans. Following this introduction, we present key findings across states and territories, then present more detail on each dimension of access measured. We conclude with recommendations to help states strengthen their use of data to assess access for vulnerable populations and their efforts to increase the supply of high-quality care as they look ahead to their 2019-2021 FY CCDF plans.
Joint Enrollment: Academic Year 2016-17. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,Community Colleges,High School Students,Two Year College Students,Student Characteristics,College Credits,Grade 10,Grade 11,Grade 12,Grade 9,Intellectual Disciplines,Income

The Iowa Department of Education (Department) collects information on joint enrollment from Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as Postsecondary Enrollment Options (PSEO) and concurrent enrollment. Other students enroll independently as tuition-paying students, or enroll in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of fiscal year (FY) and trend data on joint enrollment, including headcount enrollment, credit hours taken, student demographics, and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. [For the 2016 report, see ED584046.]
Hear My Voice: Strengthening the College Pipeline for Young Men of Color in California
Author: Wolf, Leni
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Minority Group Students,Males,Success,College Readiness,At Risk Students,Females,Student Needs,Barriers,Access to Education,Equal Education,Advanced Placement,Academically Gifted,High Schools,High School Students,Colleges,College Students,Best Practices

Almost one out of every three K-12 public school students in California is a Latino, Black, Native American, or Pacific Islander male--making it clear that the economic future of the state will hinge on the ability to help the millions of boys and young men in education institutions succeed in high school, college, and beyond. But in order to change outcomes for young men of color at scale, we must first understand their experiences and the practices and policies that can best support them. With that goal in mind, this brief reviews current data and literature to understand how young men of color are faring around postsecondary preparation and success in California. The brief shares stories from a sample of institutions--including conversations with young men of color--to understand what practices can help young men of color succeed, and it provides recommendations for California practitioners and policymakers to ensure P-12 and higher education systems are set up for young men of color to thrive on the path to and through college. Education Trust-Midwest urges practitioners and policymakers to ensure young men of color have the supports all students need to be successful in college &quot;in addition&quot; to differentiated supports that can help young men of color overcome the additional hurdles they often confront above and beyond what most other students face. [This report was written with research support provided by Anthony Chavez, Theresa Chen, Erika Oseguera, and Natalie Wheatfall.]
A Seat at the Table: African American Youth&apos;s Perceptions of K-12 Education
Author: Anderson, Meredith B. L.
Date: 2018-00-00
Type: Reports - Research
Subjects: African American Students,Student Attitudes,Educational Attitudes,Youth,Elementary Secondary Education,Educational Change,Equal Education,Educational Environment,Barriers,Academic Aspiration,Low Income Students,Access to Education,Student Development,Success,Race,Educational Opportunities,School Safety,Discipline,College Preparation,College Readiness,Financial Problems,Standardized Tests,Educational Improvement,Academic Achievement

This report is the third in a series that probes community reactions to K-12 education; its two predecessors, &quot;Lift Every Voice and Lead: African American Leaders' Perceptions of K-12 Education Reform&quot; (see ED588631), and &quot;Done to Us, Not with Us: African American Parent Perceptions of K-12 Education&quot; (see ED573649), addressed the roles that should be played by parents and community leaders. The role to be played by youth is just as important. They are, after all, the stakeholders whose response to reform will determine if it succeeds or fails. Of the three groups, they are the only one with firsthand knowledge of what happens in the classroom. And, all too often, they do not have a seat at the table during reform discussions. This study begins to remedy that omission. The findings indicate that African American youth want to be heard, and they offer meaningful commentary on the educational environment and the structural issues that may impede their success. African American youth consider education a key factor in achieving their life goals and overwhelmingly want a college degree; yet, like parents and leaders, many students, especially those from low-income backgrounds, often lack the information needed to successfully navigate the educational landscape. This information deficit often creates barriers to college entry and can have enduring effects on students and communities. This report summarizes the perceptions of African American youth on K-12 education and provides actionable recommendations for improving the educational trajectories of all students.
Risking Their Futures: Why Trying Nonviolent 17-Year-Olds as Adults Is Bad Policy for Wisconsin
Author: Henderson, Wendy
Date: 2008-00-00
Type: Reports - Research
Subjects: Delinquency,Late Adolescents,Court Litigation,Juvenile Justice,Recidivism,Correctional Institutions,Institutionalized Persons,Correctional Education,Access to Education,Racial Differences,Ethnicity

In 1996 Wisconsin excluded 17-year-olds from being tried in the juvenile court. Initially this was an effort to save resources and improve community safety by incarcerating older teens as adults. At the time of the legislative change, there was little research to suggest that trying youth as adults would improve community safety. Since then, research has effectively contradicted the premise that the change would make communities safer. According to a recent study published by the U.S. Centers for Disease Control and Prevention, trying youth under 18 in the adult criminal justice system significantly increases crime and has a negative impact on community safety. In this report, to better understand the long-term consequences in Wisconsin of trying all 17-year-olds as adults, the Wisconsin Council on Children and Families analyzed the criminal histories of 1,000 17-year-olds from 2001 through 2007. [Additional support made possible by the Campaign for Youth Justice.]
Keeping Pace with K-12 Online Learning 2016
Author: Gemin, Butch
Date: 2017-00-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Technology,Technology Uses in Education,Online Courses,Vendors,School Districts,State Agencies,Educational History,Computer Assisted Instruction,Blended Learning,Virtual Classrooms,Geographic Location,Enrollment,Instructional Program Divisions,Intellectual Disciplines,Web Based Instruction,Public Schools,Distance Education,Consortia

&quot;Keeping Pace with K-12 Online Learning 2016&quot; marks the thirteenth consecutive year Evergreen has published its annual research of the K-12 education online learning market. Throughout the past thirteen years there has been a constant presence that has become the backbone, supporting the growth and success of online learning--the array of organizations that supply online courses, online teachers, digital content and tools to schools. The number and breadth of types of suppliers has changed and grown as the demand for broader and deeper services has increased. Suppliers range from schools that supply regions or whole states, to stand-alone &quot;intermediate&quot; suppliers that provide online courses and related services to schools, to vendors who develop courses and content and deliver their courses directly to schools or distribute them through intermediates. &quot;Keeping Pace with K-12 Online Learning 2016&quot; focuses on these suppliers of online learning and reports on levels and types of activity, including online course enrollments, types of enrollments and number of students involved in online learning. [For the twelfth edition, see ED570125.]
Digital Learning Strategies for Rural America: A Scan of Policy and Practice in K-12 Education
Author: Gemin, Butch
Date: 2018-03-00
Type: Reports - Evaluative
Subjects: Electronic Learning,Learning Strategies,Rural Areas,Rural Schools,Educational Practices,Educational Policy,Elementary Secondary Education,Rural Education,Blended Learning,Distance Education,Educational Needs,Access to Education,Educational Technology,Virtual Classrooms,Online Courses,Consortia,Internet,Information Technology,State Policy,Charter Schools,Place Based Education,School Districts,Community Schools,High Schools,Equal Education,Court Litigation,Nontraditional Education,Educational Finance,Grants,Poverty,Low Income Students,Mass Instruction,Individualized Instruction,Faculty Development,Assistive Technology,Disabilities,Case Studies

Many reports on rural education give little attention to digital learning. At most, they tend to note either infrastructure needs or the potential of remote course access, with little focus on instruction, outcomes, or exemplars. This report intends to begin correcting that imbalance by connecting the dots between rural regions, rural education, and digital learning. In the introductory sections, the authors explore what &quot;rural&quot; means, and how to characterize rural education. In subsequent sections, they explore rural education issues, the ways in which rural schools and students are challenged by issues related to being remote, and then the ways in which online and blended learning can help address these challenges. Finally, the authors profile 15 states and programs to demonstrate policies, districts, and schools that are using digital learning to meet rural education needs. The profiles are each written as stand-alone case studies, and can be read independently of one another based on the interests of each reader. [This report was co-published by the Foundation for Blended and Online Learning.]
Exploring the Cross-­Linguistic Transfer of Reading Skills in Spanish to English in the Context of a Computer Adaptive Reading Intervention
Author: Baker, Doris Luft
Date: 2017-04-18
Type: Reports - Research
Subjects: Bilingualism,Computer Assisted Instruction,Computer Games,Decoding (Reading),Educational Quality,Elementary School Students,Emergent Literacy,English (Second Language),Oral Reading,Outcomes of Education,Pretests Posttests,Reading Fluency,Reading Skills,Reading Tests,Response to Intervention,Risk,Second Language Learning,Small Group Instruction,Spanish,Statistical Analysis,Student Surveys,Teacher Attitudes,Teacher Surveys,Transfer of Training

We explore the potential of a computer-adaptive decoding game in Spanish to increase the decoding skills and oral reading fluency in Spanish and English of bilingual students. Participants were 78 first-grade Spanish-speaking students attending bilingual programs in five classrooms in Texas. Classrooms were randomly assigned to the treatment (i.e., where students played Graphogame Spanish) for 16 weeks for ten minutes per day (n = 3) versus business as usual instruction (n = 2). Results indicate that students at some risk on Spanish pseudoword reading appeared to benefit the most from playing the game. Analysis of gains suggests a potentially small, but meaningful educational effect of the game on Spanish oral reading fluency and English pseudoword reading when taking Spanish decoding skills at pretest into account. Students indicated that they enjoyed playing the game, and that the game helped them improve their reading skills. Teachers perceived the game as an engaging tool for students to use during small-group instruction or during independent time in a Response-to-Intervention approach. We discuss our mixed results in the context of using computer-adaptive games to improve the academic outcomes of bilingual students. [This is the online version of an article published in &quot;Bilingual Research Journal.&quot; For the final version of this article, see EJ1143411.]
How Does Repeating a Grade Impact Students&apos; High School Persistence and Behavior? The Case of New York City. Research Brief
Author: RAND Education
Date: 2018-00-00
Type: Reports - Research
Subjects: Grade Repetition,High School Students,Academic Persistence,Student Behavior,Outcomes of Education,Dropouts,Credits,Attendance,Suspension,Educational Policy,State Policy,Graduation Rate

This research brief summarizes the major findings from a multi-year research study of the long-term impacts of student grade retention. The study examined New York City students in grades 3 through 8 subject an assessment-based promotion policy in academic years 2003-2004 through 2011-2012, following them through the 2015-2016 school year. This summary focuses on the impact of grade retention on student persistence, including high school graduation, dropout, and credit accumulation, as well as effects on student behavior, including attendance and suspensions. It was developed for non-researcher audiences, including state and district policymakers, education leaders and teachers. [This brief describes research conducted in RAND Education and documented in Paco Martorell and Louis T. Mariano's &quot;The Causal Effects of Grade Retention on Behavioral Outcomes&quot; (see EJ1175243), and Louis T. Mariano, Paco Martorell, and Tiffany Tsai's &quot;The Effects of Grade Retention on High School Outcomes: Evidence from New York City Schools,&quot; WR-1259-DEIES, 2018.]
Distance Education Price and Cost Report
Author: Poulin, Russell
Date: 2017-02-00
Type: Reports - Research
Subjects: Distance Education,Higher Education,Educational Technology,Technology Uses in Education,Costs,Tuition,On Campus Students,Politics of Education,State Aid,Educational Finance,Public Colleges,Private Colleges,Nonprofit Organizations,Proprietary Schools,Institutional Characteristics,School Size

The issue of the price and cost of distance education courses has been discussed in the past in numerous publications including the Chronicle of Higher Education and Inside Higher Education. There is a long-held belief among legislators, governors, and other leaders that distance courses should cost less to produce and deliver. To evaluate the trends in this area, the organization formed a committee to draft questions and conducted a survey in 2016. The goal of this report is to detailed information about the price and cost of distance courses as viewed by 197 survey respondents who are on the front lines of offering distance courses. They also conducted interviews with leaders who have researched this issue to gain their insights on the future.
The Effects of under Graduate Students&apos; Mental (Psychological) Toughness on the Leadership Level
Author: Karaoglu, Baris
Date: 2018-00-00
Type: Journal Articles
Subjects: Resilience (Psychology),Undergraduate Students,Foreign Countries,Physical Education,Leadership Qualities,Self Esteem,Attention Control,Visualization,Motivation

The aim of this research is to determine the relationship between mental endurance and leadership levels of the candidates who are studying in Erciyes University School of Physical Education and Sports Inspection. The student's universe consists of 436 students of Physical Education and Sports. As means of data collection in the survey were used Mental (psychological) endurance scale, Leadership orientation scale and Personal information form. Statistical analyzes were performed with the SPSS 20.0 package of data obtained from Personal Information Form, Mental (Psychological) endurance and Leadership orientation scale. The personal information and inventory total scores and factor scores for the candidates were determined by determining frequency (f) and percent (%) values. Multiple regression analysis was applied to determine whether Pearson Moments Multiplication Correlation analysis (r) and their scores were predictive in order to reveal the relationship between scores obtained from the scales. (?). While there is a low level of positive relationship between self-confidence and human resources framework and negative environmental and structural environmental scores, there was no significant relationship between attention control, visualization, level of motivation, positive energy and attitude control scores, structural environment, human resources framework, political environment and symbolic environmental scores. The model presents a meaningful relationship between negative energy and leadership orientations. When the t-test results on the significance of the regression coefficient are examined, structural environment leadership orientation, mental stability and 13% of the total variance. There was no significant relationship between self-confidence, attention control, visualization, motivation level, positive energy and attitude control, and leadership orientation, and mental stability was not predictive of leadership orientations. As a result; It is thought that the individuals with high mental stability show effective leadership behaviors and the positive attitudes and behavioral behaviors demonstrated by the leadership strengthen the mental endurance of the individuals.
Developing a Model to Explain the Mathematical Creativity of Gifted Students
Author: Akgül, Savas
Date: 2017-00-00
Type: Journal Articles
Subjects: Creativity,Academically Gifted,Mathematics,Self Efficacy,Metacognition,Mathematics Achievement,Middle School Students,Grade 5,Grade 6,Grade 7,Grade 8,Foreign Countries,Models

The aim of this study is to investigate the relationships among students' mathematics self-efficacy, their metacognitive skills in mathematics and their mathematics achievement in relation to their mathematical creativity. The study's sample consisted of 445 gifted and talented middle school students who attended grades 5, 6, 7, and 8 at 13 Science and Art Centers in 11 cities. For such a correlational study, Mathematics Self-efficacy Scale, Mathematical Creativity Scale, Young Pupils' Metacognitive Abilities in Mathematics Scale were used. The research findings indicated that mathematical creativity is significantly correlated with mathematical achievement, mathematical metacognition skills and self-efficacy in mathematics, including the three sub-dimensions of self-efficacy, positive self-efficacy, negative self-efficacy and self-efficacy in the use of mathematics in daily tasks. Because the adaptive values of the model are within reasonable boundaries, the model can be regarded as valid. The research model suggests that students' mathematical creativity is significantly predicted by mathematics self-efficacy, mathematical achievement and mathematical metacognition skills.
Keeping Pace: Insights and Strategies for the Future of US Part-Time MBA Programs. Market Intelligence
Author: Hazenbush, Matt
Date: 2018-00-00
Type: Reports - Research
Subjects: Masters Programs,Business Administration Education,Part Time Students,Business Schools,Educational Demand,Educational Innovation,Pacing,Individualized Instruction,Generational Differences,Online Courses,Specialization,Occupational Aspiration,Paying for College,Disproportionate Representation,Females,African American Students,Hispanic American Students,School Location,Population Trends

Part-time MBA programs, designed specifically for the busy, early-to-mid-career working professional, are for many Americans what first comes to mind at the mention of &quot;going to business school.&quot; In recent years the overall demand for part-time MBA programs in the United States appears to have stagnated. Since 2009, each year most programs have reported either down or flat application volumes. Through a wide-ranging examination of Graduate Management Admission Council® (GMAC®) data, this paper explores this apparent stagnation; highlights shifting candidate needs and approaches some programs have taken to innovate; evaluates the current part-time MBA value proposition; and identifies opportunities and strategies for US part-time MBA programs to stay relevant and plan for their programs' sustainable futures.
Understanding the Role of the Master in Management in Global Business Education. Market Intelligence
Author: Hazenbush, Matt
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Business Administration Education,Administrator Education,Masters Programs,Foreign Countries,Outcomes of Education,Education Work Relationship,Employment,Salaries,Business Schools,College Entrance Examinations,Graduate Study,College Applicants,Academic Aspiration,College Graduates

The Master in Business Administration (MBA) is a well-traveled path for experienced students to prepare for leadership positions in organizations around the world. Though many business schools have long offered programs specifically designed for students with little to no professional experience, this has recently become a notable growth area in global graduate business education. Many of these primarily pre-experience program types, such as Master of Accounting or Master in Finance, develop students' skills in a specialized area of business. The outlier in this group is the Master in Management (MiM) degree, which, like traditional MBA programs, teaches general management principles. This report shares insights on key questions related to MiM programs and makes recommendations to help business school leaders plan for their programs' sustainable futures.