ethanporcaro/eric-fulltext-meta huggingface dataset:
Women in the Graduate Management Education Pipeline. Research Brief
Author: Graduate Management Admission Council (GMAC)
Date: 2023-03-00
Type: Reports - Research
Subjects: Graduate Study,Administrator Education,Women Administrators,Womens Education,Females,Barriers,Student Motivation,Goal Orientation,Preferences,Costs,Self Efficacy,Online Courses,Blended Learning,In Person Learning,Student Interests,Gender Differences,Careers,Income,Occupations

Women represent a key demographic in the global workforce and are increasingly seeking advanced degrees to further their careers. However, many barriers and challenges still exist in attracting and retaining prospective female students in graduate management education (GME) programs. This research brief takes a closer look at the perspectives of women in the GME pipeline. Data is leveraged from GMAC's Prospective Students Survey, in which candidates self-select their gender identity, as well as other research to better understand their motivations and goals. With this understanding, GME programs can better tailor messaging to use when marketing to this key audience. First, the brief examines the mindset female candidates have expressed in the survey, including the motivations and barriers they consider when assessing a potential next step in GME. Then, through the identification of female candidates' hopes for potential benefits from GME, the second section contextualizes these preferences. With a better understanding of female GME candidates' mindsets and hopes, the final section examines their associated career goals and expectations and their plans for the future.
Achieving Equity in Access to Qualified Teachers in HISD. Research Brief for the Houston Independent School District [Brief 1]
Author: Thomas, Tori
Date: 2023-08-00
Type: Reports - Research
Subjects: Teacher Qualifications,School Districts,Teacher Characteristics,Student Characteristics,Educational Attainment,Teacher Certification,Special Education,English (Second Language),Bilingual Education,Teaching Experience,Teacher Background,Student Diversity,Diversity (Faculty),Minority Group Students,Minority Group Teachers,Racial Composition,Ethnicity,African American Students,African American Teachers,Hispanic American Students,Hispanic Americans,English Language Learners,Elementary Secondary Education

This study analyzed the equitable distribution of qualified teachers across schools in the Houston Independent School District (HISD) in the 2018-19 and 2019-20 school years. It examined how the characteristics of teachers were distributed in schools relative to the characteristics of the students attending those schools. For each HISD campus, the study assessed the percentage of teachers who have advanced degrees; the percentage of teachers with certifications in special education (SPED), English as a Second Language (ESL) or Bilingual Education; the percentage of teachers who have a background in education; and the average years of teaching experience. Findings showed that HISD teachers with certifications in SPED and ESL/Bilingual Education were equitably distributed across the campuses where students needed them most. However, HISD can improve the distribution of teachers with a formal background in education, advanced degrees, and more years of teaching experience. Given the racial/ethnic diversity of HISD students and teachers, this study also examined the extent to which the racial/ethnic makeup of students resembled that of the teachers in their schools. The study found that schools with the highest proportions of Black or Hispanic students also had the highest proportions of Black or Hispanic teachers respectively, meaning that Black or Hispanic students attending schools where they are the majority were more likely to be taught by teachers who looked like them.
Technology-Based Support Shows Promising Long-Term Impact on Math Learning: Initial Results from a Randomized Controlled Trial in Middle Schools
Author: Feng, Mingyu
Date: 2023-06-00
Type: Reports - Research
Subjects: Middle Schools,Mathematics Instruction,Learning,Time Perspective,Academic Achievement,Electronic Learning,Educational Technology,Program Effectiveness,Opportunities,Disadvantaged Youth,Racial Composition,Minority Group Students

As a promising tool for improving math education and closing the achievement gap, the use of educational technology has dramatically expanded in K-12 education in recent years, accelerated by the COVID-19 pandemic. ASSISTments was one of the few digital learning programs recommended for use in response to the COVID-19 pandemic (Sahni et al., 2021). Developed by researchers at Worcester Polytechnic Institute, ASSISTments is a free online formative assessment platform that applies innovative technology in education. This study measured the possible long-term impact of ASSISTments on student learning. Findings from the study can help schools, districts, and states make informed decisions regarding resource allocation and adoption of technology-based programs, as well as the specific skills and knowledge that educators need to integrate technology into their schools effectively--potentially leading to improved student performance while saving time and money in the long run. By prioritizing evidence-based practices, schools and districts can track the impact of the technologies they adopt and hold themselves accountable for meeting their goals. Key findings include: (1) ASSISTments had a significant positive impact on student learning in the long term; (2) ASSISTments helped close opportunity gaps; and (3) ASSISTments benefited more those students whose schools had a higher percentage of students from economically disadvantaged backgrounds or a lower percentage of White students. [Collaborators for this report include WestEd, North Carolina State University, SRI International, LFC Research, Digital Promise, and Worcester Polytechnic Institute.]
Staying in the Neighborhood: Examining Distance to Zoned Schools and Access to Transportation. Research Brief for the Houston Independent School District
Author: Molina, Mauricio
Date: 2023-07-00
Type: Reports - Research
Subjects: School Districts,Zoning,Geographic Location,Student Transportation,Access to Education,School Location,Place of Residence,Enrollment,Enrollment Influences,Eligibility,Middle Schools

In the Houston Independent School District (HISD), how far a student lives from their zoned school determines their access to school transportation. Per district policy, students must live at least 2 miles from their zoned school to be eligible for district-provided school transportation. The Houston Education Research Consortium (HERC) examined the distance between students' homes and zoned schools across HISD to understand the effect distance has on zoned school enrollment, specifically within the context of HISD's transportation eligibility policy. The research found that most students who attend their zoned elementary schools are ineligible for district-provided transportation because they live within 2 miles of that school. Additionally, students who lived closer to their zoned school were more likely to attend that school. Significant differences also exist in the share of students living within 2 miles of their zoned school who enrolled at that school and who did not when grouped by race, socioeconomic status, English learner status, and gifted/talented status. These findings applied across all grade levels and indicate that living closer to a zoned school is associated with enrollment in that school, even though this could mean being ineligible for district-provided school transportation. Implications and recommendations for the district are also discussed.
Understanding the Effect of HISD&apos;s EMERGE Program on Student Outcomes. Research Brief for the Houston Independent School District
Author: Holzman, Brian
Date: 2023-07-00
Type: Reports - Research
Subjects: Program Effectiveness,Outcomes of Education,Academically Gifted,First Generation College Students,Low Income Students,College Bound Students,Selective Admission,Colleges,Academic Advising,Comparative Analysis,College Admission,College Applicants,Incidence,College Enrollment,College Entrance Examinations

High-performing first-generation and economically disadvantaged students are more likely to attend colleges and universities that are less competitive than their academic qualifications allow, which makes them less likely to graduate. EMERGE is a multiyear, personalized college advising program that aims to address this problem by preparing academically high-performing first-generation and economically disadvantaged students to attend and graduate from the nation's most selective colleges and universities. The costs associated with this high-touch approach warrant investigating how EMERGE compares with low-touch information packets and general district support. This first-ever causal study of EMERGE compared students who were admitted to HISD's EMERGE program with comparable students who applied but were not admitted and were close to the admission cutoff. The analyses showed students admitted to HISD's EMERGE program were significantly more likely to apply to selective colleges, submit more applications to selective colleges, and enroll in selective colleges. Information packets were ineffective.
Teachers&apos; Attitudes to the Implementation of Bhutan Professional Standards (BPST) for Teachers in Bhutan
Author: Wangda, Karma
Date: 2023-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Evaluation,Teacher Attitudes,Standards,Professionalism,Barriers,Positive Attitudes,Correlation,Teacher Effectiveness,Teacher Competencies,Academic Achievement,Teacher Surveys,Case Studies,Likert Scales,Elementary Secondary Education,Educational Quality,Teacher Characteristics

Implementation of Bhutan Professional Standards for Teachers in Bhutan is a key impetus for teachers across the country to enhance impeccable teacher competency. Studies on teachers' attitudes towards professional standards show a positive as there was a significant correlation between teachers' competencies, learners' academic achievement, and the quality of education. However, Bhutan Professional Standards for Teachers is relatively new and there is little study exists relative to Bhutan. The study on Teachers' Attitudes to the Implementation of Bhutan Professional Standards for Teachers in Bhutan aimed to explore and get a snapshot view of teachers on Bhutan Professional Standards for Teachers. Through a cross-sectional survey design, data were collected from 155 participants using the Five-Pointed Likert Scale and two open-ended questionnaires. The descriptive analysis revealed that teachers have fairly positive attitudes toward the implementation of Bhutan Professional Standards for Teachers. Associated challenges, the implication of the findings, and recommendations are also discussed.
GMAC Prospective Students Survey. 2023 Summary Report
Author: Graduate Management Admission Council (GMAC)
Date: 2023-04-00
Type: Reports - Research
Subjects: Graduate Students,Student Surveys,Business Administration Education,Preferences,Occupational Aspiration,First Generation College Students,College Applicants,Student Motivation,Sustainability,Social Responsibility,Corporations,Blended Learning,COVID-19,Pandemics,Career Development,Career Choice,Gender Differences,Study Abroad,Barriers,Age Groups

For more than a decade, the Graduate Management Admission Council (GMAC) Prospective Students Survey (PSS) has provided the world's graduate business schools with critical insights into the decision-making processes of people currently considering applying to a graduate management education (GME) program. Its questions--covering a diverse range of topics that impact prospective students' application and enrollment decisions--provide school professionals with timely, relevant, and reliable market intelligence to inform how they engage with candidates to build their incoming classes. This year's summary report, which considers data collected in the 2022 calendar year, continues to explore trends in the candidate pipeline, program preferences, and career goals. It also focuses on new questions added to this year's survey about first-generation candidates, motivations for pursuing GME, and social issues like sustainability and corporate social responsibility. The report then considers the longevity of trends in online and hybrid education and candidate mobility brought on by the COVID-19 pandemic. [Contributors of the report include: Andrew Walker, Alexandria Williams, Nicola Rampino, Quan Yuan, Kun Yuan, and Sabrina White. For the related report, &quot;GMAC Prospective Students Survey. 2023 Deans Summary,&quot; see ED630799. For the 2022 report, see ED623211.]
GMAC Prospective Students Survey. 2023 Deans Summary
Author: Graduate Management Admission Council (GMAC)
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Graduate Students,Business Administration Education,Student Surveys,First Generation College Students,Student Motivation,College Applicants,Barriers,Preferences,Masters Programs,Masters Degrees,Occupational Aspiration

This Deans Summary highlights the key themes and insights of the GMAC Prospective Students Survey -- 2023 Summary Report. It continues to explore trends in the candidate pipeline, program preferences, and career goals as well as new questions added to this year's survey about first-generation candidates, motivations for pursuing GME, and social issues like sustainability and corporate social responsibility. [For the related report, &quot;GMAC Prospective Students Survey. 2023 Summary Report,&quot; see ED630796. For the 2022 report, see ED623229.]
Job Stressors and Their Effects on Academic Staff: A Case Study
Author: Günbayi, Ilhan
Date: 2014-10-00
Type: Journal Articles
Subjects: Preschool Education,Elementary Schools,Secondary Schools,Volunteers,Stress Variables,Work Environment,Job Performance,Attitudes,Foreign Countries,Colleges,Preservice Teacher Education,Coping

The purpose of this study was to understand the kinds of stressors originating from academic work setting, the influences of those kinds of stressors on academic staff and to know how they overcame stress at work setting. A non-probability sample was used. 12 academic staff -- six in Diest Campus and six in Heverlee Campus in KHLeuven University Teacher Education and Training College in Leuven in Belgium -- were volunteers working in pre-school, primary school and secondary school programs. A qualitative approach with a multiple case study with embedded units was selected for this study. Semi-structured individual and focus group interviews, participant observations and document analysis of staff's weekly schedules were used to collect data. Findings showed that there were intensive and various kinds of stress originating from stressors in academic setting and the effects of stress might be either negative or positive. Thus, the outcome of the research addresses important implications for the professional work life of academic staff in understanding how stress influences academic staff's performance negatively and positively, identifying where negative and positive stress exist in academic setting and knowing how to overcome stressors originating from academic settings. [This article was presented at World Conference on Educational and Instructional Studies (WCEIS), Nov 6-8, 2014, Antalya, Turkey.]
Campus Teacher Characteristics and Outcomes for Black and Hispanic Students. Research Brief for the Houston Independent School District [Brief 2]
Author: Thomas, Tori
Date: 2023-08-00
Type: Reports - Research
Subjects: Teacher Qualifications,Academic Achievement,Attendance,Discipline,Student Behavior,African American Students,Hispanic American Students,School Districts,Educational Attainment,Teacher Background,Teacher Certification,Special Education,English (Second Language),Bilingual Education,Teaching Experience,Correlation,Elementary Secondary Education,Institutional Characteristics,Student Characteristics,Teacher Characteristics,African American Teachers,Hispanic Americans

This study investigates how teacher qualifications at the campus level were related to achievement, absenteeism, and discipline outcomes for Black and Hispanic students in the Houston Independent School District (HISD) during the 2018-19 and 2019-20 school years. Campus-level teacher qualifications included shares of advanced degrees, formal backgrounds in education, certifications in special education (SPED), certifications in English as a Second Language/Bilingual Education (ESL), and above-district-average years of teaching experience. Some qualifications were related to different outcomes for Black and Hispanic students, but overall, campus-level teacher qualifications were related to higher achievement, lower absenteeism, and lower disciplinary referrals for both racial/ethnic groups in HISD. [For the first brief, &quot;Achieving Equity in Access to Qualified Teachers in HISD. Research Brief for the Houston Independent School District,&quot; see ED630780.]
The Availability of Black and Hispanic Teachers in HISD Schools Shapes Black and Hispanic Students&apos; Academic and Behavioral Outcomes. Research Brief for the Houston Independent School District [Brief 3]
Author: Thomas, Tori
Date: 2023-08-00
Type: Reports - Research
Subjects: Teacher Qualifications,Academic Achievement,Attendance,Discipline,Student Behavior,African American Students,Hispanic American Students,School Districts,Educational Attainment,Teacher Background,Teacher Certification,Special Education,English (Second Language),Bilingual Education,Teaching Experience,Correlation,Elementary Secondary Education,Institutional Characteristics,Student Characteristics,Teacher Characteristics,African American Teachers,Hispanic Americans

This study analyzes how the availability of Black and Hispanic teachers within schools in the Houston Independent School District is related to Hispanic and Black students' academic and behavioral outcomes during the 2018--19 and 2019--20 school years. The analyses found that Hispanic and Black students' test scores, attendance and discipline referrals are shaped by the demographics of their fellow students and faculty. Specifically, Hispanic students attending schools where the majority of both teachers and students were also Hispanic had higher test scores, lower absenteeism and lower disciplinary referrals. In contrast, the opposite was found to be the case for Black students: When they attended schools with lower proportions of Black students and teachers, these students tended to have better reading scores, less absenteeism and fewer disciplinary referrals. These results may be due to systemic disadvantages facing some schools in predominantly Black communities. [For the second brief, &quot;Campus Teacher Characteristics and Outcomes for Black and Hispanic Students. Research Brief for the Houston Independent School District,&quot; see ED630801.]
Academic Year 2019 through Academic Year 2022 Degrees Awarded and Top-Ten Degrees &amp; August 2022 Academic Program Summary
Author: Mississippi Institutions of Higher Learning, Office of Strategic Research
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,STEM Education,State Universities,Public Colleges,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,College Students,Intellectual Disciplines,College Programs,African American Students,White Students,Males,Females,Specialists

This report presents academic year 2019 through 2022 degrees awarded and top-ten degrees at Mississippi institutes of higher education, along with Science, Technology, Engineering, and Mathematics (STEM) degrees awarded and top-ten degrees, and August 2021 academic program summary for Mississippi. The following institutes of higher education are presented: (1) IHL System; (2) Alcorn State University; (3) Delta State University; (4) Jackson State University; (5) Mississippi State University; (6) Mississippi State University -- Meridian; (7) Mississippi University for Women; (8) Mississippi Valley State University; (9) University of Mississippi; (10) University of Mississippi Medical Center; (11) University of Southern Mississippi; and (12) University of Southern Mississippi -- Gulf Park. STEM degrees awarded and top-ten degrees are presented for the IHL System. August 2021 academic program summary includes: (1) Definition of Terms; and (2) The Number of Academic Degree Programs Offered by University. [For &quot;Academic Year 2018 through Academic Year 2021 Degrees Awarded and Top-Ten Degrees &amp; August 2021 Academic Program Summary,&quot; see ED617900.]
Paving the Path to Debt-Free College
Author: Cantwell, Brendan
Date: 2023-04-00
Type: Reports - Evaluative
Subjects: Paying for College,Debt (Financial),Policy Formation,Educational Finance,State Federal Aid,Educational Policy,Student Financial Aid,Higher Education,Partnerships in Education,Data Use,Adjunct Faculty,Educational Quality,Rural Schools,Minority Serving Institutions,Tuition

Amid efforts to address the ongoing crisis of high costs, high debt burdens, and decreasing confidence in the value of higher education, TICAS [The Institute for College Access &amp; Success] commissioned leading academics to write a series of papers to inform the policy conversation about how to implement effective, equitable, and sustainable solutions to the college affordability crisis. Collectively, the papers outline the current college financing landscape, discuss potential policy options for reducing reliance on debt, and examine specific components that could be addressed as part of a larger federal-state funding partnership to achieve debt-free college for all.
The Harmful Consequences of Work Requirements and Other Obstacles to Services for Children and Families
Author: First Focus on Children
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: At Risk Persons,Child Health,Nutrition,Housing,Socioeconomic Status,Child Development,Young Children,Federal Programs,Eligibility,Low Income Groups,Employment Level,COVID-19,Pandemics,Access to Health Care,Health Insurance,Hunger,Welfare Services,Tax Credits,Foster Care,Family Programs,Barriers

Weakening federal assistance programs that provide children with affordable health care, nutritious food, stable housing, and early childhood education by imposing funding cuts, work requirements, unreasonable time limits, and other unnecessary bureaucratic barriers undermines access to services for low income families and undercuts opportunities for their children. These actions often hurt children with the greatest need, creating categories of deservedness of children that negatively impact their well-being and harm their short-term and long-term success. Holding children back in this way has adverse consequences for the economy and doesn't reflect the values of the nation. This document is an update to the 2018 brief, &quot;The Harmful Consequences of Work Requirements and Other Obstacles on Families with Children&quot; [ED603487], and explains how work requirements would weaken the effectiveness of assistance programs by increasing disparities for children in marginalized communities and undermining child health, nutrition, housing stability, economic security, and early childhood development.