ethanporcaro/eric-fulltext-meta huggingface dataset:
Companion Guidelines on Replication &amp; Reproducibility in Education Research: A Supplement to the &quot;Common Guidelines for Education Research and Development&quot;
Author: Institute of Education Sciences (ED)
Date: 2018-11-28
Type: Reports - Descriptive
Subjects: Educational Research,Evidence Based Practice,Replication (Evaluation),Guidelines,Research Design

In order to build a coherent body of work to inform evidence-based decision making, there is a need to increase the visibility and value of reproducibility and replication studies among education research stakeholders. The purpose of this companion to the &quot;Common Guidelines&quot; is to highlight the importance of these studies and provide crossagency guidance on the steps investigators are encouraged to take to promote corroboration, ensure the integrity of education research, and extend the evidence base. The companion begins with a brief overview of the central role of replication in the advancement of science, including definitions of key terminology for the purpose of establishing a common understanding of the concepts. The companion also addresses the challenges and implications of planning and conducting reproducibility and replication studies within education. [For &quot;Common Guidelines for Education Research and Development,&quot; see ED544215.]
Equipping Individuals for Life beyond Bars. [Research Brief]
Author: Ositelu, Monique O.
Date: 2019-00-00
Type: Reports - Research
Subjects: Institutionalized Persons,Correctional Education,Reentry Workers,Postsecondary Education,Job Training,Literacy,Numeracy,Adult Education,Adults,Educational Attainment

As the overwhelming majority of those in U.S. prisons will rejoin society, it is imperative to prepare individuals to transition with effective rehabilitative programs. This paper analyzes the 2012/2014 U.S. Programme for the International Assessment of Adult Competencies (PIAAC) data because literacy and numeracy skills are designated as the key cognitive and workplace skills necessary for individuals to successfully participate in both the economy and society. The purpose of this report is to determine whether educational and job training correctional programs are meaningful to both reentry and labor market preparation. This report seeks to facilitate conversations around the potential of correctional postsecondary education and/or job training programs as tools to mitigate the gap in skills and employment challenges for justice-involved individuals. Findings in this research brief show that although there is a gap between incarcerated adults and the general public in both literacy and numeracy skills, completion of a postsecondary credential and participation in job training ameliorates the gap. Those who participate in and/or complete these correctional programs have comparable literacy and numeracy scores to the general public. Furthermore, regardless of time to reentry, all incarcerated adults show interest in, participate in, and complete these programs at similar rates.
How Would a 5-Year Restriction on Pell Eligibility Impact Incarcerated Adults if the Pell Ban Is Lifted?
Author: Ositelu, Monique O.
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: Grants,Institutionalized Persons,Correctional Institutions,Higher Education,Access to Education,Eligibility,Adults,Federal Aid,Racial Differences,Racial Bias,Minority Groups,Disproportionate Representation,Age Differences,Gender Differences,Educational Attainment,Enrollment

Currently, an option of Pell Grant eligibility for the Second Chance Pell (SCP) experiment is priority given to students who will be released within 5 years of enrollment in the college program. Using the 2014 U.S. PIAAC Prison Survey, conducted by the National Center for Education Statistics (NCES), this analysis evaluates the demographics of adults in prison who would be impacted by a 5-year stipulation and the validity of a 5-year threshold on incarcerated adults' enrollment, completion, and interest patterns in higher education. We find that a 5-year priority of Pell Grants for those with fewer than five years, would inevitably exclude individuals with more than five years from accessing higher education -- exacerbating inequities for people of color. Furthermore, the analysis provides no evidence to suggest those closer to release are more likely to be interested in, enroll in, or complete correctional postsecondary programs.
Anticipating and Managing Precipitous College Closures
Author: Colston, Jared
Date: 2020-03-00
Type: Reports - Research
Subjects: School Closing,Institutional Survival,Colleges,Educational Policy,Best Practices,Outcomes of Education,Enrollment Trends,Accreditation (Institutions),Federal Aid,School Holding Power,Proprietary Schools,Financial Exigency,Student Records,Accountability,Disclosure,Loan Repayment,State Policy

Between the 2008-09 and 2016-17 school years, over 300 degree-granting higher education institutions in the United States have closed their doors. An overwhelming majority of these recently closed institutions are for-profit colleges, which often serve a population of disproportionately low-income students receiving Pell Grants and federal loans. Over the last five years, an average of 20 campuses have closed each month, leaving around 500,000 students (mostly working adults, low-income students, and students of color) affected, according to an analysis by the &quot;Chronicle of Higher Education.&quot; Recently, closures of for-profits have hit these communities particularly hard given disproportionate enrollment of marginalized populations in those schools, sparking national debate about increased accountability for these institutions. The data on the overall state of closures in the higher education system, however, obfuscate the different ways in which those institutions close, and why they close in those ways. Some have engaged in orderly closures, in which an institution winds down its programs over time to continue serving current students without welcoming more students. Others, have experienced precipitous closures, where institutions shut their doors virtually without warning, leaving students left wondering what to do. This report examines a dozen precipitous college closures (both private nonprofit and for-profit), assessing the warning signs that were missed and the actions that were not taken to protect students. Each closure is examine across a range of metrics, including student outcomes; enrollment trends; governance concerns; speed and severity of regulator actions; institution response; and aftermath for students. [Additional support from the Sorenson Impact Center MAPS Project.]
Professionals in Higher Education Annual Report: Key Findings, Trends, and Comprehensive Tables for the 2019-20 Academic Year. Overview
Author: Bichsel, Jacqueline
Date: 2020-05-00
Type: Reports - Descriptive
Subjects: Higher Education,Salaries,Geographic Regions,Gender Differences,Females,Racial Differences,Minority Groups,Ethnicity,Equal Opportunities (Jobs),Gender Bias,Age Differences,Experience,Professional Personnel,School Personnel,College Faculty,Administrators,Institutional Characteristics,Academic Degrees,Private Colleges,Public Colleges,Church Related Colleges

The Professionals in Higher Education Survey collects data on more than 250,000 professionals in 396 mid-level professional positions from 1,114 higher ed institutions. Data collected include: salary, exempt status (exempt or non-exempt), sex, race/ethnicity, age and years in position.
Administrators in Higher Education Annual Report: Key Findings, Trends, and Comprehensive Tables for the 2019-20 Academic Year. Overview
Author: Pritchard, Adam
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Higher Education,College Administration,Salaries,Gender Differences,Racial Differences,Ethnicity,Age Differences,Experience,College Presidents,Human Resources,Women Administrators,Disproportionate Representation,Equal Opportunities (Jobs),Gender Bias,Racial Bias,Personnel Selection,Deans,Administrators,Department Heads,Institutional Characteristics,Public Colleges,Private Colleges,Academic Degrees

The Administrators in Higher Education Survey collects data on nearly 50,000 administrators in 202 senior-level administrative positions from 1,160 higher ed institutions. Data collected include, salary, gender, race/ethnicity, age and years in position.
Could Short-Term Pell Lead to a Pell Shortfall?
Author: Bitar, Jinann
Date: 2020-04-00
Type: Reports - Research
Subjects: Grants,Federal Aid,Program Length,Program Costs,Noncredit Courses,Proprietary Schools,Economic Climate,Private Colleges,Public Colleges,Two Year Colleges,Paying for College,Credentials

Efforts are underway by the Senate education committee to reauthorize the Higher Education Act. Lawmakers are focused on establishing a state-federal partnership program to increase investments in higher education, providing more information to students and their families so they can make informed choices about where to go to college, and simplifying the federal student aid program to reduce the maze of loan repayment options available to borrowers. But there is one proposal to extend Pell Grants to very, very short-term programs. The proposal, which has been introduced as the JOBS Act and in the House Democrats' College Affordability Act and proposed by the Trump administration, would allow Pell Grants to go to programs as short as eight weeks. Some versions of the bill would include only public and nonprofit colleges; others would also allow for-profits to participate. This issue brief explains the potential costs and implications of providing Pell Grants to short-term, non-credit bearing programs.
Examining the Effect of Teachers&apos; Attitudes towards Statistics on Their Attitudes Towards Postgraduate Education
Author: Akçöltekin, Alptürk
Date: 2020-05-00
Type: Journal Articles
Subjects: Teacher Attitudes,Statistics,Graduate Study,Elementary School Teachers,Middle School Teachers,High School Teachers,Correlation,Individual Differences,Foreign Countries

The present study aims to examine the effect of teachers' attitudes towards statistics on their attitudes towards postgraduate education. Accordingly, the &quot;Attitude Towards Statistics Scale&quot; and the &quot;Attitude Towards Postgraduate Education Scale&quot; were applied to 511 teachers working in different fields of primary schools, middle schools, and high schools in the spring semester of the 2018-2019 academic year. The study was designed in the survey model and the convenience sampling method was used in sample selection. In the analysis of the sub-problems of the study, parametric analysis techniques were used by determining the kurtosis and skewness coefficients between -1.5 and +1.5. As a result of the study, it was determined that teachers possessed a positive attitude towards statistics ([X-bar] =3.66; Sd=0.705) and postgraduate education ([X-bar] =3.72; Sd=0.727) and additionally,there was a high correlation between attitudes towards statistics and postgraduate education (p&lt;0.01; r=0.972**). Furthermore, it was concluded that there was not a statistically significant difference between variables such as gender, which is a demographic variable, participation in scientific research, and educational background and attitudes towards statistics and postgraduate education (p&gt;0.05). [Paper presented at the International Congress on New Trends in Education (11th, Turkey, Apr 18, 2020).]
Examining the Self-Efficacy Levels of Pedagogical Formation Students towards Teaching Principles and Methods Course
Author: Akçöltekin, Alptürk
Date: 2020-04-00
Type: Journal Articles
Subjects: Self Efficacy,Teacher Education Programs,Teaching Methods,College Students,Classroom Techniques,Educational Principles,Psychomotor Skills,Affective Behavior,Educational Benefits,Educational Planning,Methods Courses,Student Attitudes,Curriculum Development,Course Descriptions,Foreign Countries

The present study aims to determine the self-efficacy levels of university students who receive pedagogical formation training towards the Teaching Principles and Methods Course. Accordingly, a scale consisting of 34 items and 5 factors was used. The study group of the research consists of 221 university students who receive pedagogical formation training in the academic year of 2019-2020. As a result of the study, it was concluded that the self-efficacy levels of students were low in explaining the difference between education and teaching, explaining the basic concepts included in the regulation of education status in the process of developing education programs, explaining the relationship between teaching models, strategies, methods, and techniques, explaining the factors that affect method selection along with the basic principles of discussion methods, and finally, explaining the education plans, however, students possessed high self-efficacy levels in explaining the basic concepts about education, classifying the cognitive, affective, and psychomotor aims of education, writing appropriate acquisitions about their fields, explaining the benefits of using methods in teaching, using discussion techniques in the teaching process, and finally, designing a plan that is suitable to their fields by paying attention to the steps of the planning process.
North Dakota University System 2018-19 Annual Enrollment Report
Author: Weber, Jennifer
Date: 2019-10-00
Type: Numerical/Quantitative Data
Subjects: Annual Reports,Enrollment,Enrollment Trends,Full Time Equivalency,Full Time Students,Distance Education,Electronic Learning,Part Time Students,College Freshmen,College Transfer Students,College Credits,Delivery Systems,Noncredit Courses,Job Training,Community Colleges,State Universities

The North Dakota University System &quot;2018-2019 Annual Enrollment Report&quot; is an effort to report system wide, duplicated and unduplicated student headcount by combining degree credit and non-degree credit enrollments across the eleven NDUS institutions for an entire academic year. Additionally, non-credit enrollments provided through TrainND, a legislatively established organization powered by the five state community colleges whose purpose is to provide customized employee training to North Dakota business and industry, are provided in Appendix 1. The academic year reported in this document is Summer 2018, Fall 2018 and Spring 2019 semesters. In addition to credit types, this report also presents course enrollments by delivery method. [For the &quot;2017-18 Annual Enrollment Report,&quot; see ED590838.]
Should Colleges Invest in Machine Learning? Comparing the Predictive Powers of Early Momentum Metrics and Machine Learning for Community College Credential Completion. CCRC Working Paper No. 118
Author: Yanagiura, Takeshi
Date: 2020-04-00
Type: Reports - Research
Subjects: Community Colleges,Man Machine Systems,Artificial Intelligence,Prediction,Credentials,Academic Achievement,Regression (Statistics),Accuracy,Predictive Measurement,Mathematics,Models,Classification,Robustness (Statistics)

Among community college leaders and others interested in reforms to improve student success, there is growing interest in adopting machine learning (ML) techniques to predict credential completion. However, ML algorithms are often complex and are not readily accessible to practitioners for whom a simpler set of near-term measures may serve as sufficient predictors. This study compares the out-of-sample predictive power of early momentum metrics (EMMs)--13 near-term success measures suggested by the literature--with that of metrics from ML-based models that employ approximately 500 predictors for community college credential completion. Using transcript data from approximately 50,000 students at more than 30 community colleges in two states, I find that the EMMs that were modeled by logistic regression accurately predict completion for approximately 80% of students. This classification performance is comparable to that of the ML-based models. The EMMs even outperform the ML-based models in probability estimation. These findings suggest that EMMs are useful predictors for credential completion and that the marginal gain from using an ML-based model over EMMs is small for credential completion prediction when additional predictors do not have strong rationales to be included in an ML-based model, no matter how large the number of those predictors may be.
How Math Instruction and Math Interventions Can Improve Student Outcomes. Middle School Matters Program No. 6
Author: George W. Bush Presidential Center, George W. Bush Institute
Date: 2017-04-00
Type: Reports - Descriptive
Subjects: Mathematics Instruction,Mathematics Achievement,Middle School Students,Mathematics Skills,Knowledge Level,Algebra,Teaching Methods,Mathematical Concepts,Numeracy,Concept Formation,Evidence Based Practice,Word Problems (Mathematics),Problem Solving,Middle School Mathematics

Success in math is important to all students; it provides them with college and career options in the fields of science, technology, engineering, and mathematics. In the middle grades, students build upon the critical skills taught in elementary school and prepare for entry into algebra, which is considered a gateway to later achievement in school and career. Research-based principles and practices in math intervention research can be applied in the middle grades to improve student outcomes. These research-based strategies will enable middle grade students to develop important mathematics knowledge and skills to become algebra-ready. This report presents a few questions school leaders might ask while providing instructional leadership, observing classrooms, or working with teachers on effective math instruction or intervention, and how Middle School Matters' math researchers would respond based on their knowledge of research in the area.
Redesigning Community College Student Onboarding through Guided Pathways. Part 1: Rethinking New Student Onboarding
Author: Jenkins, Davis
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,Majors (Students),Decision Making,School Orientation,Student Interests,Planning,Web Sites,Access to Information,Academic Advising,Career Exploration,College Transfer Students,Course Selection (Students),Dual Enrollment

Research generally finds that college students are more likely to complete a program of study if they choose a major that aligns with their interests and goals. Yet many new community college students do not have clear goals. Nearly 40% of community college students report being undecided about their major at the end of their first year (authors' calculations from the 2004/09 Beginning Postsecondary Students Longitudinal Study), and the actual proportion who are truly undecided may be much higher, as students must declare a program of study to qualify for financial aid. This three-part packet is designed to provide guidance to colleges seeking to redesign their new student onboarding practices to better help students choose and enter a program of study. This first part reviews research on why the conventional community college approach to new student onboarding is often unsuccessful in helping students choose and plan a program, and it describes how colleges are rethinking the process as part of larger guided pathways reforms. Part 2 presents findings from Community College Research Center (CCRC) research on what students at two Florida colleges that were early adopters of guided pathways say about reformed new student onboarding practices at their campuses. Part 3 presents a series of discussion and planning activities for colleges seeking to redesign new student onboarding to increase the chances that new students will choose a program that suits them well and develop and begin to follow a well-conceived program completion plan. [For &quot;Redesigning Community College Student Onboarding through Guided Pathways. Part 2: Student Perspectives on Reformed Practices at Two Florida Colleges,&quot; see ED604995. Part 3 is not available in ERIC. For Part 3 visit https://ccrc.tc.columbia.edu/publications/redesigning-community-college-onboarding-guided-pathways.html.]
Redesigning Community College Student Onboarding through Guided Pathways. Part 2: Student Perspectives on Reformed Practices at Two Florida Colleges
Author: Kopko, Elizabeth
Date: 2020-05-00
Type: Reports - Evaluative
Subjects: Community Colleges,Two Year College Students,School Orientation,Student Experience,Student Attitudes,Student Interests,Career Exploration,Majors (Students),Experience,Career Planning,Decision Making,Academic Advising,Networks,Planning

Until recently, most community colleges have done little through the new student onboarding process to help entering students explore academic and career interests, choose a program of study aligned to their interests, and develop a plan for completing such a program. This has been the case even though many students start college without clear goals or even a good sense of how academic programs are connected to particular career areas. This is Part 2 of a three-part packet designed to provide guidance to colleges seeking to redesign their new student onboarding practices. Part 1 of the packet reviews research on why the conventional community college approach to new student onboarding is often unsuccessful in helping students choose and plan a program; it also describes how some colleges are rethinking the onboarding process as part of larger guided pathways reforms. This second part summarizes students' experiences with, and reactions to, the onboarding process as it occurs at two Florida community colleges that have redesigned their onboarding practices for degree-seeking students: Indian River State College (IRSC) and St. Petersburg College (SPC). The authors organize the discussion around three key onboarding goals: helping students to (1) explore interests and programs of study; (2) gain experiences in a program so as to gain confidence in their selected pathway; and (3) engage in academic and career planning so as to understand the best route to program completion. Part 3 of the packet provides exercises to help colleges plan an onboarding redesign. [For &quot;Redesigning Community College Student Onboarding through Guided Pathways. Part 1: Rethinking New Student Onboarding,&quot; see ED604992. Part 3 is not available in ERIC. For Part 3 visit https://ccrc.tc.columbia.edu/publications/redesigning-community-college-onboarding-guided-pathways.html.]
Forging Ahead with SUCCESS: Providing Remote Support Services to College Students. Issue Focus
Author: Beal, Katie
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Distance Education,Electronic Learning,College Students,Academic Support Services,Equal Education,Access to Education,Access to Information,Academic Achievement,Coaching (Performance),Computer Mediated Communication,Crisis Management,COVID-19,Pandemics

The COVID-19 crisis is exacerbating existing equity gaps in higher education for traditionally underserved students. As students face difficult decisions about whether to continue on with their studies, evidence-based programs that address financial and academic needs can keep them engaged and support their efforts to return to school in the fall and beyond. This brief examines the &quot;Scaling Up Community College Efforts for Student Success&quot; (SUCCESS), a comprehensive support program designed to improve graduation rates for low-income students and students of color. In the face of the pandemic, SUCCESS colleges remain committed to the program and have successfully adapted its services to continue providing support to students during this challenging time.