ethanporcaro/eric-fulltext-meta huggingface dataset:
Programs That Pay for College at Risk
Author: Jackson, Victoria
Date: 2017-10-00
Type: Reports - Evaluative
Subjects: Paying for College,Federal Aid,Grants,Undergraduate Students,Student Financial Aid,Debt (Financial),Politics of Education,Loan Repayment,Retrenchment

For many people in the United States, college paves the way to the middle class. Programs like Pell Grants and government backed loans help students afford a college degree. These programs help young Americans gain the skills they need to get a good job. But too many Ohioans struggle to afford college and pay back student loans. The Trump administration's budget proposal and the resolution passed by the House Budget Committee dismantle key college access and affordability programs. Both proposals slash Pell Grants, the most important source of need-based aid for students. The proposals also cut interest-free loans for undergraduate students in school, and eliminate some debt relief programs. These programs ensure that college is attainable for low- and middle-income Ohioans. Every year hundreds of thousands of working-class students attending Ohio public and private universities use these programs to make college more affordable. Ohio is one of the worst states in the nation in student debt burden. These cuts will force Ohioans to take on even more debt to get a degree--making our communities and economies less competitive. The House Budget Resolution sets Congressional funding priorities for the next 10 years. It calls for massive giveaways to the wealthy and corporations and deep cuts to programs that pay for college. Members of the Budget Committee voted to slash $236 billion in mandatory education spending. They targeted programs that help the most people afford college: Pell Grants, subsidized loans, income-based repayment plans, and public service loan forgiveness. This report examines the programs and makes recommendations how Congressional representatives can protect student financial aid and debt relief programs. [Additional support for this report by The Raymond John Wean Foundation, Saint Luke's Foundation, and Fowler Family Foundation.]
Insights &amp; Recommendations from &quot;Redesigning Student Aid in New England.&quot; Strengthening State Investment in College Affordability
Author: New England Board of Higher Education
Date: 2016-02-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,State Aid,State Programs,Student Costs,College Students,State Legislation,Communication (Thought Transfer),Financial Services,Capacity Building

In an effort to support college affordability in the region, the New England Board of Higher Education initiated the &quot;Redesigning Student Aid in New England&quot; project (&quot;Redesigning Aid&quot;) in 2014. Funded by Lumina Foundation, &quot;Redesigning Aid&quot; combined custom state financial aid research with expertise of national experts and regional practitioners to support states committed to analyzing and redesigning state financial aid programs and policies. Three New England states were selected for participation in &quot;Redesigning Aid&quot; through a competitive request for proposal process: Maine, Massachusetts, and Rhode Island. All six New England states were represented on the project's Regional Advisory Council. Five insights from the project are: (1) State goals and student needs have dramatically shifted, but the design and characteristics of state financial aid programs have not; (2) Higher education leaders can help ensure that legislative interest in college affordability is an opportunity--if they are prepared to respond to it; (3) Share responsibility for students' and families' understanding of college affordability by involving students in the design of communications; (4) High-touch or intrusive student services are instrumental in helping students navigate financial aid, and they do not necessarily need to be expensive; and (5) States need greater capacity to collect, maintain, and analyze data. Recommended actions for higher education leaders are provided.
Budget of the U.S. Government, Fiscal Year 2019
Author: White House, Office of Management and Budget (OMB)
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Federal Government,Budgets,Expenditures,Economic Development,Peace,Immigration,Law Enforcement,National Security,Fiscal Capacity,Employment Opportunities,Federal Programs,Veterans,Drug Addiction,Drug Therapy,Costs,Welfare Services,Presidents,Federal Aid,Access to Education,School Choice,Labor Force Development,Armed Forces,Substance Abuse

&quot;Budget of the United States Government, Fiscal Year 2019&quot; contains the Budget Message of the President, information on the President's priorities, and summary tables. 2018 has seen boosted economic growth, the creation of more than two million jobs, and the addition of nearly $5 trillion in new wealth to the stock market. Unemployment is at a 17-year low, wages are rising, and jobs are returning to America. Starting soon, hardworking Americans are going to see increased take home pay because of the massive tax cuts and tax reform legislation that was enacted at the end of last year. President Trump's 2019 Budget builds upon the successes over the past year and rests on the following pillars of reform: (1) Ending wasteful spending; (2) Expanding economic growth and opportunity; (3) Preserving peace through strength; (4) Building the wall, dismantling transnational criminal organizations, and enforcing immigration laws; (5) Rebuilding Infrastructure; (6) Supporting American working families; (7) Protecting veterans; (8) Combating opioid addiction; (9) Fighting high medical drug prices; (10) Moving from welfare to work; (11) More pathways to affordable education and well-paying jobs; and (11) Promoting school choice. [For the 2018 Budget, see ED576938.]
Statewide Report Card, 2016-2017. An Annual Report to the Legislature on Oregon Public Schools
Author: Oregon Department of Education
Date: 2017-11-30
Type: Reports - Evaluative
Subjects: Public Schools,State Legislation,Educational Trends,Trend Analysis,School Districts,Graduation Rate,Dropout Rate,Early Childhood Education,Attendance Patterns,Student Characteristics,Demography,Educational Finance,Tests,Charter Schools,Nontraditional Education,School Personnel,Salaries,School Schedules,Educational Quality,Enrollment Trends,Educational Legislation,Elementary Secondary Education,Federal Legislation,Federal Programs,Discipline,Academic Achievement,Institutional Characteristics,School Effectiveness,Growth Models,Homeless People,Lunch Programs,National Competency Tests,College Entrance Examinations,Advanced Placement Programs,Graduation Requirements,Special Education,Academically Gifted,Vocational Education,Scores

The Oregon Statewide Report Card is an annual publication required by law (ORS 329.115), which reports on the state of public schools and their progress towards the goals of the Oregon Educational Act for the 21st Century. The purpose of the Oregon Report Card is to monitor trends among school districts and Oregon's progress toward achieving the goals referred to in ORS 329.015. In addition, this report provides a tool that makes education data accessible to researchers, media, students, and parents and creates a clear, complete, and factual picture of the state of education in Oregon. The 2016-17 Statewide Report Card includes: (1) Graduation and dropout rates; (2) Early childhood data; (3) Attendance and chronic absenteeism data; (3) Student demographics and information on specific student groups; (4) School funding and staff information; (5) Test results; (6) Charter school data; and (7) Information on alternative education programs. [For the 2015-2016 report, see ED579156.]
How Stakeholder Engagement Fuels Improvement Efforts in Three California School Districts
Author: Humphrey, Daniel
Date: 2018-02-00
Type: Reports - Research
Subjects: Stakeholders,Educational Improvement,School Districts,Funding Formulas,Educational Finance,Educational Planning,Accountability,Program Implementation,State Legislation,Educational Innovation,Program Effectiveness,Resource Allocation,Decision Making,Strategic Planning,Community Involvement,Common Core State Standards,Capacity Building,Parent Participation

California's Local Control Funding Formula (LCFF) was signed into law in 2013, and represents the most significant change in California education finance and governance in 40 years. It moves additional funds to districts with students in poverty, English language learners, and foster youth. The LCFF sends supplemental funds to districts based on unduplicated counts of these target student groups and concentration funds to districts with high proportions (over 55%) of these same students. In addition, the LCFF eliminates nearly all categorical funding and pushes decision-making about how best to allocate resources to the local level. The LCFF also requires districts to develop a Local Control and Accountability Plan (LCAP) with meaningful local community engagement of parents, community members, students, and educators. The LCFF Research Collaborative has been following the implementation of LCFF since the first year of LCAP planning. In that time, we have seen broad support for the intent of the law, both in its emphasis on more equitable allocation of resources based on student need and in its incorporation of local control and flexibility to support more locally responsive and coherent approaches to improvement. However, we have also noted wide variation among districts in the extent and ways in which they have been able to manifest these intents at the local level. Often the attention of policy makers and the public is drawn to implementation shortcomings and instances in which either the intent or the specific provisions of the law are not being met. Certainly, it is important to address these shortcomings if implementation and the law itself are to be improved over time. Equally important, however, are cases in which the LCFF is operating as envisioned, for it is through such positive exemplars that others might learn and improve. Thus, after studying LCFF implementation for 4 years, the LCFF Research Collaborative decided to identify and document the work of school districts whose implementation efforts in three specific areas are reputed to be noteworthy. We were interested in school districts that were particularly innovative in their attempts to: (1) Meaningfully engage stakeholders in their Local Control Accountability Plan (LCAP) development; (2) Advance the implementation of the California State Standards (CCSS); and (3) Take an innovative approach to resource allocation decision-making.
Collaboration Can Promote Students&apos; Creativity
Author: Jacobs, George M.
Date: 2017-01-01
Type: Reports - Descriptive
Subjects: Cooperative Learning,Creativity,Creative Development,Definitions,Learning Strategies,Social Psychology,Student Attitudes,Accountability,Student Responsibility,Interpersonal Competence,Group Dynamics,Interpersonal Communication,Group Discussion,Goal Orientation,Debate,Intergroup Education

Creativity makes life more enjoyable and successful, both for students and people generally. The complex elements of society require that people be creative in order to guide humanity forward. Thus, educators often strive to promote creativity among their students and themselves. The present paper offers a broad definition of creativity and then examines how cooperation can increase creativity, in education and other endeavours. Next, the paper looks at how people can cooperate to promote their mutual creativity and success. In particular, the paper draws on the literature on cooperative learning, with the last part section of the paper describing six cooperative learning techniques that can boost students' creativity.
PhD Thesis Writing Process: A Systematic Approach--How to Write Your Literature Review
Author: Faryadi, Qais
Date: 2018-12-28
Type: Reports - Research
Subjects: Doctoral Programs,Graduate Students,Writing Processes,Writing Skills,Doctoral Dissertations,Social Science Research,Literature Reviews

Literature writing is a skill that every PhD candidate must procure to communicate his or her research findings clearly. The main objective of this paper is to facilitate the literature writing process so that PhD candidates understand what PhD literature is and are able to write their PhD literature correctly and scientifically. The methodology used in this research is a descriptive method as it deliberates and defines the various parts of literature writing process and elucidates the how to do of it in a very unpretentious and understanding language. As thus, this paper summarizes the various steps of literature writing to pilot the PhD students so that the task of PhD literature writing process becomes adaptable and less discouraging. This research is a useful road map especially for students of the social science studies. Additionally, in this paper, literature writing techniques, procedures and important strategies are enlightened in a simple manner. This paper adopts a how-to approach when discussing a variety of relevant topics, such as literature review introduction, types of literature review, advantages of literature reviews, objective of literature review, literature review template, and important check lists about literature review are discussed. This paper has 5 parts, such as Introduction, Literature Review, Methodology, Results and Conclusion. The literature review chapter is discussed in this paper. I will discuss the rest as a series in the future.
Technology-Enhanced Pre-Instructional Peer Assessment: Exploring Students&apos; Perceptions in a Statistical Methods Course
Author: Kristanto, Yosep Dwi
Date: 2018-12-00
Type: Reports - Research
Subjects: Peer Evaluation,Technology Uses in Education,Student Attitudes,Intervention,College Students,Foreign Countries,Educational Technology,Statistical Analysis

There has been strong interest among higher education institution in implementing technology-enhanced peer assessment as a tool for enhancing students' learning. However, little is known on how to use the peer assessment system in pre-instructional activities. This study aims to explore how technology-enhanced peer assessment can be embedded into pre-instructional activities to enhance students' learning. Therefore, the present study was an explorative descriptive study that used the qualitative approach to attain the research aim. This study used a questionnaire, students' reflections, and interview in collecting student's perceptions toward the interventions. The results suggest that the technology-enhanced pre-instructional peer assessment helps students to prepare the new content acquisition and become a source of students' motivation in improving their learning performance for the following main body of the lesson. A set of practical suggestions is also proposed for designing and implementing technology-enhanced pre-instructional peer assessment.
2017-2018 Florida Adult High School Technical Assistance Paper
Author: Florida Department of Education, Division of Career and Adult Education
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: Technical Assistance,Adult Education,High School Equivalency Programs,Annual Reports,Enrollment Management,Tuition,Accountability,Graduation Requirements,State Standards,Testing Accommodations,Credits,Transfer Policy,Guidelines,Teacher Certification,Out of State Students,Student Evaluation

The Adult High School (AHS) program enables an adult student, to complete the required courses and state assessments to earn a standard high school diploma. Course requirements in adult high school programs are designed in accordance with core content standards. A program of instruction for both traditional and co-enrolled AHS students shall be based on the Florida Department of Education (FDOE) adult education curriculum frameworks. Instructional methodologies may include, but are not limited to, traditional lecture instruction, competency- and performance-based adult education, distance learning and computer-assisted instruction. Adult general education programs are authorized by s. 1004.93, F.S., and defined as comprehensive instructional programs designed to improve the employability of the state's workforce through adult basic education, adult secondary education, English for Speakers of Other Languages (ESOL), applied academics for adult education instruction, and instruction for adults with disabilities in s. 1004.02(3), F.S. The AHS curriculum framework is correlated to the Florida Standards, and courses offered are the same as those offered in the K-12 school system. The FDOE AHS curriculum frameworks provide a minimum set of standards to be used by all facilitators delivering AHS education programs. AHS education includes both adult high school diploma programs and co-enrollment courses of study. Students in the AHS program must meet all state and local graduation requirements for a standard high school diploma, unless otherwise noted in this guide. Provided is information for adult high schools regarding the following topics: (1) enrollment criteria; (2) tuition and out-of-state fees; (3) assessing students for National Reporting System (NRS) reporting; (4) accountability and reporting; (5) graduation requirements; (6) statewide assessments; (7) assessment requirements for students with disabilities; (8) transfer of credit guidelines; (9) diploma/completion options; (10) course code directory; and (11) adult education instructor certification requirements. [For the 2016-2017 version of this paper, see ED579163.]
Career Pathways Programming for Adult Learners in Three U.S. Cities
Author: Prins, Esther
Date: 2018-00-00
Type: Reports - Research
Subjects: Career Development,Adult Learning,Partnerships in Education,Adult Educators,Researchers,Program Effectiveness,Program Design,Program Implementation,Basic Skills,Vocational Education,Academic Support Services,Academic Advising,At Risk Students,Literacy Education,Adult Basic Education,Access to Education

This paper reports findings from a researcher-practitioner partnership (2015-18) that examined how adult education providers in Chicago, Houston, and Miami are designing and implementing career pathways (CP) programming, particularly for immigrants and adults with limited education. This Institute of Education Sciences-funded study was the first to map the landscape of CP in these cities. The study employed a sequential, mixed-methods design that included a survey of 106 adult education providers, focus groups with 18 providers, and qualitative case studies of six organizations (two per city). The study examined the key features of CP in each city, the measurement of student outcomes, which policies and practices shape CP programming and coordination across provider systems, how selected programs design and implement CP programming, and which programmatic features, policies, and other factors contribute to student success. We found that 83% of responding agencies offered CP programs and another 11% were developing them. However, many CP classes are new, and adult education agencies are still discerning how to design, implement, and evaluate them. Both new and established programs are responding to changes related to funders and state and federal policies. The findings underscore the great variation in CP design and implementation, as well as common and distinctive features that are promising strategies for supporting student success. [Paper published by the New Prairie Press at Kansas State University.]
Make-A-Dice Test: Assessing the Intersection of Mathematical and Spatial Thinking
Author: Burte, Heather
Date: 2018-00-00
Type: Reports - Research
Subjects: STEM Education,Spatial Ability,Mathematical Logic,Mathematics Skills,Elementary School Students,Adults,Test Validity,Test Reliability,Visualization,Short Term Memory,Anxiety,Mathematics Anxiety,Rating Scales,Experience,Cognitive Processes

Individuals with better spatial thinking have increased interest and greater achievement in science, technology, engineering, and mathematics (STEM) disciplines (Wai, Lubinski, &amp; Benbow, 2009). This relationship means that STEM education may benefit from leveraging spatial thinking, but measures of spatial thinking as they relate to specific STEM disciplines are needed. The current work presents an assessment of spatial and mathematical reasoning, called Make-A-Dice. In Make-A-Dice, individuals are presented with a cube net (i.e., flattened cube) with numbers on two sides. Their goal is to &quot;make a dice&quot; by filling in the blank sides using two rules: opposite sides add to seven and use the numbers one through six once each. Make-A-Dice, math, spatial, and other measures were given to adults (Study 1) and elementary students (Studies 2 and 3), both across two sessions. Make-A-Dice had both internal and test-retest reliability, with items ordered by difficulty. Further, performance was related to spatial and mathematical reasoning. In Study 1, adults reported a range of strategies used to complete Make-A-Dice and one strategy predicted performance. Studies 2 and 3 showed that Make-A-Dice is age-appropriate for elementary students. Make-A-Dice shows promise as an individual difference measure linking spatial and mathematical thinking and has the potential of identifying elementary-aged children who may benefit from spatial training. [This is the in press version of an article published in &quot;Behavioral Research Methods.&quot;]
Preliminary Findings on the Computer-Administered Multiple-Choice Online Causal Comprehension Assessment, a Diagnostic Reading Comprehension Test
Author: Davison, Mark L.
Date: 2018-00-00
Type: Journal Articles
Subjects: Multiple Choice Tests,Computer Assisted Testing,Pilot Projects,Measurement,Diagnostic Tests,Error Patterns,Statistical Analysis,Inferences,Construct Validity,Test Reliability,Reading Tests,Reading Comprehension,Elementary School Students,Raw Scores,Item Response Theory

The computer-administered Multiple-Choice Online Causal Comprehension Assessment (MOCCA) for Grades 3 to 5 has an innovative, 40-item multiple-choice structure in which each distractor corresponds to a comprehension process upon which poor comprehenders have been shown to rely. This structure requires revised thinking about measurement issues (e.g., reliability and interpretation of incorrect responses for diagnostic purposes). Using data from a pilot study, the article presents descriptive statistics on correct responses, incorrect responses, and comprehension rate. It also presents reliability data for correct responses and incorrect responses as well as construct validity data on correct responses. Implications for diagnosis and remediation of poor inferential comprehension are discussed. [This article was published in &quot;Assessment for Effective Intervention&quot; (EJ1179488).]