ethanporcaro/eric-fulltext-meta huggingface dataset:
Make It Count: Recognizing Prior Learning for Workforce Development
Author: Bray, Jacob B.
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Prior Learning,Labor Force Development,Community Colleges,College Students,College Credits,Student Experience,Adult Students,Nontraditional Education,State Policy,Federal Legislation,Job Training,School Business Relationship,Partnerships in Education,Veterans

Community college students often hold knowledge from various professional and academic experiences. A challenge for these students, and for their institutions and employers, is how to formally bridge these competencies to support students' efforts to reach their academic and career goals. This issue brief looks at the practice of awarding credit for prior learning, known as prior learning assessments (PLA), as part of community colleges' workforce development strategies. It is part of a series of Association of Community College Trustees (ACCT) reports focusing on best practices and innovative strategies for workforce development. This brief builds on the previously published reports &quot;Partnerships for a Future-Ready Workforce&quot; (2018) (ED605153) and &quot;The College-Work Balancing Act&quot; (2019) (ED605123). This issue brief serves as a primer on past and current developments in PLA, including how the strategy can help students bridge workforce and academic competencies, and how it can be incorporated into strategies for workforce development. In the first section of this brief, the authors introduce past and current developments in PLAs. In the second section, they describe the various cohorts of students who benefit most from PLA, including veterans and non-traditional students. In addition, this paper includes two examples of institutions that implement PLA in interesting and valuable ways. First, Eastern West Virginia Community and Technical College created a degree specific to students who enter with PLA credits and streamlined statewide policy to increase efficiency. Second, the Dallas County Community College District partnered with StraighterLine, a non-traditional education provider, to create pathways with guaranteed transfer in business and criminal justice.
Apprenticeships: An Emerging Community College Strategy for Workforce Development
Author: Beer, Allison
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Apprenticeships,Community Colleges,Educational Change,Labor Force Development,Experiential Learning,College Students,High School Students,Outcomes of Education,School Business Relationship,Industry,College Role

Adults who are out of work typically have low levels of education and limited work experience. In response, there has been an increased interest among leaders from the higher education and business communities to expand &quot;earn and learn&quot; opportunities that connect people to both postsecondary education and a career. Apprenticeships are a growing strategy in the U.S. to allow people to earn a postsecondary credential and gain job experience that will lead to a well-paying career. This paper provides an overview of registered apprenticeship programs, including pre-apprenticeships and youth apprenticeships, and describes their recent growth. It also discusses several barriers to further expansion and strategies to improve programs, including to: (1) Increase funding and align funds for postsecondary education and workforce development; (2) Expand to industries not typically served by apprenticeships, especially in growing fields such as health care and information technology; (3) Increase diversity of participants, especially with intentional outreach to communities of color and women; and (4) Expand access to pre-apprenticeships and youth apprenticeships aligned with postsecondary pathways. The paper features profiles of apprenticeship programs at Harper College and San Jacinto College. These programs illustrate how community colleges are working to expand apprenticeship opportunities for students to gain jobs in growing and in-demand industries in their regions. The profiles also detail how the colleges are working to diversify apprenticeship programs to non-traditional industries and reach out to a diverse range of students, especially women and students of color.
Continuing Progress: How Urban Community Colleges Are Improving Outcomes for Minority Men
Author: Bray, Jacob
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Community Colleges,Minority Group Students,Males,Urban Schools,Educational Attainment,College Students,Student Participation,Barriers,Mentors,African American Students,Hispanic American Students,Student Personnel Services

Community colleges have an important role in supporting economic opportunity in urban areas. While urban areas generally experience high levels of economic prosperity, especially compared to rural areas, individuals who have not participated in postsecondary education and training face barriers to taking full advantage of the opportunities available. Low educational attainment and a resulting lack of economic opportunity are problems that negatively impact both men and women in America's cities; however, because they are less likely to enroll in postsecondary education, the authors focus specifically on men in this paper. This paper also pays attention to the barriers faced by men of color, who are disproportionately impacted by barriers to postsecondary education. In the following sections, this paper takes a deeper look at the economic and demographic state of urban America and the connections to postsecondary participation and attainment among minority men. The paper discusses several barriers to postsecondary access and completion faced by minority men and strategies to overcome these challenges. The authors also present profiles of initiatives to support minority men at Tarrant Community College in Fort Worth, TX and the City University of New York (CUNY). [This report was written with Allison Beer and Marcia Calloway.]
Citizen Trustee Survey: Selected Results and Analysis
Author: Association of Community College Trustees (ACCT)
Date: 2018-10-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,College Administration,Trustees,Governing Boards,Demography,Administrator Characteristics,Administrator Attitudes,Sex,Age,Ethnicity,Educational Attainment,Employment Level,Income,Industry,Political Affiliation,Motivation

The Association of Community College Trustees (ACCT) &quot;Citizen Trustee Survey&quot; is the most current look at the individuals providing leadership to community colleges across the country by serving on those institutions' governing boards. By conducting this survey, ACCT sought to gain a better understanding of trustees' backgrounds, roles, and challenges in serving community colleges and their students. This information can educate community college leaders themselves, policymakers, and the public about who is leading these institutions which serve nearly 40 percent of all postsecondary students. This summary report presents selected data points from the survey that will be particularly valuable to those working in higher education, policymakers, and the public. This report addresses four questions: (1) What are the demographic characteristics of trustees?; (2) What was trustees' prior relationships with their community college and their motivations for serving?; (3) What are trustees' priorities?; and (4) What do trustees view as the primary challenges facing their college and community? A key finding from the survey is that the demographic backgrounds of trustees, particularly with regard to gender and race and ethnicity, are starkly different from the backgrounds of community college students. While the data reveal important demographic differences between trustees and students, they also describe trustees' strong commitment to service.
The Rural Male in Higher Education: How Community Colleges Can Improve Educational and Economic Outcomes for Rural Men
Author: Bray, Jacob
Date: 2019-02-00
Type: Reports - Descriptive
Subjects: Rural Areas,College Students,Males,Community Colleges,Educational Objectives,Economic Opportunities,Job Skills,Skill Development,Student Personnel Services,Job Placement,Student Participation,Educational Attainment,Barriers,Access to Education

This issue brief summarizes the economic conditions in rural communities since the Great Recession and highlights the educational attainment of rural men. It then describes the barriers to attending college that rural men face and these promising efforts that Hinds Community College and the Louisiana Community and Technical College System (LCTCS) have undertaken to help men gain the knowledge and skills they need to compete in the modern workforce: (1) Both institutions use scholarships to encourage students to enroll and complete their studies. Simply getting students on campus can have a tremendous impact on their long-term success; (2) Both institutions recognize that students need guidance and assistance once enrolled, such as with mentors, apprenticeship programs, and wrap-around services to support basic needs; (3) Both institutions have crafted programs with the goal of finding students jobs in high-demand fields in their home state. Higher education benefits job seekers and improves income, job security, and knowledge transfer. It also encourages civic and community engagement that is as essential in rural areas as it is everywhere. The authors hope that this paper will serve as a foundation for further discussions and greater inquiry into the attainment disparities affecting men in the rural United States and what can be done to address this challenge. [This report was written with Allison Beer and Marcia Calloway.]
Beyond the Board: Skateboarding, Schools, and Society
Author: Corwin, Zoë B.
Date: 2019-00-00
Type: Reports - Research
Subjects: Physical Activities,Career Development,Competition,Athletics,Adolescents,Young Adults,Academic Aspiration,Scholarship,Philanthropic Foundations,Universities,Social Integration,Social Isolation,Profiles,Race,Gender Differences,Physical Health,Mental Health,Skill Development,Employment,Advocacy,Story Telling,Case Studies

Skateboarding, widely popular and often misunderstood, occupies a unique space in US society. Despite skateboarding's popularity little is known about the effects of skateboarding on youth and their educational and career trajectories. This report outlines the current landscape of skateboarding at this socio-historical moment in time--prior to skateboarding's debut in the 2020 Olympics. The authors describe this study's approach to learning more about skateboarders in U.S. society. This report is the first step in a multi-phase study funded by the Tony Hawk Foundation and conducted by researchers from the University of Southern California's (USC) Pullias Center for Higher Education and Annenberg School for Communication and Journalism. The study explores how skateboarders between the ages of 13 and 25 viewed their skill sets and examined the implications skateboarding has on their education and careers. The study design centers on youth who are passionate about skateboarding--including skateboarders who integrated into thriving skateboard communities and those who might feel disenfranchised from the skateboard community or the community at large. By gaining a deeper understanding of the complexity of skateboard ecosystems, research findings aim to inform skateboarding scholarship and practice. [Funding for this project was provided by the Tony Hawk Foundation. This report was co-produced by the USC Annenberg School for Communication and Journalism.]
Mathematics Teachers&apos; Perceptions of Teaching Gifted and Talented Learners in General Education Classrooms in the UAE
Author: Jarrah, Adeeb M.
Date: 2019-12-00
Type: Journal Articles
Subjects: Mathematics Teachers,Teacher Attitudes,Academically Gifted,General Education,Foreign Countries,Teacher Competencies,Elementary School Teachers,Middle School Teachers,Secondary School Teachers

Gifted education has received attention all over the world, including the UAE, because of its significant contribution to economic investment. This quantitative study aimed to describe and analyze mathematics teachers' perceptions of teaching gifted learners in general education classrooms in the UAE. The survey consisted of 19 statements on a 5-point Likert scale, with a sample of 66 teachers. The analysis of the results concerned two factors: teacher competency, and perceptions of the effectiveness of gifted learner programs. The results showed generally positive attitudes toward gifted education, and more specifically teachers showed positive perceptions toward their competency to teach gifted students, while they mostly held negative perceptions regarding the effectiveness of gifted programs. In addition, teaching level (cycle 1, cycle 2, cycle 3) impacted teacher perceptions regarding their competency to teach gifted students and the applied gifted programs in their schools. However, a broader study not limited to Al Ain city teachers would provide results that are more informative.
Impacts of Edmentum&apos;s Exact Path on Student Reading Achievement
Author: Randel, Bruce
Date: 2018-12-00
Type: Reports - Research
Subjects: Reading Achievement,Kindergarten,Grade 1,Grade 2,Grade 3,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Feedback (Response),Formative Evaluation,Individualized Instruction,Intervention,Progress Monitoring,Learning Processes,Mastery Learning,Student Evaluation

Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in reading in kindergarten through Grade 3. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and measures meet the What Works Clearinghouse (WWC) 4.0 standards needed to achieve a rating of &quot;Meets WWC Group Design Standards with Reservations&quot; (WWC, 2017). This study also meets the Every Student Succeeds Act (ESSA) guidance for &quot;Moderate Evidence&quot; (U.S. Department of Education, 2016). Students in the Exact Path intervention group completed at least eight Exact Path lessons between the fall administration and the winter administration of the Exact Path diagnostic assessment. Students in the comparison group completed zero lessons between the two test administrations. Analyses revealed statistically significant positive impacts for student usage of Exact Path on reading achievement in kindergarten through Grade 3. Impacts had effects sizes ranging from 0.07 to 0.19 and improvement indexes ranging from 2.79 to 7.53. Results of this study suggest that students who use Exact Path and complete at least eight lessons as assigned by Exact Path will make statistically significant gains in achievement relative to students who do not complete any Exact Path lessons. These results also suggest that Exact Path is targeting the skills that students need to develop in order to improve their reading achievement. [This report was prepared by Century Analytics.]
Impacts of Edmentum&apos;s Exact Path on Student Mathematics Achievement
Author: Randel, Bruce
Date: 2018-12-00
Type: Reports - Research
Subjects: Kindergarten,Grade 1,Grade 2,Grade 3,Educational Technology,Technology Uses in Education,Teaching Methods,Program Effectiveness,Feedback (Response),Formative Evaluation,Individualized Instruction,Intervention,Progress Monitoring,Learning Processes,Mastery Learning,Student Evaluation,Mathematics Achievement,Grade 4,Grade 6,Grade 7,Grade 8

Century Analytics, Inc. conducted a rigorous evaluation of Edmentum's Exact Path to estimate the impact of Exact Path use on student achievement in mathematics in kindergarten through Grade 8. Exact Path is an online educational tool designed to support individualized student instruction. This study's quasi-experimental design (QED), analyses, and measures meet the What Works Clearinghouse (WWC) 4.0 standards needed to achieve a rating of &quot;Meets WWC Group Design Standards with Reservations&quot; (WWC, 2017). This study also meets the Every Student Succeeds Act (ESSA) guidance for &quot;Moderate Evidence&quot; (U.S. Department of Education, 2016). Students in the Exact Path intervention group completed at least eight Exact Path lessons between the fall administration and the winter administration of the Exact Path diagnostic assessment. Students in the comparison group completed zero lessons between the two test administrations. Analyses revealed statistically significant positive impacts for student usage of Exact Path on mathematics achievement in kindergarten through Grade 8. Impacts had effects sizes ranging from 0.06 for Grade 3 to 0.40 for kindergarten and improvement indexes ranging from 2.39 to 15.54. Results of this study suggest that students who use Exact Path and complete at least eight lessons as assigned by Exact Path will make statistically significant gains in achievement relative to students who do not complete any Exact Path lessons. These results also suggest that Exact Path is targeting the skills that students need to develop in order to improve their mathematics achievement. [This report was prepared by Century Analytics.]
ReadWorks Article-A-Day[TM]: Using a Maze Assessment to Test the Impact of Building Background Knowledge on Reading Comprehension. Technical Report #1902
Author: Nobles, Susanne
Date: 2018-00-00
Type: Reports - Research
Subjects: Reading Comprehension,Vocabulary Development,Intervention,Program Effectiveness,Reading Strategies,Reading Assignments,Knowledge Level,Reading Instruction,Grade 4,Elementary School Teachers,Elementary School Students

This study was premised on the importance of vocabulary in comprehending text. Critical findings from both the National Reading Plan (NRP) and the National Reading Technical Assistance Center (NRTAC) frame this study, both in the intervention that was implemented and in the manner in which outcomes were measured. Using expository passages developed by ReadWorks, teachers implemented an 'Article-A-Day' with students reading brief expository passages. In this particular study, the passages focused on endangered plants and their survival, though the full domain of passages available in ReadWorks is extensive and addresses many other topics. The primary question was whether this strategy was more effective in supporting reading comprehension than when students did not consistently read passages on a daily basis. For five days, students read successive passages and, within two days of reading the last passage, completed an assessment that was based on a similar (but unfamiliar) passage with key targeted words omitted (using a maze format). Significant differences were found in the performances of these two groups, with students in the Article-A-Day treatment group performing higher than students in the control group. The most important implications of this study include the systematic focus on building background knowledge, including vocabulary, in reading comprehension instruction in which the active ingredients reflect findings from previous research. [This report was written in collaboration with ReadWorks.]
Initial Norms for the easyCBM® Spanish Language Vocabulary Assessments. Technical Report #1901
Author: Alonzo, Julie
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Curriculum Based Assessment,Response to Intervention,Spanish,Second Language Learning,Vocabulary,Evaluation Methods,Benchmarking,Pretests Posttests,Elementary School Students,Middle School Students,National Norms,Test Construction

This technical brief describes the easyCBM® Spanish language Vocabulary assessments added to the easyCBM® system in the fall of 2018 and provides the initial norms for the fall and winter assessments. These norms should be interpreted with caution, as the sample was smaller than ideal, particularly for the Winter norms.
Oral Reading Fluency: Outcomes from 30 Years of Research. Technical Report #1701
Author: Tindal, Gerald
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Oral Reading,Reading Fluency,Outcomes of Education,Educational Research,Reading Research,Reading Achievement,Reading Tests,Curriculum Based Assessment

This paper is about oral reading fluency, how it has been measured, the students who have been measured, and the outcomes that have been reported for both performance and progress. This measurement system has almost become ubiquitous with documentation of response to intervention in reading and become a focal point of research on reading. Fluency is one of the 'Big Five' skill areas identified by the National Reading Panel and provides an accessible target for both researchers and practitioners. In the course of 30 years, oral reading fluency has been administered in the field in a relatively standard manner, though the reading passages and populations associated with its use, as well as the manner for analyzing results, have varied. In the end, the results are remarkably consistent, both in levels of performance and rates of progress.
Fact Sheet: Addressing the Risk of COVID-19 While Serving Migratory Children
Author: Office of Elementary and Secondary Education (ED)
Date: 2020-05-11
Type: Reports - Descriptive
Subjects: Public Health,Disease Control,Migrant Children,Migrant Education,Educational Legislation,Elementary Secondary Education,Federal Legislation,Identification,Eligibility,Migrant Programs,COVID-19,Pandemics

The U.S. Department of Education (Department) understands that, during this COVID-19 national emergency, State educational agencies (SEAs) and local operating agencies (LOAs) may be experiencing challenges in conducting Title I, Part C - Migrant Education Program (MEP) activities in the same manner they are typically conducted. The goal of this fact sheet is to assist SEAs and LOAs in determining how to continue to identify eligible migratory children and provide services to address their needs, while taking into consideration the health, safety, and well-being of staff and migratory families.
Fact Sheet: Providing Services to English Learners during the COVID-19 Outbreak
Author: Office of Elementary and Secondary Education (ED)
Date: 2020-05-18
Type: Reports - Descriptive
Subjects: English Language Learners,Access to Education,Communicable Diseases,Public Health,Student Evaluation,Language Proficiency,Enrollment,Student Placement,School Registration,Delivery Systems,Student Rights,Public Education,Students with Disabilities,Educational Finance,Educational Legislation,Elementary Secondary Education,Federal Legislation,Parent School Relationship,Communication Strategies

This fact sheet outlines States' responsibilities to English learners (ELs) and their parents during the extended school closures and, in some cases, the move to remote learning due to the national emergency caused by the novel Coronavirus disease 2019 (COVID-19). A local educational agency (LEA) should collaborate with its State educational agency (SEA) and local public health department, as appropriate, in implementing the guidance provided in this document. Topics addressed include: (1) Annual English language proficiency (ELP) assessment; (2) Entrance requirements; (3) Providing services to ELs; (4) Use of Title III of the Elementary and Secondary Education Act of 1965 (ESEA) funds; (5) Exit procedures; and (6) Parents of ELs. A list of resources is also provided.