ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Adult Learner Leaders for Institutional Effectiveness (ALLIES): Research Findings and a New Framework for Supporting Institutional Change
Author: Darnell, Barry
Date: 2022-10-00
Type: Reports - Research
Subjects: Adult Learning,Adult Education,Capacity Building,Governance,Experiential Learning,Leadership Training,Guidelines,Educational Policy,Educational Practices,Student Experience,Strategic Planning,Educational Change,Faculty Development,Partnerships in Education,Career Development,Equal Education,Inclusion,Educational Finance,Educational Attainment,Labor Market,Academic Support Services,Program Descriptions,Higher Education,College Attendance,Student Attitudes,College Graduates,Technical Education,Certification,Job Training,Community Colleges,Paraprofessional Personnel,Alternative Teacher Certification,Nontraditional Students

The Council for Adult and Experiential Learning (CAEL) developed the Adult Learner Leaders for Institutional Effectiveness (ALLIES) Framework to help guide institutional policies and practices in their work to support adult learners. This document begins by describing the Framework's series of planning and operational domains through which institutions can more effectively support today's adult learners. In the initial levels, the focus is on building a strong foundation through domains that are part of data-driven planning and organizational capacity building, including attention to policy and governance structures that better support adult learners. On that foundation are then built the program- and service-focused domains that address the adult learner's direct student experience. The report concludes with a vision for how institutions can use the new framework and change management process, along with guiding questions for institutional implementation. Appended are summaries of high-performing programs examined in this report. [For the companion report, &quot;'It's a Little Stressful When I Think of It…': Results of a National Survey and Interviews with Never-Enrolled Adults on the Factors That Drive Them to Consider Postsecondary Education and the Barriers to Enrollment. A CAEL Research Brief,&quot; see ED624379.]
Course Withdrawals and College Student Success. Policy Brief
Author: Bicak, Ibrahim
Date: 2022-06-00
Type: Reports - Research
Subjects: Withdrawal (Education),Financial Problems,Academic Achievement,Academic Degrees,College Students,Outcomes of Education,Educational Attainment,Academic Persistence

Course withdrawals may lead to financial burdens for students, institutions, states, and the federal government. Understanding consequences of course withdrawal is key to understanding its implications and developing interventions to improve student success. Since no research has examined course withdrawal behaviors and their relations to student degree outcomes within a statewide or nationally representative sample, the author addresses this gap by using statewide administrative data from the Texas Education Research Center (ERC). The study sample comprises four fall cohorts of first-time degree-seeking college students attending any public two-year college or public university in the state of Texas. This study estimates the relationship between course withdrawal and student outcomes in the Texas public higher education institutions.
Disparities in Educational Access of Tribals: Analysing School Availability in Tribal Zones of District Ganderbal, Jammu and Kashmir
Author: Bhat, Zahoor Ahmad
Date: 2022-00-00
Type: Journal Articles
Subjects: Foreign Countries,Access to Education,Geographic Location,Elementary Secondary Education,Indians,Tribes

Disparities in educational access especially in tribal areas has been one of the grave issues in addressing tribal education. The study aimed to analyse educational access and disparities in school availability in tribal educational zones and stages of school education. The study adopted descriptive survey to understand the demographics and availability of schools; applied self-designed information blank to collect data from educational zones and analysed the data, using tabulation as well as percentage statistics. The study concluded that access to secondary education is limited in district Ganderbal, as the district possess low number of educational institutions (middle, high and higher secondary). Moreover, disparity has been found in educational institutions with respect to tribal dominated educational zones i.e., Hariganwan and Kangan. The tribal dominated educational zones lack access to schooling and possess low number of schools compared to other two educational zones i.e., Ganderbal and Tullamulla having dominant non tribal populations. This study has implications for policy planner to understand the dynamics of school access in tribal areas and increase schooling accessibility by establishing more upper primary and secondary schools especially in remote tribal zones, keeping in mind their topographical, seasonal movement, cultural underpinnings.
The Impact of a High-Quality Pre-Kindergarten Program on Educational Achievement in Third and Fourth Grades: Evidence from Pre-K 4 SA in San Antonio. Policy Brief
Author: Villarreal, Michael U.
Date: 2022-06-00
Type: Reports - Research
Subjects: Educational Quality,School Effectiveness,Preschool Education,Academic Achievement,Grade 3,Grade 4,Geographic Location,Enrollment Trends,Financial Problems,Achievement Tests,Reading Tests,Mathematics Tests,Student Behavior,Behavior Problems

This study examined the effect of attending Pre-K 4 SA on students' educational achievement in third and fourth grades. Pre-K 4 SA is a high-quality pre-kindergarten (pre-K) program in San Antonio that meets all quality standards defined by the National Institute for Early Education Research (NIEER). The results showed that distance to Pre-K 4 SA centers was negatively associated with child enrollment in Pre-K 4 SA over the assigned neighborhood pre-K program. This result indicated that parents who lived farther away from the centers might face higher opportunity costs, information costs, and transportation costs, making the Pre-K4SA option less appealing over other local options. The authors also found that students by attending Pre-K 4 SA increased 0.3 (first cohort) and 0.6 (second cohort) standard deviations of STAAR reading test scores for the first and second cohorts, respectively, and 0.5 standard deviations of math test scores in third grade for both cohorts. Additionally, Pre-K 4 SA students were predicted to have larger impacts on their reading and math test scores in fourth grade than those in third grade, showing that the impacts on test scores were sustained and even growing for an additional year. On the other hand, the authors found none or some negative impacts on student behavioral outcomes.
Comprehensive Statewide Plan for Postsecondary Education 2021 Measuring Accomplishments
Author: Nebraska's Coordinating Commission for Postsecondary Education
Date: 2021-11-19
Type: Numerical/Quantitative Data
Subjects: Postsecondary Education,High School Graduates,College Attendance,High School Equivalency Programs,Adults,Associate Degrees,Bachelors Degrees,Counties,Federal Legislation,Academic Degrees,Racial Differences,Ethnicity,Graduation Rate,College Readiness,College Graduates,Low Income Groups,Socioeconomic Status,Two Year Colleges,Public Colleges,Educational Finance,Tuition,Income,Student Financial Aid,Research and Development,Expenditures,Career Readiness,Private Colleges

Nebraska is committed to measuring its progress toward achieving the major statewide goals through national comparisons and institutional peer comparisons. It is the aim of the Comprehensive Plan that, when rank order is appropriate, Nebraska will rank among the ten best states in national comparisons, and individual public institutions will rank among the five best institutions in peer comparisons. This graphic report provides national comparison data for Nebraska followed by peer comparisons for: Nebraska College of Technical Agriculture, University of Nebraska at Kearney, University of Nebraska-Lincoln, University of Nebraska Medical Center, University of Nebraska at Omaha, Chadron State College, Peru State College, Wayne State College, Central Community College, Metropolitan Community College, Mid-Plains Community College, Northeast Community College, Southeast Community College, and Western Nebraska Community College. Data is also included on non-comparative measures: (1) Public High School Graduates Going Directly to College (2019-2020); (2) Nebraska's WIOA Measure of Postsecondary Participation by GED Completers (2019); (3) Percent of Population Age 25 to 64 with an Associate's Degree or Higher by County (2015-2019); and (4) Percent of Population Age 25 to 64 with a Bachelor's Degree or Higher by County (2015-2019).
&quot;It&apos;s a Little Stressful When I Think of It…&quot;: Results of a National Survey and Interviews with Never-Enrolled Adults on the Factors That Drive Them to Consider Postsecondary Education and the Barriers to Enrollment. A CAEL Research Brief
Author: Darnell, Barry
Date: 2022-10-00
Type: Reports - Research
Subjects: National Surveys,Postsecondary Education,Adults,Educational Attitudes,Decision Making,Enrollment,Barriers,Educational Finance,Costs,Salaries,Time Management,Flexible Scheduling,Distance Education,Self Esteem,Academic Ability,Higher Education,Employment Opportunities

There are currently more than 62 million American adults whose highest educational attainment is a high school diploma or its equivalent (U.S. Census Current Population Survey, 2021). Many of these adults have considered postsecondary education, and some even applied for a program. Yet, for various reasons, these adults never began a program of study. CAEL conducted a national survey and individual interviews to understand these adults' perspectives of postsecondary education. These research endeavors explored the process by which these adults explored postsecondary options and revealed what most factored into their decisions not to apply or enroll. This report details the research findings and offers recommendations to address enrollment barriers for adults without prior postsecondary education. Among the the key findings are: (1) Financial considerations are the most significant factor when adults decide whether to apply, enroll, or begin a program of study. In addition to price and cost, the opportunity to earn more money is the one of the most common reasons adults consider postsecondary education; and (2) Time is a barrier for never-enrolled adults: both having the time to fit education into their busy schedules and how long a program takes to complete. Adults often search for flexibly-scheduled programs and online options. [For the companion report, &quot;Building Adult Learner Leaders for Institutional Effectiveness (ALLIES): Research Findings and a New Framework for Supporting Institutional Change,&quot; see ED624373.]
Mission Critical: The Role of Community Colleges in Meeting Students&apos; Basic Needs. 2022 National Report
Author: Center for Community College Student Engagement (CCCSE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Community Colleges,Community College Students,Student Needs,Need Gratification,Food,Hunger,Housing,Parents,Learner Engagement,Racial Differences,Costs

Throughout higher education, there is increasing concern about students who experience food insecurity, housing insecurity, and difficulty meeting other critical needs. The pandemic exacerbated these challenges and led to lower enrollment across all higher education sectors. Community colleges experienced a steepest decline between 2019 and 2021. Now community colleges are redesigning their roles for the post-pandemic world. Given the pandemic's impact on both colleges and students, it only makes sense for colleges, in partnership with their communities, to more actively help students meet their basic needs. The 2021 Community College Survey of Student Engagement (CCSSE) takes a deeper look at these challenges by exploring housing and food insecurity among community college students. With 29% of respondents classified as food insecure and 14% classified as housing insecure, these findings shed light on the need for colleges to get involved--either by better supporting their students directly or by connecting them to relevant government and community support services.
Kentucky Disability Resource Manual. A Handbook of Program Descriptions, Eligibility Criteria, and Contact Information. Updated
Author: University of Kentucky, Human Development Institute
Date: 2022-05-00
Type: Guides - Non-Classroom
Subjects: Developmental Disabilities,Disabilities,Children,Health Services,Health Insurance,Assistive Technology,Access to Education,Educational Needs,Place of Residence,Community Programs,Employment,Financial Support,Screening Tests,Access to Health Care,Federal Legislation,State Programs,Transitional Programs,Higher Education,Student Needs,Head Injuries,Brain,Independent Living,Home Programs,Caregivers,Supported Employment,Vocational Rehabilitation,Blindness,State Aid,Advocacy,Autism Spectrum Disorders,Down Syndrome,Mental Disorders,Students with Disabilities,Social Services,Equal Education,Educational Legislation,Deaf Blind,Deafness

This manual was designed primarily for use by people with disabilities. The hope is that it is also useful for families, as well as service coordinators and providers who directly assist families and individuals with disabilities. The focus of this manual is to provide easy-to-read information about available resources, and to provide immediate contact information for the purpose of applying for services and/or locating additional information. Sections include: (1) Resources for Children with Disabilities; (2) Healthcare and Insurance Resources; (3) Assistive Technology; (4) Education; (5) Community Living; (6) Employment Resources; (7) Financial Resources; and (8) Additional Resources. [For the previous edition (2019), see ED599753.]
What Works for Latino Students in Higher Education Compendium, 2022. Examples of iExcelencia!
Author: Excelencia in Education
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Hispanic American Students,College Students,Higher Education,Communities of Practice,Student Needs,Associate Degrees,Bachelors Degrees,Masters Degrees,Success,College Attendance,Culturally Relevant Education,Career Development,Recognition (Achievement),Evidence Based Practice,Community Programs,Spanish Speaking

Since 2005, Examples of Excelencia has been the only national effort recognizing evidence-based programs improving Latino student success in higher education. This year an external selection committee selected 4 programs among our 20 Finalists that stand out for their evidence-based efforts to advance Latino student success in higher education. These programs are based across four levels: Associate, Baccalaureate, Graduate, and Community-Based Organizations. The four programs are leaders in intentionally serving Latino students in culturally responsive, asset-based ways that positively impacts students and their communities. [Additional funding was provided by Ad Astra, Precision Task Group (PTG), University of California, Merced, Arizona State University (ASU), and Alamo Colleges District, San Antonio College. For the 2021 report, see ED615706.]
Ocean Literacy: The Essential Principles and Fundamental Concepts of Ocean Sciences for Learners of All Ages. Version 3.1
Author: National Oceanic and Atmospheric Administration (NOAA) (DOC)
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Oceanography,Scientific Concepts,Science Instruction,Elementary Secondary Education,Environmental Education,Climate,Marine Biology

The Essential Principles and Fundamental Concepts described in Version 3 of this guide represent content that does not fall neatly within traditional science disciplines, but rather supports a focus on integrated science. Many Fundamental Concepts illustrate more than one Essential Principle. This guide presents a vision of an ocean-literate society. Along with the &quot;Ocean Literacy Scope and Sequence for Grades K-12,&quot; the &quot;Alignment of Ocean Literacy to the Next Generation Science Standards,&quot; and the &quot;International Ocean Literacy Survey,&quot; it outlines a framework for achieving Ocean Literacy. This guide describes the seven most important ideas, or Essential Principles, about the ocean that everyone should know. The 45 Fundamental Concepts support and add detail to the Essential Principles. [Numerous individuals, institutions, and organizations have made substantial contributions to the development, review, and promotion of additional components of the Ocean Literacy Framework including the Centers for Ocean Science Education Excellence (COSEE), the National Marine Educators Association (NMEA), the College of Exploration, the Lawrence Hall of Science, and Sea Grant. For Version 3, see ED608847.]
Culturally Responsive School Leadership: A Review of the Research
Author: Carter, Victor Coy, Jr.
Date: 2021-04-00
Type: Reports - Evaluative
Subjects: Minority Group Students,Public Schools,Student Diversity,Culturally Relevant Education,Cultural Influences,Leadership Styles,Educational Environment,Inclusion,Student Participation,Teacher Education,Leadership Responsibility,Parent Participation,Cultural Awareness

Much of history demonstrates the detriment schools inflicted on students of color, Indigenous students, and their families. Schools once operated to destroy the culture and communities of Indigenous students, remove the accents of Latinx children to make them more American-- teaching them to be &quot;clean&quot; and acceptable, and ensure Black students were uneducated and remained in the fields. However currently Black Indigenous People of Color (BIPOC) students now represent the majority of the public school population. This alone should trigger schools to reflect on and, in many cases, reevaluate how they are instructing students, academically and socially. Even more so, the historical relationship of schools and BIPOC students should prompt leaders to move from centering whiteness and exclusivity to culturally responsive schooling. Minnesota ranks near the bottom of all U.S. states in shrinking the achievement gaps between students of color and white students. It also has a history of disproportionate discipline practices towards Black and brown students. This brief offers a framework to enact this change through Culturally Responsive School Leadership (CRSL). The four major components of CRSL are: (1) critical self-awareness; (2) culturally responsive curricula and teacher preparation; (3) culturally responsive and inclusive school environments; and (4) engaging students and partners in community context.
How America Pays for College, 2022: Sallie Mae&apos;s National Study of College Students and Parents
Author: Sallie Mae Bank
Date: 2022-00-00
Type: Reports - Research
Subjects: Paying for College,Parents,Undergraduate Students,Student Financial Aid,COVID-19,Pandemics,Costs,Scholarships,Electronic Learning,Loan Repayment,Financial Aid Applicants,Family Income,Grants,School Choice

For 15 years, Sallie Mae has surveyed college students and parents of undergraduate students about their attitudes toward higher education and how they're paying for it. &quot;How America Pays for College&quot; explores education funding sources--from family income and savings to scholarships, grants, and borrowed funds--and evaluates trends in payment strategies over time. The report also identifies attitudes related to the value of a higher education and the steps students and parents take to make it more affordable. In addition to these themes, &quot;How America Pays for College 2022&quot; considers the college experience in an evolving post-COVID-19 world. It explores the expanding role of online learning, and how students prefer to learn. Sallie Mae has again partnered with Ipsos, a global independent insights and analytics company, to conduct this study. How America Pays for College 2022 reflects the results of an online survey, in English, with: (1) 953 parents of undergraduate students, ages 18 to 24; and (2) 952 undergraduate students, ages 18 to 24. The research was conducted between April 5, 2022 and May 4, 2022. [For the 2021 report, see ED615412.]
Diversifying the Educator Workforce: A Guide for Minnesota Districts and Schools
Author: Carter, Coy, Jr.
Date: 2022-00-00
Type: Guides - Non-Classroom
Subjects: Diversity (Faculty),Change Strategies,School Districts,Charter Schools,Teacher Recruitment,Teacher Education,Minority Group Teachers,Data Analysis,Work Environment,Cultural Awareness

Given the concerning lack of teachers of color in Minnesota, the positive outcomes of having a diverse educator workforce, and growing legislative action in this area with the Increase Teachers of Color Act, the Minnesota Department of Education with the assistance of the Wisconsin-Minnesota Comprehensive Center Region 10 (R10CC) sought to better understand the strategies Minnesota public school districts and charter schools were using to recruit and retain teachers of color. To do so, the R10CC analyzed data from three sources: (1) Applications for the Minnesota Professional Educator Licensing Standards Board (PELSB) Teacher Mentorship and Retention Grant funding program; (2) Responses to a statewide survey of Minnesota school leaders (i.e., superintendents or charter school leaders); and (3) Interviews of education organization leaders, superintendents, human resource personnel, and teachers identified as engaging in this work. This guide presents the findings from these three analyses to share what strategies are currently being used for the recruitment and retention of teachers of color. When reviewing these strategies, readers are urged to keep in mind that while this report may suggest strategies that are most commonly used, it lacks the appropriate data to suggest if, when, and where these strategies are ultimately effective in recruiting and retaining teachers of color given this early stage analysis. More detail on the effectiveness of these strategies will come in future briefs as the appropriate data is collected.
Caregivers&apos; Guide to Inclusive Education
Author: UNICEF Office of Research – Innocenti (Italy)
Date: 2022-04-00
Type: Guides - Non-Classroom
Subjects: Caregivers,Parents,Students with Disabilities,Inclusion,Student Participation,Barriers,Student Needs,Advocacy,Well Being

Parents or caregivers of children with disabilities play a crucial role in supporting their child's learning. This includes navigating the education system and supporting their child's participation in an inclusive school. They may face various challenges, which have been amplified even more due to the remote learning and other COVID-19 restrictions. This guide for caregivers aims to: (1) help them understand their rights and national inclusive education laws; (2) identify challenges and barriers they are facing in supporting their child's learning needs; and (3) find solutions that can help them to overcome these challenges. It is part of a set of resources to support the marginalized caregivers of children with disabilities with inclusive education. [For &quot;Teacher Guide to Supporting Marginalized Caregivers of Children with Disabilities,&quot; see ED624392. For &quot;School Guide to Supporting Marginalized Families of Children with Disabilities,&quot; see ED624391. For &quot;Directory of Resources to Support Caregivers of Children with Disability,&quot; see ED624411. For &quot;Resources to Support Marginalized Caregivers of Children with Disabilities: Guidelines for Implementation,&quot; see ED624412. For &quot;Workbook: Tools to Support Caregivers of Children with Disabilities,&quot; see ED624414.]