ethanporcaro/eric-fulltext-meta huggingface dataset:
Cumulative Median Student Loan Debt in Minnesota, 2016
Author: Williams-Wyche, Shaun
Date: 2017-11-00
Type: Numerical/Quantitative Data
Subjects: Debt (Financial),Student Loan Programs,Student Financial Aid,Postsecondary Education,Loan Repayment,College Students,State Colleges,Private Colleges,Public Colleges,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Loan Default,Paying for College,Certification

This report details the amount of student loans by institution type and award type (the type of postsecondary credential, e.g., a certificate or bachelor's degree), along with the percentage of graduates with loans for the 2011-12 to 2015-16 academic years. The Office surveyed degree-granting Minnesota institutions to obtain median cumulative student loan debt by type of certificate/degree. In this report, cumulative median student loan debt (&quot;cumulative median debt&quot;) refers to the median amount of debt incurred by a student while attending a specific institution and pursuing a specific postsecondary credential. The debt figures include debt from federal, state, and private sources that is known to the institutions. The data submitted by the institutions shows that student loan debt is trending in different directions based on award type. Since 2012, cumulative median debt has declined across all undergraduate awards, while over the same period, student loan debt has increased across all graduate awards. Other findings in the report include: (1) Student debt amounts increased as the award type and the length of the program increased; (2) Fewer students, across all award types, are borrowing to finance their postsecondary education; (3) For associate and bachelor's degrees, students graduating from for-profit institutions typically have higher median student loan debt rates than students at public and private non-profit institutions; and (4) Minnesota's default rate continues to stay below the national default rate and lower than neighboring states. [For &quot;Cumulative Student Loan Debt in Minnesota, 2015,&quot; see ED572307.]
Minnesota Office of Higher Education Financial Aid Basics
Author: Minnesota Office of Higher Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: College Students,College Applicants,Financial Aid Applicants,Student Financial Aid,College Bound Students,Paying for College,Costs,Student Loan Programs,College Credits,Dual Enrollment,Grants

Financial aid has helped millions of students pay for their education beyond high school. This document provides information about federal and Minnesota financial aid programs, including the following sections: (1) How do I apply for financial aid?; (2) Five basic steps to apply for financial aid; (3) What types of financial aid are available?; (4) 7 ways to earn college credits in high school; (5) 4 reasons you should go to college; (6) How much does college cost?; (7) Are there tax benefits for going to college?; and (8) Financial aid programs.
Measuring up to the Model: A Ranking of State Public Charter School Laws. Eleventh Annual Edition
Author: Ziebarth, Todd
Date: 2020-01-00
Type: Reports - Descriptive
Subjects: Charter Schools,School Law,State Legislation,Public Schools,Educational Legislation,Educational Trends,Accountability,Educational Quality,Educational Equity (Finance),State Aid

This eleventh edition of &quot;Measuring up to the Model: A Ranking of State Charter School Laws&quot; presents the latest activity in charter public school legislation across the country. This report evaluates each state's public charter school law against the 21 essential components of a strong charter school law. These 21 components are drawn from the National Alliance's &quot;A New Model Law for Supporting the Growth of High-Quality Public Charter Schools: Second Edition&quot; (ED613003). Key takeaways include: (1) For the fifth year in a row, Indiana has the nation's strongest charter school law in the country, ranking No. 1 (out of 45); (2) Idaho and Tennessee made the biggest jumps in this year's rankings, both moving up four spots; (3) California and Illinois experienced notable drops in this year's rankings; (4) The Top 10 includes a mixture of states with more mature movements (Indiana at No. 1, Colorado at No. 2, Minnesota at No. 4, Florida at No. 7, Louisiana at No. 8, and the District of Columbia. at No. 10) and states with newer movements (Washington at No. 3, Alabama at No. 5, Mississippi at No. 6, and Maine at No. 9); (5) States that are enacting laws for the first time and states that are overhauling their laws are bypassing states that were previously more highly ranked, such as Massachusetts, Arizona, and New York; (6) West Virginia enacted a charter school law; and (7) Maryland has the nation's weakest charter school law, ranking No. 45 (out of 45). The purpose of the analyses is to encourage state laws and regulations to require best practices and guarantee charter school rights and freedoms so that state charter school movements will benefit from a supportive legal and policy environment. [For the tenth edition, see ED595170.]
Getting Prepared 2018: Developmental Education Course-Taking of High School Graduates, Classes 2009-2017
Author: Fergus, Meredith
Date: 2019-05-00
Type: Numerical/Quantitative Data
Subjects: Developmental Studies Programs,Remedial Instruction,Course Selection (Students),High School Graduates,College Bound Students,College Readiness,Enrollment Rate,Educational Trends,Outcomes of Education,Racial Differences,Gender Differences,English Language Learners,Low Income Students,Needs Assessment,Testing,Special Education,Institutional Characteristics,College Credits

&quot;Getting Prepared 2018&quot; examines Minnesota public high school graduates from the classes of 2009-2017 who enrolled in postsecondary education and those enrolled in developmental education. This report provides insight into the academic readiness of Minnesota public high school graduates. Developmental education adds to the overall cost of college for students in terms of both tuition and opportunity costs for students who spend additional time finishing developmental course requirements before starting program-specific courses. The report utilizes analysis resulting from linking student level data within the Minnesota Statewide Longitudinal Education Data System (SLEDS) on Minnesota public high school graduates from the Minnesota Department of Education with college enrollment data from the Minnesota Office of Higher Education and the National Student Clearinghouse. Twenty-two percent of 2015 public high school graduates enrolling in postsecondary enrolled in one or more developmental courses within two years of graduating high school. Overall developmental education rates for recent high school graduates declined between 2009 and 2015. Almost all graduates enrolling in developmental education (97%) enrolled at Minnesota State Colleges and Universities. Disparities in enrollment in developmental education also exist for students of color, non-English speakers and lower income students. [For &quot;Getting Prepared 2017: Recent High School Graduates and Development Courses,&quot; see ED583057.]
How Much Do Teachers Value Deferred Compensation? Evidence from Defined Contribution Rate Choices. Working Paper No. 242-0920
Author: Goldhaber, Dan
Date: 2020-09-00
Type: Reports - Research
Subjects: Compensation (Remuneration),Retirement Benefits,Teacher Retirement,Teacher Attitudes,Public School Teachers,Preferences

How much do teachers value compensation that is deferred until retirement? This question is important because the vast majority of public school teachers are covered by defined benefit (DB) pension plans that &quot;backload&quot; a large share of compensation to retirement relative to the compensation structure in the private sector. There is little evidence, other than Fitzpatrick (2015), however, about whether DB pensions are consistent with teacher preferences for current and deferred compensation. This study examines a unique setting in Washington State, where teachers enroll in a hybrid, DB-Defined Contribution (DC) pension system, and have choices over their DC contribute rate. These choices reveal preferences about the value teachers place on current versus retirement compensation. We find that teachers choose to contribute an average of 8.18 percent, significantly more than the minimum required contribution of 5 percent. This suggests that teachers value retirement compensation significantly more than previously estimated by Fitzpatrick. Potential explanations for the difference in findings from prior evidence are discussed, including estimation strategies, differences in state settings, overall plan generosity, and the potential for teachers to view DB and DC pensions as different products.
The Potential for Community College Students to Expand and Diversify University Degree Production in STEM Fields. Working Paper No. 244-1020
Author: Qian, Cheng
Date: 2020-10-00
Type: Reports - Research
Subjects: STEM Education,Two Year College Students,Community Colleges,Academic Degrees,Student Diversity,Access to Education,At Risk Students,Low Income Students,Minority Group Students,Racial Differences,Ethnicity,Predictor Variables,Success

We use rich administrative microdata from Missouri to examine the potential to expand and diversify the production of STEM [science, technology, engineering, and mathematics] degrees at universities by tapping into the population of community college students. We find that the scope for expansion is modest, even at an upper bound, because most community college students have academic qualifications that make them unlikely to succeed in a STEM field at a university. We also find there is almost no scope for community college students to improve the racial/ethnic diversity of four-year STEM degree recipients. We conclude that it will be challenging to expand and diversify STEM degree production at universities with interventions targeted toward community college students.
The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Revised
Author: Klein-Collins, Rebecca
Date: 2020-12-00
Type: Reports - Research
Subjects: Prior Learning,Student Evaluation,College Credits,Adult Students,Experiential Learning,Graduation Rate,Outcomes of Education,Postsecondary Education,Credentials,Equal Education,Educational Attainment,Cost Effectiveness,Evaluation Methods,Military Training

For more than 50 years, colleges and universities have used a range of different methods to award college credit for learning that takes place outside of the classroom--particularly learning from work, life, and military experiences. These methods--often called prior learning assessment (PLA) or credit for prior learning (CPL)--value the learning that many adult students bring with them to college. An important question is whether earning credit through PLA makes a difference for the adult student in terms of their ability to complete a postsecondary credential. This study examined data provided by 72 postsecondary institutions about the enrollment, credit-earning, and degree-earning of more than 465,000 students of all ages, focusing in particular on more than 232,000 adult learners (defined as students age 25 and older) from 69 of the participating institutions that were able to provide the most detailed data on PLA credit-earning. While this report provides clear and compelling evidence that PLA can be an important tool to support adult student credential completion, there is still much work to do. Institutions need to provide multiple methods for adults to have various types of learning evaluated and recognized. PLA options should be promoted early and often, so that the recognition of learning becomes integrated into the institution's culture, and indeed, the learn-and-work ecosystem. And institutions need to invest in staff who can oversee PLA promotion, ensure its integrity, create greater access, and build acceptance across the institution. [This report has been revised from the original due to the discovery of an error in the dataset. For the original version of this report, see ED608563. For the updated executive summary, see ED609771. For the updated appendices, see ED609772.]
The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Revised. Executive Summary
Author: Klein-Collins, Rebecca
Date: 2020-12-00
Type: Reports - Research
Subjects: Prior Learning,Student Evaluation,College Credits,Adult Students,Experiential Learning,Graduation Rate,Outcomes of Education,Postsecondary Education,Credentials,Equal Education,Educational Attainment,Cost Effectiveness,Evaluation Methods,Military Training

Adult students--whether just starting college or returning after stopping or dropping out--often have significant college-level learning they have acquired outside of academia. Postsecondary institutions have the option to evaluate that learning for the purpose of awarding credit or otherwise recognizing the learning so that it can count toward a postsecondary degree or other credential. The methods that colleges use to evaluate this learning are typically referred to with terms like prior learning assessment (PLA), credit for prior learning (CPL), or recognition of learning. An important question is whether earning credit through PLA makes a difference for the adult student in terms of their ability to complete a postsecondary credential. This study examined data provided by 72 postsecondary institutions about the enrollment, credit-earning, and degree-earning of more than 465,000 students of all ages, focusing in particular on more than 232,000 adult learners (defined as students age 25 and older) from 69 of the participating institutions that were able to provide the most detailed data on PLA credit-earning. Academic record data was provided for the period between the academic year 2011-2012 and the end of 2018, a seven-and-a-half-year period. While this report provides clear and compelling evidence that PLA can be an important tool to support adult student credential completion, there is still much work to do. Institutions must make concerted efforts to encourage low-income adult students and adult students of color--particularly Black adult students--to take advantage of PLA offerings and to understand why their benefit from PLA appears to be lower than that of other students. By assessing learning, recognizing learning, and valuing learning, postsecondary institutions and workforce agencies will help more learners and workers earn the credentials they need to reach their goals. [This report has been revised from the original due to the discovery of an error in the dataset. For the updated full report, see ED609770. For the updated appendices, see ED609772.]
The PLA Boost: Results from a 72-Institution Targeted Study of Prior Learning Assessment and Adult Student Outcomes. Revised. Appendices
Author: Klein-Collins, Rebecca
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Prior Learning,Student Evaluation,Adult Students,Student Records,Experiential Learning,Graduation Rate,Time to Degree,Credentials,Postsecondary Education,Equal Education,Student Characteristics,Institutional Characteristics,College Credits,Probability,Scores,Cost Effectiveness,Evaluation Methods,Military Training,Educational Policy,Data Collection

This report describes the adult student's experience with prior learning assessment (PLA) using student record data from 72 degree-granting postsecondary institutions in the United States, primarily focusing on the data from 69 of those institutions based on the more detailed data provided by those institutions to the study. Researchers from the Council for Adult and Experiential Learning (CAEL) and the Western Interstate Commission on Higher Education (WICHE) collected student record data from the participating institutions (which included data from the National Student Clearinghouse's Student Tracker on students' enrollment and completion at institutions other than that participating institution), as well as information on the institutions' PLA policies and practices and adult learner policies and programs through an online questionnaire. The research team also drew on institutional-level data through Integrated Postsecondary Data Systems (IPEDS) and interviews with PLA administrators at six of the participating institutions and with six recent adult learner graduates who had used PLA at the participating institutions. The main report focuses on adult students who matriculated for the first time at the participating institutions during the academic year 2011-2012, their patterns of PLA credit-earning (whether they had any PLA credits, the number of PLA credits, and the method of earning the PLA credits), and comparisons of credential completion by adult students with PLA and adult students without PLA, with credentials including associate degrees, bachelor's degrees, and postsecondary certificates. This appendix describes the methods used to field and select institutions to participate in the study, the process for selecting institutions and students for interviews, the IRB process, how we defined the student cohort included in the analysis (including decisions on which students to exclude from the analysis), variables used (both collected and constructed), data cleaning decisions, specific details about the propensity score matching analysis, and advisors consulted. [Select tables in Appendix D have been revised from the original due to the discovery of an error in the dataset. For the original appendices, see ED608566. For the updated main report, see ED609770. For the updated executive summary, see ED609771.]
Teacher Licensure Tests: Barrier or Predictive Tool? Working Paper No. 245-1020
Author: Cowan, James
Date: 2020-10-00
Type: Reports - Research
Subjects: Licensing Examinations (Professions),Teacher Certification,Predictive Validity,Teacher Effectiveness,Academic Achievement,Minority Group Teachers,White Teachers,Scores,Value Added Models

We use teacher candidate test scores on the Massachusetts Tests for Educator Licensure (MTEL), linked to student and teacher outcomes in the state, to investigate the predictive validity of these teacher licensure tests. We find that MTEL scores are positive and statistically significant predictors of teachers' in-service performance ratings and contributions to student test scores (i.e., value added) once they enter the workforce. We then explore whether these relationships vary for candidates and teachers of color. We find that teacher candidates of color have lower first-time pass rates and are also less likely to retake licensure tests if they fail than are White teacher candidates, but we do not find consistent evidence that MTEL scores are less predictive of value added for teachers of color. Finally, we find that MTEL scores are more predictive of teacher performance ratings for teachers of color than for White teachers.
The Personal Payoff of a College Education in California&apos;s Colleges and Universities
Author: Reddy, Vikash
Date: 2020-12-00
Type: Reports - Evaluative
Subjects: Outcomes of Education,College Attendance,Public Colleges,Private Colleges,Proprietary Schools,Academic Degrees,Wages,Community Colleges,Loan Repayment,Racial Differences,Bachelors Degrees,Associate Degrees,Educational Certificates,Ethnicity,Government Role,State Government,Federal Government,College Role,Student Costs

In a year that has upended higher education and created great uncertainty, it is more important than ever for students to understand which colleges payoff and how quickly. In April of 2020, Third Way released a report outlining the use of a Price-to-Earnings Premium (PEP) to evaluate the value of attending college and help students assess and compare the economic payoffs of attending a given college. Nationally, Third Way found that 86 percent of public colleges and universities achieved a return on investment for students within five years. In other words, it absolutely paid off to attend these campuses and did so quite quickly. Unfortunately, and raising grave concern, more than half of for-profit institutions do not exhibit a return on their investment, even 25 years after graduation. In too many instances, these colleges cost students' significant amounts of money, and yet never produced a return on that investment -- essentially leaving students worse off than had they never attended. In this brief, the Campaign for College Opportunity and Third Way examine these trends for California. Applying the same methodology employed for the national report, we find that about two-thirds of California's colleges and universities allow students to recoup the cost of their degree within five years. This state-wide average, however, masks substantial variation among public community colleges and public, private and for-profit universities. Students at nine out of ten public colleges and universities in California recoup their cost within five years, as do roughly half of students at independent non-profit colleges and universities. This is true for only three in ten private for-profit colleges and universities. Where one enrolls in college matters, not just in terms of cost, it matters in terms of value and long-term benefit. It is clear by the analysis in this report that California's public community colleges and public universities, overwhelmingly provide a significant return on investment to students who attend them. [This report was produced in collaboration with Third Way.]
How Do Teachers from Alternative Pathways Contribute to the Teaching Workforce in Urban Areas? Evidence from Kansas City. Working Paper No. 243-0920
Author: An, Yang
Date: 2020-09-00
Type: Reports - Research
Subjects: Alternative Teacher Certification,Urban Teaching,Urban Schools,Charter Schools,Institutional Characteristics,Diversity (Faculty),Teacher Effectiveness,Labor Market,Value Added Models,Academic Achievement,Teacher Placement,Elementary Secondary Education,Teacher Persistence

We examine how teachers from two alternative preparation programs--Teach for America (TFA) and Kansas City Teacher Residency (KCTR)--contribute to the teacher labor market in and around Kansas City, Missouri. We show that TFA and KCTR teachers are more likely than other teachers to work in charter schools, and more broadly, in schools with high concentrations of low-income, low-performing, and underrepresented minority (Black and Hispanic) students. TFA and KCTR teachers are themselves more racial/ethnically diverse than the larger local-area teaching workforce, but only KCTR teachers are more diverse than teachers in the same districts in which they work. In math in grades 4-8 we find sizeable, positive impacts of TFA and KCTR teachers on test-score growth relative to non-program teachers. We also estimate positive impacts on test-score growth in English Language Arts (ELA) for teachers from both programs, but our ELA estimates are smaller in magnitude.
Remote Learning in Early Childhood. Policy Update. Vol. 27, No. 6
Author: Hao, Winona
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Distance Education,Early Childhood Education,Electronic Learning,COVID-19,Pandemics,Models,Partnerships in Education,Attention Span,State Boards of Education,Standards

Although many districts and teachers have struggled to provide online learning, those who serve young children were perhaps least prepared. And although nearly all states have developed guidance and resources to support students and families since the pandemic started, they often lack an effective remote learning model for preK-3 that is rooted in child development theories and practices. This policy update discusses preparing educators and families for early childhood remote learning, how states can seek effective partnerships, addressing attention spans, and the role of state boards in remote learning.