ethanporcaro/eric-fulltext-meta huggingface dataset:
Advanced Technological Education Program 2008 Survey Fact Sheet
Author: Gullickson, Arlen R.
Date: 2008-00-00
Type: Reports - Research
Subjects: Technology Education,Grants,Surveys,Research Projects,Two Year Colleges,College Role,Professional Development,Program Improvement,Colleges,Secondary Schools,Nonprofit Organizations,Professional Associations,Budgets,Resource Allocation,Audiences,Material Development,Costs,Program Evaluation,Advisory Committees,Evaluators,Articulation (Education),Agency Cooperation,Business,Industry,Institutional Cooperation,Public Agencies,Job Training,Student Characteristics,Labor Force Development

This fact sheet summarizes data gathered in the 2008 survey of National Science Foundation (NSF) Advanced Technological Education (ATE) grant recipients. Conducted by The Evaluation Center at Western Michigan University, this was the ninth annual survey of ATE projects and centers. Included here are statistics about the program's grantees and their activities, accomplishments, and impacts. The 2008 survey contained 6 sections: (1) Grantee Characteristics; (2) Organizational Practices; (3) Collaboration; (4) Materials Development; (5) Professional Development; and (6) Program Improvement. (Contains 13 tables and 3 footnotes.) [For the 2007 edition of this report, see ED541558.]
Time and Attention in Urban High Schools: Lessons for School Systems
Author: Frank, Stephen
Date: 2010-04-00
Type: Reports - Research
Subjects: Academic Achievement,Graduation Requirements,School Schedules,General Education,Academic Support Services,Teaching Methods,Urban Schools,Class Size,High Schools,Time Management,Student Needs,Teaching Load,Special Education,Data,Secondary Education

There is no disputing that for high school students to be college and career ready, they need adequate time to learn, and individualized attention to meet each student's academic goals, learning styles, and social needs. Over the past decade, Education Resource Strategies (ERS) has partnered with urban schools and districts to improve their use of people, time, and money in addressing students' most pressing needs. Through this work, the author and his colleagues have studied many high-performing schools that are using every staff member, dollar, and minute in a way that is improving student learning. Their study of high schools in six urban school systems yielded the following findings regarding time and attention: (1) Student time in school varies by up to 30 percent across districts; (2) Time allocation is strikingly similar across districts because it is driven by traditional graduation requirements and rigid structure of school schedules; (3) General Education class sizes and teacher loads are not lower for core academic subjects, high needs students, or foundation grade levels; (4) Schools aren't using data to adjust time and attention; and (5) Struggling students get extra attention primarily through special education placement, which can drain resources from general education and instructional support. Appended are: (1) District Summary Characteristics; (2) Average Class Size, by Subject and Grade; and (3) ERS Analytic Methods. A bibliography is included. (Contains 14 figures and 4 footnotes.)
Advanced Technological Education Survey 2011 Fact Sheet
Author: Wingate, Lori
Date: 2011-07-00
Type: Numerical/Quantitative Data
Subjects: Technology Education,Grants,Surveys,Research Projects,Two Year Colleges,College Role,Professional Development,Program Improvement,Colleges,Secondary Schools,Nonprofit Organizations,Professional Associations,Budgets,Resource Allocation,Audiences,Material Development,Costs,Program Evaluation,Advisory Committees,Evaluators,Articulation (Education),Agency Cooperation,Business,Industry,Institutional Cooperation,Public Agencies,Job Training,Student Characteristics

This fact sheet summarizes data gathered in the 2011 survey of National Science Foundation (NSF) Advanced Technological Education (ATE) grant recipients. Conducted by EvaluATE, the evaluation resource center for the ATE program located at The Evaluation Center at Western Michigan University, this was the twelfth annual survey of ATE projects and centers. Included here are findings about the program's grantees and their activities, accomplishments, and impacts during the 2010 calendar year. (Contains 2 tables, 12 figures and 3 footnotes.) [For 2010 report, see ED541554.]
Advanced Technological Education Program Fact Sheet, June 2007
Author: Ritchie, Liesel A.
Date: 2007-06-00
Type: Reports - Research
Subjects: Technology Education,Grants,Surveys,Research Projects,Two Year Colleges,College Role,Professional Development,Program Improvement,Colleges,Secondary Schools,Nonprofit Organizations,Professional Associations,Budgets,Resource Allocation,Audiences,Material Development,Costs,Program Evaluation,Advisory Committees,Evaluators,Articulation (Education),Agency Cooperation,Business,Industry,Institutional Cooperation,Public Agencies,Job Training,Student Characteristics,Labor Force Development

This fact sheet summarizes data gathered in the 2007 annual survey for the National Science Foundation's (NSF) Advanced Technological Education (ATE) program. This was the eighth annual survey of ATE projects and centers conducted by The Evaluation Center at Western Michigan University. Included here are statistics about the program's grantees and their work activities, accomplishments, and impacts. The 2007 survey contained 6 sections: (1) Grantee Characteristics; (2) Organizational Practices; (3) Collaboration; (4) Materials Development; (5) Professional Development; and (6) Program Improvement. (Contains 14 tables and 7 footnotes.) [For the 2006 edition of this report, see ED541559.]
Advanced Technological Education Program Fact Sheet, May 2006
Author: Coryn, Chris L. S.
Date: 2006-05-00
Type: Reports - Research
Subjects: Technology Education,Grants,Surveys,Research Projects,Two Year Colleges,College Role,Professional Development,Program Improvement,Colleges,Secondary Schools,Nonprofit Organizations,Professional Associations,Budgets,Resource Allocation,Audiences,Material Development,Costs,Program Evaluation,Advisory Committees,Evaluators,Articulation (Education),Agency Cooperation,Business,Industry,Institutional Cooperation,Public Agencies,Job Training,Student Characteristics,Labor Force Development

The 2006 survey is the seventh annual survey of the National Science Foundation's (NSF) Advanced Technological Education (ATE) program conducted by The Evaluation Center. This survey collects information about the general characteristics of the ATE program's grantees and their work activities, accomplishments, and impacts. This fact sheet presents selected survey indicators of the overall program. NSF's (2005) ATE program guidelines call for funded projects, centers, and partnerships to engage in one or more of the following work categories: (1) developing instructional materials for national dissemination; (2) providing professional development to increase the capabilities of science, technology, engineering, and mathematics educators; (3) improving instructional programs at the secondary, associate, and baccalaureate levels; and (4) establishing formal articulation agreements with other institutions. The 2006 survey addressed these efforts via 7 sections, of which 3 (grantee characteristics, organizational practices, and collaboration) were required for all respondents and 4 (materials development, professional development, program improvement, and articulation agreements) were required only for those grantees significantly engaged in the specified work activity. (Contains 7 tables and 4 footnotes.)
Fair Student Funding Summit: Conference Proceedings and Recommendations for Action
Author: Education Resource Strategies
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Educational Change,Conferences (Gatherings),Educational Finance,Financial Support,Resource Allocation,Educational Equity (Finance),School Districts,Empowerment,School District Autonomy,Educational Administration,Funding Formulas,Principals,Administrator Education,Enrollment

On March 25-26, 2010, a cadre of urban education leaders gathered in Baltimore, Maryland for the &quot;Fair Student Funding Summit,&quot; a conference that brought together districts that use weighted student funding (WSF) as an approach for allocating dollars to schools. Convened by Education Resource Strategies (ERS) and hosted by Baltimore City Public Schools, the purpose of the summit was to provide a forum for districts to share ideas on school funding, discuss what is and isn't working, and spark new approaches. Participants included a mix of those who have well-established WSF systems, those who recently adopted WSF, those who are in the planning stages of implementation, and those who have returned to a more centralized system. More than 60 educational leaders from 14 school districts and several other organizations attended. The purpose of this conference proceedings report is to document and share the conversations from this first-of-its-kind event so that participants can: (1) Revisit the discussion in its entirety, make connections between sessions, and use findings in current practice; (2) Learn what happened in concurrent sessions that they could not attend; (3) Share the conference discussion with colleagues who did not attend the summit; and (4) Use this as a primer to educate others on the constructs, advantages, and challenges of WSF, and to generate discussions on the issues involved. (Contains 1 footnote and 4 resources.)
Advanced Technological Education Survey 2012 Fact Sheet
Author: Wingate, Lori
Date: 2012-09-00
Type: Numerical/Quantitative Data
Subjects: Technology Education,Grants,Surveys,Research Projects,Two Year Colleges,College Role,Professional Development,Program Improvement,Colleges,Secondary Schools,Nonprofit Organizations,Professional Associations,Budgets,Resource Allocation,Audiences,Material Development,Costs,Program Evaluation,Advisory Committees,Evaluators,Articulation (Education),Agency Cooperation,Business,Industry,Institutional Cooperation,Public Agencies,Job Training,Student Characteristics

This fact sheet summarizes data gathered in the 2012 survey of National Science Foundation (NSF) Advanced Technological Education (ATE) grant recipients. Conducted by EvaluATE, the evaluation resource center for the ATE program located at The Evaluation Center at Western Michigan University, this was the thirteenth annual survey of ATE projects and centers. Included here are findings about the program's grantees and their activities, accomplishments, and impacts during the 2011 calendar year. (Contains 2 tables, 11 figures and 9 footnotes.) [For 2011 report, see ED541557.]
Focusing Your E-Recruitment Efforts to Meet the Expectations of College-Bound Students. E-Expectations 2010
Author: Noel-Levitz, Inc.
Date: 2010-00-00
Type: Reports - Research
Subjects: Student Recruitment,Internet,Video Technology,Social Networks,College Bound Students,Web Sites,Student Surveys,Expectation,Electronic Publishing,Economic Climate,Telecommunications,Handheld Devices,Electronic Mail

Early in 2010, the E-Expectations research group surveyed more than 1,000 college-bound high school students, polling them on their online behaviors and expectations, as well as other key enrollment-related topics. Highlights of the study include: (1) 1 in 4 students reported removing a school from their prospective list because of a bad experience on that school's Web site; (2) 92 percent said that they would be disappointed with a school or remove it entirely from their lists if they didn't find the information they needed on the school's Web site; (3) 76 percent of students said they use Facebook, while 33 percent reported using MySpace; (4) 76 percent of students supported schools creating their own private social networks for prospective students; (5) 52 percent of students said they have viewed videos about colleges, while only 10 percent reported watching them on YouTube; (6) 46 percent claimed that the current economic crisis had caused them to reconsider the schools they would apply to or attend--an increase from 34 percent just last year; and (7) 23 percent of respondents reported searching college sites from their smart phones. (Contains 2 footnotes.) [Funding for this paper was provided by the National Center for College and University Admissions.]
National Freshman Attitudes Report, 2010. Special Focus: Exploring the Influence of the Economy. Fifth Annual National Research Study
Author: Noel-Levitz, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Academic Achievement,Academic Degrees,Educational Opportunities,Career Counseling,Part Time Employment,Study Habits,Colleges,Gender Differences,College Freshmen,Student Attitudes,Student Motivation,Student Surveys,National Surveys,Financial Needs,Two Year Colleges,Associate Degrees,Learner Engagement,Academic Persistence,Self Esteem,Economic Climate

This report describes the self-reported attitudes and motivations of first-year students nationally at the beginning of the undergraduate experience, based on a 100-item motivational assessment administered in the summer and fall of 2009. In particular, the report examines attitudes that may have posed barriers and opportunities for students as they began their pursuit of an academic degree. For context, data collected from students who entered college in fall 2008 and fall 2007 are also included. Highlighted in this year's report are changes in attitudes in light of the uncertain economy. Among the highlights: (1) Entering students' determination to finish college did not appear to be dampened by the economic environment, as nearly 95 percent of last fall's new undergraduates reported they were highly motivated to complete a degree, consistent with previous years' findings. However, more students were pursuing only a two-year degree, corresponding with the increased enrollments at two-year institutions nationally; (2) A growing proportion of entering students--31 percent in fall 2009--reported they had financial challenges that were "very distracting and troublesome"; (3) More than half of entering students remained receptive to a wide variety of forms of assistance ranging from career counseling to help with improving study habits to help with finding a part-time job; and (4) In general, females are aspiring to complete higher degrees than males, a continuing trend. In addition, many more female students, in comparison to males, continued to bring attitudes that signaled greater academic engagement. Appended are: (1) Additional findings on the attitudes measured; and (2) About Noel-Levitz and the survey instrument used in this study. (Contains 2 footnotes.) [For related report, "Addendum by Race/Ethnicity. 2010 National Freshman Attitudes Report. National Research Study," see ED541568.]
Academic Advising Highly Important to Students. National Research Report, 2009
Author: Noel-Levitz, Inc.
Date: 2009-00-00
Type: Reports - Descriptive
Subjects: Academic Advising,Educational Experience,College Students,Student Attitudes,Program Development,Student Surveys,Private Colleges,Public Colleges,Two Year Colleges

How important is academic advising to students--and what aspects of advising are students most and least satisfied with? This report builds on the considerable evidence to date that students view advising as an important and needed service. It also documents specific strengths and challenges related to the advising process for public, private, two-year, and career/private campuses. The report begins by documenting the importance students placed on academic advising relative to other aspects of their educational experience. In a subsequent section, the report looks more closely at the specific aspects of advising which were most and least satisfying to students.
Addendum by Race/Ethnicity. 2009 National Freshman Attitudes Report. National Research Study
Author: Noel-Levitz, Inc.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Statistical Analysis,College Freshmen,Academic Degrees,Student Attitudes,Colleges,Student Surveys,Two Year College Students,Two Year Colleges,National Surveys,Financial Needs,Student Employment,Interpersonal Competence,Academic Advising,Career Counseling,Counseling Services,Enrichment Activities,Transfer Policy,Student Characteristics

Included in this addendum are the findings for the Noel-Levitz 2009 National Freshman Attitudes Report by race/ethnicity for incoming students. These data show the percentage of students within each group that agreed with each item. This paper provides a detailed explanation of the statistical processes used to produce these data, as well as a demographic breakdown of the respondents. [For related report, "2009 National Freshman Attitudes Report--Special Focus: The Financial Concerns of Entering Undergraduates. Fourth Annual National Research Study," see ED541573.]
2009 Cost of Recruiting Report: Comparative Benchmarks for Two-Year and Four-Year Institutions. Noel-Levitz Report on Undergraduate Recruitment Trends
Author: Noel-Levitz, Inc.
Date: 2009-00-00
Type: Reports - Research
Subjects: Student Recruitment,Transfer Students,Employees,Undergraduate Students,Full Time Equivalency,School Personnel,Student Employment,Outreach Programs,Expenditures,Colleges,Two Year Colleges,Benchmarking,Trend Analysis,Surveys

In November of 2009, Noel-Levitz conducted a Web-based poll of accredited postsecondary institutions across the U.S. to compare their spending on undergraduate student recruitment. To provide context, the 2009 costs were then compared to the findings of previous Noel-Levitz polls conducted in fall 2007 and fall 2005. This report provides comparative, up-to-date benchmarks on the cost of recruiting undergraduate students based on the following four data points reported by college and university officials in November of 2009: (1) Total approximate budget for recruiting and admissions for 2008-2009, rounded to the nearest thousand dollars; (2) Total number of new undergraduate first-year and transfer students who enrolled in all terms beginning since January 1, 2009, including the fall 2009 term; (3) Total number of full-time-equivalent (FTE) employees, including student workers, who worked in the undergraduate admissions office during 2008-2009; and (4) Total number of the above FTE employees who represented the institution in face-to-face outreach (e.g., high school visits, college fairs, or on-campus events/tours).
Addendum by Race/Ethnicity. 2010 National Freshman Attitudes Report. National Research Study
Author: Noel-Levitz, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Ethnicity,Statistical Analysis,Educational Research,Student Attitudes,College Freshmen,Race,Graduation,Student Interests,Study Habits,Self Esteem,Family Relationship,Interpersonal Competence,Career Counseling,Financial Needs,Enrichment Activities,Transfer Policy,Demography,Student Characteristics

Included in this addendum are the findings for the Noel-Levitz 2010 National Freshman Attitudes Report by race/ethnicity for incoming students. These data show the percentage of students within each group that agreed with each item. This paper provides a detailed explanation of the statistical processes used to produce these data, as well as a demographic breakdown of the respondents. [For related report, "2010 National Freshman Attitudes Report--Special Focus: Exploring the Influence of the Economy. Fifth Annual National Research Study," see ED541563.]
Institutional Brand and Parental Influence on College Choice: A Noel-Levitz Benchmark Psychographic Study. Noel-Levitz Research Report
Author: Noel-Levitz, Inc.
Date: 2009-00-00
Type: Numerical/Quantitative Data
Subjects: College Choice,Parent Participation,State Universities,Reputation,High School Students,Student Attitudes,Parent Role,Student Characteristics,Parent Influence,College Bound Students,Gender Differences,Racial Differences,Family Income,Educational Attainment,Peer Influence

The concept of brand has crept into many areas of the American economic landscape, and college has been no exception. The ascension of "U.S. News & World Report" rankings, the widespread visibility of collegiate athletic brands, the power of traditional college brands such as the Ivy League or flagship state universities...these are just some of the many factors that influence college brand. But how much does that brand influence students? Noel-Levitz conducted a study of high school juniors and seniors to explore how brand influences their choice of college. As institutions of higher education report increasing involvement of parents guiding the college choice process, researchers set out to also understand more about parental roles and behaviors. This report details the characteristics that differentiate brand-influenced students from students who are not as influenced by brand, as well as students who are more highly influenced by their parents versus those who have less parental influence over their college choice. These findings can help colleges understand which student segments are more likely to be influenced by brand or by parents and tailor their messages accordingly. (Contains 3 footnotes.)
2010 Freshman Attitudes at Two-Year Colleges: A Closer Look. National Research Study Supplement
Author: Noel-Levitz, Inc.
Date: 2010-00-00
Type: Numerical/Quantitative Data
Subjects: Student Attitudes,First Generation College Students,College Freshmen,Two Year College Students,Two Year Colleges,Student Motivation,Adult Students,Comparative Analysis,Measures (Individuals),Foreign Countries,National Surveys,Student Surveys,Gender Differences,Financial Problems,Academic Persistence,Demography

This supplemental report expands on the findings of the 2010 National Freshman Attitudes Report from Noel-Levitz by examining the wide-ranging attitudes and motivations of incoming, first-year students at two-year community, junior, career, and technical colleges. Specifically, this report contrasts the attitudes of: (1) Adult versus traditional-age students at two-year colleges; (2) First-generation versus non-first-generation students at two-year colleges; and (3) Male versus female students at two-year colleges. The substantial differences in attitudes shown on the tables in this report speak to the distinctive missions of two-year colleges and underscore the importance of adapting student advisement, instruction, orientation, and other services to fit the varied needs of the student populations served. Appended are: (1) Additional findings and data from fall 2009; and (2) About Noel-Levitz and the survey instrument used in this study. (Contains 4 tables.) [For related report, &quot;National Freshman Attitudes Report, 2010. Special Focus: Exploring the Influence of the Economy. Fifth Annual National Research Study,&quot; see ED541563.]
Changing Course: Ten Years of Tracking Online Education in the United States
Author: Allen, I. Elaine
Date: 2013-01-00
Type: Numerical/Quantitative Data
Subjects: Deans,Electronic Learning,Internet,Online Courses,Higher Education,National Surveys,Large Group Instruction,Enrollment,Administrator Attitudes,Outcomes of Education,Teacher Attitudes,Barriers,Tables (Data),Graphs

"Changing Course: Ten Years of Tracking Online Education" in the United States is the tenth annual report on the state of online learning in U.S. higher education. The survey is designed, administered and analyzed by the Babson Survey Research Group. Data collection is conducted in partnership with the College Board. This year's study, like those for the previous nine years, tracks the opinions of chief academic officers and is aimed at answering fundamental questions about the nature and extent of online education. Based on responses from more than 2,800 colleges and universities, the study addresses Massive Open Online Courses (MOOCs). (Contains 6 footnotes.)