ethanporcaro/eric-fulltext-meta huggingface dataset:
Investing in College Completion. The Progress of Education Reform. Volume 11, Number 4
Author: Education Commission of the States
Date: 2010-08-00
Type: Reports - Evaluative
Subjects: Graduation Rate,School Holding Power,Academic Persistence,Educational Policy,Enrollment Influences,Resource Allocation,Community Colleges,Cost Effectiveness,Investment,Student Personnel Services,Instructional Improvement,Strategic Planning,Declining Enrollment,Enrollment Rate,Enrollment Management,Best Practices

States are faced with the difficult challenge of increasing college completion rates at a time of historic budget shortfalls. While most agree that increasing the education level of U.S. citizens is essential to future economic prosperity (and public revenue collection), institutions will need to meet the goal through the more efficient use of existing resources. The push to increase postsecondary productivity has become a national effort led by foundations such as Lumina Foundation of Education and policy think tanks like the Delta Cost Project. These national leaders believe that states can redeploy their limited resources in ways that can result in increased college completion. This issue of &quot;The Progress of Education Reform&quot; summarizes recent research that may challenge conventional wisdom on how and where public resources for postsecondary education should be dedicated in an effort to increase college completion rates. Questions examined include:
(1) How did changes in enrollments and the allocation of resources result in declining college completion rates in the United States? (2) Does shifting enrollments to community colleges save money in the long run? and (3) Can investments in student services rather than instruction increase college completion?
Enrollment in Postsecondary Institutions, Fall 2012; Financial Statistics, Fiscal Year 2012; Graduation Rates, Selected Cohorts, 2004-09; and Employees in Postsecondary Institutions, Fall 2012. First Look (Provisional Data). NCES 2013-183
Author: Ginder, Scott A.
Date: 2013-12-00
Type: Reports - Research
Subjects: Enrollment,Educational Finance,Graduation Rate,Human Resources,Student Characteristics,College Students,Income,Expenditures,School Personnel,Undergraduate Students,Graduate Students,Full Time Students,Public Colleges,Private Colleges,Proprietary Schools,Two Year Colleges,Postsecondary Education,Student Financial Aid,Federal Legislation,Educational Legislation,National Surveys

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &amp;quot;First Look&amp;quot; presents findings from the provisional data of the IPEDS spring 2013 data collection, which included five survey components: Enrollment at postsecondary institutions during fall 2012; Finance, for the 2012 fiscal year; Graduation Rates of selected cohorts within 150 and 200 percent of normal program completion time; and Human Resources at postsecondary institutions during fall 2012. Data for all components were collected through the IPEDS web-based data collection system. This &amp;quot;First Look&amp;quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2013-14). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data. Two appendices present: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 5 tables and 12 footnotes.)
What Works Clearinghouse Quick Review: &quot;Meeting the Challenge of Combating Chronic Absenteeism: Impact of the NYC Mayor&apos;s Interagency Task Force on Chronic Absenteeism and School Attendance and Its Implications for Other Cities&quot;
Author: What Works Clearinghouse (ED)
Date: 2013-12-00
Type: Reports - Evaluative
Subjects: Attendance,Urban Schools,Public Schools,Intervention,Program Effectiveness,City Government,Public Officials,Agency Cooperation,At Risk Students,Mentors,Advertising,Educational Research,Comparative Analysis

This study examined the effectiveness of an intervention designed to reduce rates of chronic student absenteeism in New York City public schools. The study authors reported that schools participating in the intervention experienced greater reductions in rates of student chronic absenteeism than the comparison schools. Students who attended the participating schools were less likely to be chronically absent or severely chronically absent than students in comparison schools. The authors used a comparison group research design to examine the effectiveness of this program. As such, the study could &quot;meet WWC evidence standards with reservations&quot; butadditional information is needed to determine whether the analytic samples were equivalent at baseline. A more thorough review (forthcoming) will determine the rating for the study and report more fully on its results. [The following study is the focus of this &quot;Quick Review&quot;: Balfanz, R., &amp; Byrnes, V. (2013). &quot;Meeting the challenge of combating chronic absenteeism: Impact of the NYC Mayor's Interagency Task Force on Chronic Absenteeism and School Attendance and its implications for other cities.&quot; Baltimore, MD: Johns Hopkins School of Education.]
Evaluating Inclusiveness: A Guide for Scotland's Colleges
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2006-04-00
Type: Reports - Evaluative
Subjects: Inclusion,Foreign Countries,College Programs,Program Evaluation,Guides,Guidelines,Educational Legislation,Educational Resources,Institutional Research,Self Evaluation (Groups),Program Improvement,Educational Improvement,Educational Practices,Quality Assurance,Educational Quality,Research Methodology,Benchmarking,Access to Education,Teacher Effectiveness,Faculty Development

This guide has been prepared by HM Inspectorate of Education to help colleges evaluate how inclusive they are, with a view to enabling the widest possible range of potential learners to benefit from education and training and to become effective lifelong learners. The guide recognises the extensive contribution that colleges make to the development of young people and adults as lifelong learners. Successive national policies, legislation and guidance have driven and reinforced colleges' aims to promote access and participation in education and training, and to facilitate economic and social participation. Colleges know that a substantial proportion of potential learners do not find it easy to participate and that this requires them to take action to provide appropriate learning experiences for a diverse range of people. Colleges play a substantial role in workforce development, whether for those preparing for employment or for those already in work and needing to develop new skills and knowledge. Colleges also make a major contribution to language and literacy development, 
both for learners with poor literacy skills and for those for whom English is not the first language. The widening client base in recent years has demanded that colleges adopt increasingly inclusive and learner-centred practices. Appended are: (1) Legislation; and (2) Resources Available from the Scottish Further Education Unit. (Contains 1 footnote.) [This report was published in association with the Scottish Funding Council.]
Equality and Diversity. An Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-09-17
Type: Reports - Evaluative
Subjects: Foreign Countries,Operations Research,Equal Education,Student Diversity,Evidence,Institutional Evaluation,Questionnaires,Quality Control,Leadership Effectiveness,Personnel Management,College Planning,Partnerships in Education,Learner Engagement,Organizational Culture,Institutional Advancement,Guidance Programs,Educational Opportunities,Curriculum Evaluation,Access to Education,Institutional Research

This report evaluates the extent to which Scotland's colleges have developed and embedded a culture of promoting equality and diversity effectively for all learners and staff. It considers how effectively colleges have mainstreamed equality and diversity in all aspects of their operations. The fieldwork for this report has been informed by evidence from external reviews of Scotland's colleges, carried out between January 2009 and March 2010. It also draws upon evidence from college reviews which took place in the review year 2007 to 2008, under HM Inspectorate of Education's (HMIE) previous arrangements for external review. This evidence enables conclusions to be drawn about early challenges addressed by colleges, emerging from the Equality Act 2006. HM Inspectors conducted fieldwork in 13 colleges, which serve very different communities, are geographically diverse, and which have faced different equality issues, arising from and dependent upon these factors. A further 23 colleges responded to a wider questionnaire, providing detailed and helpful information. All colleges visited were invited to discuss identified themes pertaining to a range of aspects of equality and diversity. The wider questionnaire addressed the same 
themes. Inspectors found examples of illustrative and notable activities and arrangements which promote equality and diversity very effectively. A summary of key findings is provided along with recommendations for improvement. Appended are: (1) Glossary of Terms; (2) Colleges and organisations involved in fieldwork for this report and colleges responding to questionnaire; and (3) Themes addressed during fieldwork visits to colleges and themes included in questionnaire. (Contains 8 footnotes.)
Business, Management and Administration. A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-09-03
Type: Reports - Research
Subjects: Foreign Countries,College Programs,Program Evaluation,Business Administration Education,College Outcomes Assessment,Educational Indicators,Educational Improvement,Institutional Research,Interviews,Observation,Skill Analysis,Intellectual Disciplines,Accounting

This report evaluates college programmes within a wide range of disciplines subsumed within the business, management and administration (BMA) area. The disciplines covered are: business and finance; economics; law; management; public administration; international business studies; enterprise; management skills; management planning and control systems; human resource management; financial management/accounting; financial services; office skills; typing/shorthand/secretarial skills, and marketing and public relations. In undertaking the fieldwork, particular emphasis has been given to the general areas of accounting, business, administration and management because colleges offer most BMA programmes in these areas. Programmes covered by this report are offered in a variety of modes at levels 4 to 11 of the Scottish Credit and Qualifications Framework (SCQF). Included in this report are a summary of key findings, outcomes and impact, and recommendations for further improvement. Appended are: (1) Colleges visited in the fieldwork for this report; (2) Table 1: Business, management and administration programmes. Summary of data over three years; and (3) Glossary of terms. (Contains 1 table and 1 footnote.)
Educational Psychology in Scotland: Making a Difference. An Aspect Report on the Findings of Inspections of Local Authority Educational Psychology Services 2006-10
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Educational Psychology,Foreign Countries,Psychological Services,Program Evaluation,Program Effectiveness,Leadership Effectiveness,Program Administration,Stakeholders,Benchmarking,Program Improvement,Comprehensive School Health Education,Inspection,Outcomes of Education

This report provides, for the first time, an overview based on inspections of all 32 local authority educational psychology services. The picture it presents is broadly a very positive one although it also points to areas in which there is certainly scope for further improvement. The report shows that services are making a positive difference to the lives of children and young people in Scotland, particularly some of the most vulnerable. It has been seen that effective educational psychology provision can make an important contribution to meeting the needs of all learners through supporting families, schools, and education authorities in a wide variety of ways. The following questions are addressed in this report: (1) What key outcomes have educational psychology services achieved? (2) How well do educational psychology services meet the needs of their stakeholders? (3) How good is educational psychology services' delivery of key processes? (4) How good is the leadership and management of educational psychology services? Appended are: (1) Background to the inspection process; (2) Tables of stakeholders' views; (3) National performance and quality indicator evaluations graph; (4) Reflective questions to support self-evaluation and improvement; and (5) Glossary. (Contains 2 figures and 17 footnotes.)
School-College Partnership: How Good Is Our School? Self-Evaluation Series E
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2005-00-00
Type: Reports - Evaluative
Subjects: Partnerships in Education,College School Cooperation,Self Evaluation (Groups),Learning Experience,Educational Assessment,Educational Indicators,Foreign Countries,Guides,Quality Control,Educational Objectives,Educational Policy,Educational Principles,Evaluation Criteria,Information Sources,Guidance Programs,Instructional Effectiveness,Student Needs,Teaching Methods,Academic Achievement,Course Content,Program Content,Developmental Studies Programs,Quality Assurance,School Effectiveness,Career Counseling

This guide supports the central objective of ensuring that young people enjoy the best possible introduction to, and experience of, work-related learning through strong partnerships between schools and colleges. The process of self-evaluation using quality indicators has already had a
significant and positive impact on the quality of provision in Scottish schools and colleges. By adapting and focusing these procedures to support school-college collaboration in the self-evaluation process, staff will be able to reflect upon the learning experiences of pupils more effectively. As a result, they will be better placed to plan for improvement in learning and teaching, widening achievement and raising attainment. Provided are: (1) Self-evaluation in practice; (2) Quality indicators and workpads; (3) Worked examples; and (4) Sources of support. An Appendix is provided to support school managers in discussions with college staff on school-college partnerships. Questions to be asked by the school manager in a discussion with a senior manager are suggested.
Education for Learners with Dyslexia
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2008-10-00
Type: Reports - Evaluative
Subjects: Dyslexia,Special Needs Students,Educational Improvement,Accessibility (for Disabled),Educational Quality,Educational Opportunities,Partnerships in Education,Quality Assurance,Leadership Effectiveness,Educational Resources,Teacher Education Programs,Elementary Secondary Education,Higher Education,Related Services (Special Education),Foreign Countries,Parent School Relationship,Faculty Development

This report evaluates the services which schools and education authorities provide for learners with literacy and language difficulties. The aim of this report is to help schools, colleges and universities to take forward improvements by describing good and improving practice in
addressing the needs of learners with dyslexia. Research suggests that when learners are given appropriate support, this can make a positive
difference to their emotional and learning development as well as their overall achievement. This report highlights the most effective forms of
support for learners in Scottish schools and colleges and provides signposts for improvement. It also describes the key strengths and areas for development. Findings were drawn from Her Majesty's Inspectorate of Education (HMIE) inspections, a literature review, and surveys conducted amongst children, parents, schools and authorities. HMIE found that the range and quality of learning and teaching approaches were appropriate in the majority of schools, and in a few schools were considered to be highly effective. In approximately half of the education authorities surveyed, there were no specialist facilities offered, however, effective support was often provided by educational psychologists, learning assistants or network support staff. The main aspects of effective learning and teaching of students with dyslexia were identified as multi-sensory in nature, well-structured, and interactive. Although most parents had the opportunity to attend reviews of their children's progress and contribute to targets, very few parents or pupils were provided with sufficient information regarding the authority's or school's policy regarding dyslexia. The extent of involvement available to parents varied and some parents criticised delays in accessing specialist support. Other areas covered by the evaluation include staff training, and planning to meet the needs of learners with dyslexia. Appended are: (1) Acknowledgments; and (2) References and Sources of Support. (Contains 26 footnotes.)
Digest of Education Statistics, 2012. NCES 2014-015 [Appendix A: Guide to Sources; Appendix B: Definitions; Appendix C: Index of Table Numbers]
Author: Snyder, Thomas D.
Date: 2013-12-00
Type: Reports - Descriptive
Subjects: School Statistics,Definitions,Tables (Data),Longitudinal Studies,Annual Reports,Case Records,Student Records,Library Research,Statistical Data,Surveys,Census Figures,Funding Formulas,Early Childhood Education,Elementary Secondary Education,Higher Education,Educational Research,Data Collection,Data Analysis,Error Patterns,Educational Legislation,Federal Legislation,College Entrance Examinations,Educational Indicators,Sampling,Performance Factors,Statistical Analysis

The 2012 edition of the &quot;Digest of Education Statistics&quot; is the 48th in a series of publications initiated in 1962. The &quot;Digest&quot; has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The &quot;Digest&quot; concludes with the three appendices presented herein. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the &quot;Digest&quot; tables; the second, Definitions, is included to help readers understand terms used in the &quot;Digest&quot;; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 1 table.) [For the full report, &quot;Digest of Education Statistics, 2012. NCES 2014-015,&quot; see ED544576.]
Digest of Education Statistics, 2011. NCES 2012-001 [Appendix A: Guide to Sources; Appendix B: Definitions; Appendix C: Index of Table Numbers]
Author: Snyder, Thomas D.
Date: 2012-06-00
Type: Reports - Descriptive
Subjects: Educational Research,Data Collection,Data Analysis,Error Patterns,Longitudinal Studies,Standardized Tests,Educational Legislation,Federal Legislation,College Entrance Examinations,Educational Indicators,Definitions,Sampling,Early Childhood Education,Elementary Secondary Education,Higher Education,Postsecondary Education,Performance Factors,Statistical Analysis,Surveys,School Statistics,Tables (Data),Library Research,Census Figures,Funding Formulas

The 2011 edition of the &quot;Digest of Education Statistics&quot; is the 47th in a series of publications initiated in 1962. The &quot;Digest&quot; has been issued annually except for combined editions for the years 1977-78, 1983-84, and 1985-86. Its primary purpose is to provide a compilation of statistical information covering the broad field of American education from prekindergarten through graduate school. The &quot;Digest&quot; concludes with the three appendices presented herein. The first appendix, Guide to Sources, provides a brief synopsis of the surveys used to generate the &quot;Digest&quot; tables; the second, Definitions, is included to help readers understand terms used in the &quot;Digest&quot;; and the third, Index of Table Numbers, allows readers to quickly locate tables on specific topics. (Contains 5 tables.) [For the full report, &quot;Digest of Education Statistics, 2011. NCES 2012-001,&quot; see ED544580.]
Sport and Leisure: A Subject-Based Aspect Report on Provision in Scotland's Colleges by HM Inspectors on Behalf of the Scottish Funding Council
Author: Her Majesty's Inspectorate of Education (HMIe) (Scotland)
Date: 2010-09-24
Type: Reports - Evaluative
Subjects: Foreign Countries,Postsecondary Education,School Personnel,Educational Assessment,Colleges,Stakeholders,Athletics,Program Evaluation,College Programs,Academic Persistence,Educational Attainment,Learner Engagement,Teaching Methods,Student Attitudes,Adult Education,Leisure Education

The HM Inspectorate of Education (HMIE) publication, &quot;External Quality Arrangements for Scotland's Colleges, September, 2008&quot; specified that HMIE will produce a number of subject aspect reports over the four years 2008-2012. These reports complement in a subject-specific context the generic evaluations of learning and teaching in HMIE's reports of colleges. Colleges should act on the recommendations contained in these reports. College inspectors will monitor action towards implementation of these recommendations as part of their normal dialogue with colleges and will wish to discuss issues arising from subject aspect reports during annual engagement visits. In preparing this report, inspectors visited a sample of eight colleges, drew on the findings of published HMIE external reviews of colleges and examined other relevant publications and reports. They consulted with key stakeholders, including college staff, learners, employers, and professional bodies. This report evaluates college programmes which lead to vocational qualifications in sports or sport-related industries, offered at levels 4 to 8 of the Scottish Credit and Qualifications Framework (SCQF). Excellent practice found by HM Inspectors is identified and the report also sets out recommendations for improvement. Appended are: (1) Colleges visited in the fieldwork for this report; (2) Sport and leisure programmes: Summary of data over three years; and (3) Glossary of terms. (Contains 1 table and 11 footnotes.)