ethanporcaro/eric-fulltext-meta huggingface dataset:
Holistic Student Supports Redesign: A Toolkit for Redesigning Advising and Student Services to Effectively Support Every Student. Version 3.0
Author: Achieving the Dream, Inc.
Date: 2018-00-00
Type: Guides - Non-Classroom
Subjects: Holistic Approach,Program Design,College Programs,Academic Support Services,Student Personnel Services,Academic Advising,College Students,Evidence Based Practice,Educational Planning,Program Evaluation,Educational Objectives,Student Needs,Needs Assessment,Self Evaluation (Groups),Readiness,Progress Monitoring,Data Use,Stakeholders,Faculty Development,Partnerships in Education,Program Implementation

Helping more students achieve their dreams involves identifying a wider set of student needs--including financial challenges and family responsibilities--and offering redesigned support services to meet them holistically. This holistic student supports approach emphasizes the need for colleges to redefine the way they understand, design, integrate with academics, and deliver the services that are critical for the success of every student. The goal of this toolkit is to guide institutions in redesigning student supports in an integrated, collaborative, and holistic way that enables students to progress along their educational and career pathways. This toolkit provides evidence-based, practitioner-tested tools, tips, and guides that help an institution from initial exploration of their needs through to successful evaluation and refinement. It aids institutions in their planning and execution of a more personal, seamless, and comprehensive support experience that fully equips students to learn and to succeed in achieving their goals. It charts a deep dive into the essential elements that are relevant for all colleges to consider and use. To ensure the toolkit is useful in practice, we recommend that it be read and used in chronological order. However, each chapter can be read as a stand-alone guide if your college is focused on a particular aspect of student supports.
Four Key Actions for State Education Agency Teams to Support Implementation of Multi-Tiered Systems of Support
Author: Goodman, S.
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Positive Behavior Supports,Program Implementation,Fidelity,State Action,Guidance,Information Dissemination,Faculty Development,Alignment (Education),Coordination,Educational Policy,Capacity Building

State agencies provide for MTSS [multi-tiered systems of support] initiatives with the purpose of producing meaningful outcomes. The impact of MTSS is dependent upon the ability of educators to implement the practices correctly and consistently. A lack of implementation fidelity can result in a practice or program being less effective, less efficient, or producing less-predictable responses (Sanetti Collier-Meek, Long, Kim, &amp; Kratochwill, 2014; Wang et al., 2015). A focus on supporting fidelity of implementation increases the likelihood of student success. This document brief highlights four key actions SEA [State Education Agency] teams can take to help support implementation of MTSS with fidelity.
The Impact of Superscoring on the Distribution of ACT Scores. Issue Brief
Author: Cruce, Ty
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Scores,College Entrance Examinations,Databases,Scoring

This brief describes that publicly-available ACT Superscore Database (or Tableau dashboard). The Database reports nationally and for each state the distribution of students across the full ACT Composite score scale based on three scoring methods: most recent score, highest score from a single test attempt, and ACT Superscore based on the highest subject test scores across all test attempts.
Regional Capacity Assessment. Version 2.1
Author: St. Martin, K.
Date: 2019-09-00
Type: Guides - Non-Classroom
Subjects: Geographic Regions,Regional Planning,Program Implementation,Educational Change,Educational Innovation,Program Development,Ability,Strategic Planning,Formative Evaluation,School Effectiveness,Program Administration,Scoring Rubrics,Leadership,Competence,Information Systems,Data Use

A Regional Education Agency (REA) functions as a partner with local districts and the State Educational Agency (SEA). REAs provide training, guidance and support intended to enable school districts to operate efficiently and improve their student outcomes. The primary purpose of this Regional Capacity Assessment (RCA) is to assist regional education agencies in their efforts to effectively support districts. This document provides an overview of regional education agencies; schedule and timeframe of RCA administration; process and key roles (RCA administrator, facilitator, note taker, respondents, observer); preparation for the RCA and administration; scoring; research basis and outcomes from the RCA completion; administration prerequisites; and Version 2.0 of the RCA. Additionally, it includes the DCA Administration Fidelity Checklist; Regional Capacity Assessment (RCA): Scoring Form; Scoring Guide; and Action Planning form. A glossary is also provided.
State Capacity Assessment (SCA), Version 26.2. Also Known as the Agency Capacity Assessment (ACA)
Author: Ward, Caryn
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Best Practices,Leadership Responsibility,Organizational Effectiveness,Facilitators (Individuals),Innovation,Resources,Interpersonal Communication,Stakeholders,Evaluation Methods,Program Evaluation,Role,Scoring Rubrics

The State Capacity Assessment (SCA) was developed to assess the impact and presence of efforts to build strong foundations needed to adopt, sustain, and scale effective practices so that they lead to positive outcomes. In use, the SCA assesses the extent to which an agency invests in and aligns system components to support use of best practices, which includes support and development of implementation teams within and across all levels of the system. In other health and human services fields, this State Capacity Assessment is referred to as the Agency Capacity Assessment (ACA). This document addresses: (1) the administration process and key roles; (2) focus of the SCA-ACA and scoring; (3) preparation for the assessment; (4) research basis; and (5) next steps after administration.
Engines of Economic Mobility: The Critical Role of Community Colleges, Historically Black Colleges and Universities, and Minority-Serving Institutions in Preparing Students for Success. Hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor. U.S. House of Representatives, One Hundred Sixteenth Congress, First Session (May 22, 2019). Serial Number 116-25
Author: US House of Representatives. Committee on Education and Labor, Subcommittee on Higher Education and Workforce Investment
Date: 2020-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Community Colleges,Black Colleges,Minority Group Students,Success,College Role,Tribally Controlled Education,Culturally Relevant Education,Hispanic American Students,American Indian Students,Pacific Americans,African American Students,Low Income Students,At Risk Students,Access to Education,Socioeconomic Influences

This document records testimony from a hearing before the Subcommittee on Higher Education and Workforce Investment, Committee on Education and Labor that was held to discuss the critical role of community colleges, historically black colleges and universities, and minority-serving institutions in preparing students for success. Member statements were presented by: (1) Honorable Susan A. Davis, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Lloyd Smucker, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were presented by: (1) Dr. Sandra L. Boham, ED.D., President, Salish Kootenai Colleges; (2) Dr. Glenn Dubois, Ph.D., Chancellor, Virginia Community College System; (3) Dr. Patricia McHatton, Ph.D., Executive Vice President of Academic Affairs, Student Success and P-16 Integration, University of Texas Rio Grande Valley; and (4) Dr. Reynold Verret, Ph.D., President, Xavier University of Louisiana. Additional submissions include: (1) Chairwoman Davis: Graduation Rate Initiative; (2) Honorable Mark Takano, a Representative in Congress from the State of California: Letter dated May 20, 2019, from SEARAC and Prepared statement from OCA - Asian Pacific American Advocates; (3) Honorable David J. Trone, a Representative in Congress from the State of Maryland: HBCU's Make America Strong: The Positive Economic Impact of Historically Black Colleges and Universities; (4) Questions submitted for the record by: Honorable Rau´l M. Grijalva, a Representative in Congress from the State of Arizona; Honorable Andy Levin, a Representative in Congress from the State of Michigan; Honorable Donald Norcross, a Representative in Congress from the State of New Jersey; Honorable Gregorio Kilili Camacho Sablan, a Representative in Congress from the Northern Mariana Islands; Honorable Robert C. ''Bobby'' Scott, a Representative in Congress from the State of Virginia; and Honorable Lori Trahan, a Representative in Congress from the State of Massachusetts; and (5) Responses to questions submitted for the record by: Dr. Boham; Dr. Dubois; Dr. McHatton; and Dr. Verret.
2019 Transfer Report: Measuring Statewide Transfer Degree Effectiveness
Author: Washington Student Achievement Council
Date: 2019-04-00
Type: Reports - Descriptive
Subjects: College Transfer Students,Bachelors Degrees,Associate Degrees,Public Colleges,Majors (Students),College Graduates,College Credits,Two Year Colleges,Undergraduate Students,Graduation Rate

This descriptive report is the eighth iteration of the biennial transfer progress report required by the Washington State Legislature. The report: (1) Monitors progress on the following transfer effectiveness indicators (number of students earning transfer degrees over time and median quarter credits earned toward a bachelor's degree by transfer students versus students who enter a four-year institution directly); (2) Describes new transfer associate degrees; and (3) Provides other data on transfer efficiency improvements. The report focuses mainly on analyzing the transfer effectiveness indicators. The first section describes the data and methodology used for the analysis and includes study findings. Transfer associate degree and transfer efficiency updates are then shared in a Transfer Updates section. The report ends with suggested future work. [For the 2017 Transfer Report, see ED592997.]
A Digital Communications Approach: External Communications Strategies Using Online Mediums
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-01-00
Type: Reports - Research
Subjects: Communication Strategies,Vocational Education,Statewide Planning,Audience Awareness,Educational Benefits,Film Production,Student Developed Materials,Video Technology,Social Media,High School Students,Partnerships in Education

In a rapidly changing world, it is more important than ever for learners of all ages to develop the skills and experiences necessary to succeed in high-wage, high-skilled and high-demand careers of their choosing. Career Technical Education (CTE) is working with every state to help learners succeed, while also providing employers with skilled and talented employees across a range of industries. To connect more students to CTE programs, Advance CTE compiled model programs to address the challenge of communicating effectively with students and families about CTE options. In an increasingly connected world, it is critical to use a digital first approach when communicating with target audiences. This resource from Advance CTE examines Washington, Arkansas and Maryland's digital approaches to educating, informing and building relationships with CTE learners. This case study is one of three that highlights the exciting work being done across the country to reach local stakeholders, create communications strategies that emphasize digital mediums and develop messaging that resonates with specific audiences. The other two case studies may be accessed here: (1) &quot;Supporting Districts and Schools in their Recruitment Efforts: Stronger Relationships, Better Engagement&quot; (ED606185); and (2) &quot;Strategic Messaging for Effective Communications: Using Research Insights to Connect to Key Audiences&quot; (ED606183).
Obstacles of Using Edmodo Platform in the Omani Resource Room Program
Author: Al-Zoubi, Suhail Mahmoud
Date: 2019-05-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Technology,Technology Uses in Education,Assistive Technology,Students with Disabilities,Learning Disabilities,Barriers,Resource Room Programs,Special Education

The aim of this study was to identify the obstacles of using the Edmodo platform in the Omani Resource Room program as perceived by teachers of students with learning disabilities. The sample consisted of 125 teachers who responded to an e-questionnaire distributed on three dimensions: technical and administrative obstacles, obstacles related to teachers, and obstacles related to students and their parents. The results showed there were a number of technical and administrative obstacles and other obstacles related to the teacher, students, and parents that reduce the use the Edmodo platform in the Omani Resource Room program.
Strategic Messaging for Effective Communications: Using Research Insights to Connect to Key Audiences
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-01-00
Type: Reports - Research
Subjects: Communication Strategies,Audience Analysis,Vocational Education,Family Attitudes,Student Attitudes,Statewide Planning,Educational Benefits

In a rapidly changing world, it is more important than ever for learners of all ages to develop the skills and experiences necessary to succeed in high-wage, high-skilled and high-demand careers of their choosing. Career Technical Education (CTE) is working with every state to help learners succeed, while also providing employers with skilled and talented employees across a range of industries. To connect more students to CTE programs, Advance CTE compiled model programs to address the challenge of communicating effectively with students and families about CTE options. This resource from Advance CTE examines key findings from a national survey that explored the attitudes of families and students of those currently enrolled in CTE and those who are prospective students and explores Georgia and North Dakota's approaches to developing statewide messaging. This case study is one of three that highlights the exciting work being done across the country to reach local stakeholders, create communications strategies that emphasize digital mediums and develop messaging that resonates with specific audiences. The other two case studies may be accessed here: (1) &quot;Supporting Districts and Schools in their Recruitment Efforts: Stronger Relationships, Better Engagement&quot; (ED606185); and (2) &quot;A Digital Communications Approach: External Communications Strategies Using Online Mediums&quot; (ED606181).
Low-Income Gifted Students in the United States: Are Their Peers in Other Countries Treated Better?
Author: Morgan, Hani
Date: 2019-00-00
Type: Journal Articles
Subjects: Low Income Students,Academically Gifted,Comparative Education,Gifted Education,Foreign Countries,Talent Identification,Educational Policy,Educational Practices,Student Characteristics,International Assessment,Socioeconomic Background,Equal Education,Screening Tests,Disadvantaged Youth,Cultural Differences,Elementary Secondary Education,Student Placement

This article compares the way the United States deals with its low-income gifted students with the methods Finland, Japan, and Singapore implement for these pupils. Four components of gifted education were used to compare these nations: the methods for identifying gifted students, each country's gifted education policy, the educational opportunities for low-income gifted students, and the concerns each nation faces relating to the education of gifted pupils. The conclusion focuses on the practices Finland, Japan, and Singapore implement that would benefit low-income, high-ability students in the United States.
Supporting Districts and Schools in Their Recruitment Efforts: Stronger Relationships, Better Engagement
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-01-00
Type: Reports - Research
Subjects: Student Recruitment,Vocational Education,Communication Strategies,Audience Awareness,Educational Benefits,State School District Relationship,Community Colleges,School Counselors,Counselor Training,Outreach Programs,Stakeholders,Public Schools

In a rapidly changing world, it is more important than ever for learners of all ages to develop the skills and experiences necessary to succeed in high-wage, high-skilled and high-demand careers of their choosing. Career Technical Education (CTE) is working with every state to help learners succeed, while also providing employers with skilled and talented employees across a range of industries. To connect more students to CTE programs, Advance CTE compiled model programs to address the challenge of communicating effectively with students and families about CTE options. States play an important role in supporting districts and schools in their efforts to recruit more students into CTE programs of study. This resource from Advance CTE examines how Colorado and Idaho developed strategies to connect and support CTE programs at the local level to promote recruitment. This case study is one of three that highlights the exciting work being done across the country to reach local stakeholders, create communications strategies that emphasize digital mediums and develop messaging that resonates with specific audiences. The other two case studies may be accessed here: (1) &quot;Strategic Messaging for Effective Communications: Using Research Insights to Connect to Key Audiences&quot; (ED606183); and (2) &quot;A Digital Communications Approach: External Communications Strategies Using Online Mediums&quot; (ED606181).
Student Residence. DataPoints. Volume 7, Issue 21
Author: American Association of Community Colleges
Date: 2019-12-00
Type: Reports - Descriptive
Subjects: On Campus Students,College Housing,Commuting Students,Place of Residence,Undergraduate Students,Family Environment,Public Colleges,Private Colleges,Community Colleges

This issue of &quot;DataPoints&quot; shows student residence while enrolled at college by institutional category, 2016. These data reflect the fact that community college students are more likely to be nontraditional students who are juggling college, work and taking care of family members while attending college near their home.
Broadening the Path: Design Principles for Middle Grades CTE
Author: Advance CTE: State Leaders Connecting Learning to Work
Date: 2020-03-00
Type: Guides - Non-Classroom
Subjects: Middle School Students,Vocational Education,Career Exploration,Job Skills,Skill Development,Employment Potential,Technological Literacy,Program Design,Academic Standards,Best Practices,Program Evaluation,Experiential Learning,Program Effectiveness,Educational Objectives

The middle grades have become the agreed upon starting point for high-quality Career Technical Education (CTE) programs, as this represents a critical time for students making important decisions that may have a lasting impact on their careers. However, there lacks a common view among state and local leaders on what makes up a high-quality middle grades CTE program or policy. With the promotion of middle grades CTE in the Strengthening Career and Technical Education for the 21st Century Act (Perkins V), it is an ideal time for state and local leaders to consider how to best support and expand CTE in middle school. To support this work, this resource from Advance CTE and Association for Career and Technical Education (ACTE) lays out a theory of action for middle grades CTE. This resource defines outcomes for student learning, 10 design principles that should undergird any middle grades CTE program or policy and core programmatic elements for developing and expanding CTE into middle grades. This resource is aimed at state and local leaders working to develop or strengthen middle grades CTE policies, programs, and practices. This paper also includes a design principles self-assessment for state and local leaders to evaluate their current middle grades CTE policies and programs. In addition, Advance CTE and ACTE have developed a repository of state-level resources that state and local leaders can leverage as they begin to develop and expand CTE into the middle grades. The repository includes links to resources from all 50 states and Washington, DC, including state middle grades CTE standards, career development guidance and tools, work-based learning and Career Technical Student Organization supports, licensure requirements, state policies and more.
Budget Processes and the Faculty Role. Adopted Fall 2019
Author: Academic Senate for California Community Colleges
Date: 2019-00-00
Type: Guides - General
Subjects: Community Colleges,College Faculty,Teacher Role,Budgets,Budgeting,Funding Formulas,Educational Change,Teacher Participation,State Legislation,Educational Finance,College Planning,Cost Effectiveness,Multicampus Districts

Few things can impact the success of students at community colleges more than budget and planning. Faculty must therefore have a basic comprehension of budget processes and of faculty roles in them. This paper aims to serve various purposes. It provides a primer on how the system-wide budgeting process works prior to colleges receiving monies from the state and assists faculty leaders in understanding these processes. It details some of the changes occurring at the state level around the Student Centered Funding Formula, changes to categorical programs, and other elements, all of which have implications for local faculty leaders. Finally, it describes local processes from several different perspectives -- those of a single college district, a small multi-college district, and a large multi-college district -- to provide practices that may be helpful for faculty leaders tackling budget considerations at their own colleges. This paper addresses different aspects of the campus budget and proposes processes to consider, and it is intended as a reference, especially for faculty who are not inherently comfortable with budget language and processes.
The Effect of Flipped Classroom Model on Students&apos; Achievement in the New 2016 Scholastic Assessment Test Mathematics Skills
Author: Jarrah, Adeeb M.
Date: 2019-00-00
Type: Journal Articles
Subjects: Homework,Video Technology,Technology Uses in Education,Teaching Methods,Mathematics Achievement,Mathematics Skills,Grade 11,Females,High School Students,Conventional Instruction,Instructional Effectiveness,Foreign Countries,College Entrance Examinations

The flipped classroom model has become more popular and one of the focus of many researchers and teachers in the recent years. The aim of current study is to explore the effect of flipped classroom model on students' achievements in the new SAT 2016 mathematics skills (Heart of Algebra, Problem solving and data analysis, and Passport to Advanced Math) for the eleventh grade Emirati female students in Al Ain, United Arab Emirates. Specifically, this study aims at determining whether there was a statistically significant difference in student achievements in the new SAT mathematics skills between two groups of grade 11 students. Thus, pretest/posttest quasi-experimental design was applied. The experimental group was taught by flipped classroom model, and the control group was taught by traditional instruction methods. The results revealed that there is a statistically significant difference between the pretest and posttest of the experimental group over the control group the new SAT mathematics skills. Furthermore, the findings suggest that teachers who teach mathematics standardized test skills like SAT can use flipped classroom model to enhance students' readiness and to improve their thinking skills to simulate the 21st-century skills.