ethanporcaro/eric-fulltext-meta huggingface dataset:
Nursing: Supply and Demand through 2020
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Evaluative
Subjects: Nursing,Nurses,Supply and Demand,Labor Market,Demography,Retirement,Health Insurance,Nursing Education,Certification,Economic Climate,Work Environment,Undergraduate Study,Graduate Study

This report analyzes the growing need for qualified nurses. The study projects that the economy will create 1.6 million job openings for nurses through 2020. Yet, there will not be enough nurses to fill those openings. this report projects that the nursing workforce will be facing a shortfall of roughly 200,000 nursing professionals by 2020. One of the reasons for the growing demand is due to changing demographics; older nurses are retiring in large numbers, creating thousands of job openings. Another factor is the Affordable Care Act, which expands health insurance coverage to millions of job openings. In addition, nursing schools lack the faculty, facilities, and training sites to match the growing demand. A glossary and bibliography are provided.
Access to Attainment: An Access Agenda for 21st Century College Students
Author: Miller, Abby
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: College Students,Access to Education,Educational Practices,Educational Strategies,Barriers,Performance Factors,College Preparation,College Choice,Paying for College,Low Income Groups,Educational Principles,Alignment (Education),Investment,Graduation Rate,Educational Attainment,Educational Change,Change Strategies,Educational Improvement

This report, &quot;Access to Attainment: An Access Agenda for 21st Century College Students,&quot; examines the challenges facing 21st century students and presents strategies for addressing these challenges through policy-and practice-based solutions at the institutional, state and national levels. Recommendations include implementing a college-going culture, clarifying and strengthening academic pathways, controlling the cost of college, and streamlining pathways to success. &quot;Access to Attainment&quot; is part of a wider initiative funded by TG.
Degrees of Hope: Redefining Access for the 21st Century Student. Viewing Guide
Author: Institute for Higher Education Policy
Date: 2014-12-00
Type: Reports - Descriptive
Subjects: Access to Education,College Students,Educational Policy,Guides,Documentaries,Agenda Setting,Films,Discourse Modes,Profiles,Student Characteristics,Population Groups,Questioning Techniques,Worksheets,Brainstorming,College Preparation,Educational Improvement,Educational Change,Educational Strategies,Educational Practices,Change Strategies,Educational Quality,College Readiness,Alignment (Education),Student Financial Aid

To complement the 40-minute documentary, &quot;Degrees of Hope: Redefining Access for the 21st Century Student,&quot; the &quot;Institute for Higher Education Policy&quot; (IHEP) has developed a viewing guide to help facilitate thought-provoking and meaningful dialogue. This guide provides a film synopsis, suggested discussion formats, profiles of the five student populations featured in the film, discussion questions, and a call to action to improve access for 21st century students. A worksheet is also provided to help viewers assess barriers and brainstorm possible policy- and practice-based solutions to college access and success for these five student populations. [The video is available from IHEP.]
House Price Growth When Children Are Teenagers: A Path to Higher Earnings? Working Paper No. 14-13
Author: Cooper, Daniel
Date: 2014-12-00
Type: Reports - Evaluative
Subjects: Housing,Costs,Children,College Attendance,Salaries,Wages,Adults,Ownership,Human Capital,Late Adolescents,College Bound Students,Income,Enrollment Trends,Probability,Economic Climate,Regression (Statistics),Family Income,Credit (Finance),Tuition

This paper examines whether a rise in house prices that occurs immediately prior to children entering college has an impact on their earnings as adults. Higher house prices provide homeowners with additional funds to invest in their children's human capital. The results show that a 1 percentage point increase in house prices, when children are 17 years-old, results in roughly 0.9 percent &quot;higher&quot; annual income for the children of homeowners, and a 1.5 percent &quot;lower&quot; annual income for the children of renters. House price appreciation at age 17 also leads to higher college enrollment rates at age 19 and an increased likelihood of attendance at higher-ranked post-secondary institutions for the children of homeowners, as well as lower college enrollment rates for the children of renters. This Working Paper also includes the following appendices: (1) Data Construction and Summary Statistics; (2) House Prices and Rents; (3) Controlling for Selection into Homeownership; and (4) Intergenerational Mobility.
Do Foreclosures Affect Boston Public School Student Academic Performance? Public Policy Brief No. 13-5
Author: Bradbury, Katharine
Date: 2013-11-00
Type: Reports - Research
Subjects: Academic Achievement,Public Schools,Standardized Tests,Economic Impact,Attendance,Student Characteristics,Housing,Scores,Effect Size,Predictor Variables,Loan Default,Student Placement,Statistical Analysis,Policy Analysis,Socioeconomic Influences,Disadvantaged Environment

Foreclosures have well-documented adverse consequences for families living in or owning properties undergoing foreclosure and on surrounding neighborhoods, but they may also have other costs. This policy brief summarizes our research on the impact of mortgage foreclosures on academic performance among Boston public school students. The data show that students who live at an address that experiences a foreclosure tend to score substantially lower on standardized tests (math and English) and also have substantially worse attendance. However, if we account for the influence of student characteristics, housing, and the student's past academic performance on test scores, the size of the foreclosure effects is reduced to nearly zero. We interpret these findings as indicating that underlying (yet unobserved) factors such as economic stress within the family contribute to both poor academic performance and the foreclosure event, rather than implying that foreclosure per se causes deterioration in a student's academic performance. We also find that foreclosures may harm academic performance indirectly by causing an affected student to change schools during the academic year. However, we cannot say with certainty that the strong negative association between a child's performance and school change--whether the change is precipitated by foreclosure or by other circumstances-- reflects a causal relationship. Accordingly, public policies aimed at improving student performance should address family stressors that jointly cause decreased academic performance and foreclosures. Existing school assignment policies in Boston--based as they are on citywide high schools and three broad zones--loosen the link between residential moves and school changes during the school year. Other policies at the school, district, and community level may help to lessen the disruptive effects of academic-year school changes on performance.
Student Loan Debt and Economic Outcomes. Current Policy Perspective No. 14-7
Author: Cooper, Daniel
Date: 2014-10-00
Type: Reports - Research
Subjects: Student Loan Programs,Debt (Financial),Economic Impact,Housing,Ownership,Family Income,Predictor Variables,Census Figures,Data Analysis,College Outcomes Assessment,Educational Benefits,Individual Needs,National Surveys

This policy brief advances the growing literature on how student loan debt affects individuals' other economic decisions. Specifically, it examines the impact of student loan liabilities on individuals' homeownership status and wealth accumulation. The analysis employs a rich set of financial and demographic control variables that are not available in many of the existing studies that use credit bureau data. Overall, student debt lowers the likelihood of homeownership for a group of students who attended college during the 1990s. There is also a fairly strong negative correlation between student loan debt and wealth (excluding student loan debt) for a group of households with at least some college experience. An appendix contains five additional tables.
The Effect of Foreclosure on Boston Public School Student Academic Performance. Working Paper No. 13-12
Author: Bradbury, Katharine
Date: 2013-02-01
Type: Numerical/Quantitative Data
Subjects: Public Schools,Academic Achievement,Housing,Debt (Financial),Investigations,Standardized Tests,Scores,Census Figures,Statistical Analysis,Student Records,School Statistics,Comparative Analysis,Ownership,Student Placement,Predictor Variables,Student Characteristics,Housing Needs,Attendance,Elementary Secondary Education,Economic Impact

Although the recent wave of mortgage foreclosures has clearly been accompanied by economic hardship, relatively little research has examined how foreclosures affect the academic performance of students. This paper investigates the relationship between mortgage foreclosures and the academic performance of students using a unique dataset that matches information on the standardized test scores and attendance of individual Boston Public School students with real estate records indicating whether the student lived at an address involved in foreclosure and whether that student's parent or guardian was the owner or a tenant in the property. Econometric analysis of this relationship suggests that foreclosures are associated with slightly lower test scores and attendance, controlling for the previous-year's test score and attendance as well as other student characteristics and environmental factors. The results suggest that both the foreclosure event and the diminished student outcomes stem from underlying economic stress within the family. School changes during the school year, which are sometimes induced by foreclosure-related residential moves but also occur independently of foreclosure, may be associated with more substantial negative effects on academic performance than foreclosures, although this causal relationship is not certain. This latter finding suggests that policies that decouple residential moves from school changes during the school year may help to mitigate this indirect effect of foreclosure on student performance. This Working Paper also includes a Data Appendix.
Retaining Recent College Graduates in New England: An Update on Current Trends. Policy Brief No. 13-2
Author: Modestino, Alicia Sasser
Date: 2013-05-00
Type: Reports - Descriptive
Subjects: College Graduates,Trend Analysis,Employment Potential,Comparative Analysis,Regional Characteristics,Regional Planning,Performance Factors,Labor Conditions,Occupational Mobility,Change Strategies,Brain Drain,Relocation

This policy brief presents some basic facts about the retention of recent college graduates and changes in retention over time, updating an earlier report on this topic. It shows, for example, how New England compares with other Census divisions, what factors affect its ability to retain graduates, and the reasons why recent college graduates choose to leave New England. These findings can help policymakers, business leaders, and college officials weigh the effectiveness of policy options and collective actions aimed at retaining recent college graduates. [This brief updates the findings from an earlier report NEPPC research report 08-1: &quot;The Future of the Skilled Labor Force in New England: The Supply of Recent College Graduates,&quot; by Alicia C. Sasser.]
The Economy Goes to College: The Hidden Promise of Higher Education in the Post-Industrial Service Economy
Author: Carnevale, Anthony P.
Date: 2015-00-00
Type: Reports - Research
Subjects: Higher Education,Economics,Service Occupations,Role of Education,Input Output Analysis,Economic Change,White Collar Occupations,Office Occupations,Education Work Relationship,Manufacturing Industry,International Trade,Investment,Managerial Occupations,Professional Occupations,Income

This report explores the crucial transformation of the United States from an industrial to a post-industrial economy, with a particular focus on the shifting skill levels and incomes of American workers. It shows the increasing value of postsecondary education in today's economy and examines how workers have fared as the nation's focus has shifted from manufacturing to the delivery of services like healthcare, education, and finance and business services. Included in the report is the appendix: Sources and Methods.
The Online College Labor Market: Where the Jobs Are
Author: Carnevale, Anthony P.
Date: 2014-04-00
Type: Reports - Evaluative
Subjects: Internet,Employment,Talent,College Graduates,Advertising,Web Sites,Employers,Labor Market,Professional Services,Data Analysis,Business,Occupations,Industry

More than 80 percent of job openings for workers with a bachelor's degree or better are posted online, compared to less than 50 percent of job openings for workers with less education, according to a new report from the Georgetown University Center on Education and the Workforce. The report's findings suggest that careers in STEM fields--Science, Technology, Engineering and Math--provide the greatest opportunities, with salaries ranging between $30 to $45 an hour. Demand for college talent in the job market was examined using: (1) online job advertisements for college degree-holders by education, occupations, and industries; and (2) online job boards and employer websites to fill job openings. This report asks: What are the most in-demand jobs in various occupational fields? and What strengths and weaknesses of the online labor market exist today for college graduates? The following are appended: (1) Online job postings as real-time proxy for labor demand; (2) Adjustments to the data; and (3) Professional and business services history and structure.
Failure to Launch: Structural Shift and the New Lost Generation
Author: Carnevale, Anthony P.
Date: 2013-09-00
Type: Reports - Research
Subjects: Young Adults,Older Adults,Employment Patterns,Employment,Income,Occupations,Knowledge Economy,Gender Differences,Racial Differences,Educational Attainment,Retirement,Generational Differences,Misconceptions

The lockstep march from school to work and then on to retirement no longer applies for a growing share of Americans. Many young adults are launching their careers later, while older adults are working longer. As a result, the education and labor market institutions that were the foundation of a 20th century system are out of sync with the 21st century knowledge economy. This six-part report examines trends in employment, labor force participation, annual earnings, and occupations for young and older adults, by sex, race/ethnicity, and education. The following are appended: (1) Methodology; and (2) Detailed Occupational Changes for Young Adults between 1980 and 2010, and Endnotes.
A Toolkit for Teacher Engagement
Author: Grantmakers for Education
Date: 2014-02-00
Type: Guides - Non-Classroom
Subjects: Grants,Educational Finance,Private Financial Support,Teacher Participation,Educational Change,Educational Innovation,Educational Cooperation,Case Studies,Decision Making,Communication (Thought Transfer),Elementary Secondary Education

Teachers are critical to the success of education grantmaking strategies, yet in talking with them we discovered that the world of philanthropy is often a mystery. GFE's Toolkit for Teacher Engagement aims to assist funders in authentically and effectively involving teachers in the education reform and innovation process. Built directly from the experience of funders, teachers, education specialists, and intermediaries, these principles and strategies were specifically designed to enable funders to share something of their world with teachers while also leveraging teacher expertise and experiences. Whether you are just starting to think about engaging teachers or teacher engagement has been a long-time strategy, you'll find practical tools and real examples of funder-teacher collaboration that will get you started or strengthen your ongoing efforts. The toolkit begins by presenting a framework for funder-teacher collaboration, highlighting a range of involvement strategies from those in which teachers simply provide input to those in which teachers are instrumental in shaping the work itself. This engagement framework is supported by a set of guiding principles for engagement along with real world examples and advice from grantmakers. The toolkit next offers a set of practical tools and lessons learned in the areas of decision-making, process support and communications. The toolkit also features a set of evaluation protocols to help assess the success of engagement efforts.
Grantmakers and Thought Leaders on Out-of-School Time: Survey &amp; Interview Report
Author: Traphagen, Kathleen
Date: 2014-00-00
Type: Reports - Research
Subjects: After School Programs,Youth Programs,Surveys,Interviews,Stakeholders,Community Organizations,Grants,Donors,Budgets,Resource Allocation,Philanthropic Foundations,Goal Orientation,Financial Support,Educational Change,Access to Education,Program Development,Program Evaluation,Educational Policy,Educational Quality

It is often noted that children spend most of their waking hours out of school. What they do during non-school hours is important, because access to high-quality learning, both in and out-of-school, is key to cognitive, social-emotional, and physical development. In the United States today, demand for after-school programs outstrips supply: 8.4 million children currently participate, while parents of more than 18 million children would enroll their children in a program if one were available. Last year, Grantmakers for Education's Out-of-School Time (OST) Funder Network, as part of its strategic planning process, gathered insights from a diverse group of grantmakers, practitioners, researchers, educators, and advocates on questions such as: what is the status of the OST field? What progress has been made and what are the key challenges that remain? Where should grantmakers direct limited philanthropic resources? How can and should the OST field inform and contribute to education reform efforts? This brief report shares the results with stakeholders in the out-of-school time and education reform communities. The goal of the report is to identify several key issues that arose in survey and interview results and spark productive conversation and action toward providing young people with positive, productive learning experiences in and out of school.
Toward Equitable Education
Author: Otto, Rafael
Date: 2014-03-00
Type: Reports - Descriptive
Subjects: Grants,Equal Education,Educational Finance,Minority Group Students,English Language Learners,At Risk Students,Achievement Gap,Poverty,Spanish Speaking,Court Litigation,Corporate Support,Donors,Elementary Secondary Education,Preschool Education

Since 2011, Grantmakers for Education has offered a series of investigative programs designed to examine the role grantmakers can play in creating more equitable systems of education. GFE's programming included place-based programs in El Paso, Texas, Newark, New Jersey, Oakland, California, and Minneapolis, Minnesota. During this time, Grantmakers for Education also produced a report called &quot;Educating English Language Learners: Grantmaking Strategies for Closing America's Other Achievement Gap&quot; based on surveys of education grantmakers who had a history of making grants in support of English learners or immigrants. Combined, the place-based programming and research effectively elevated key issues related to access, opportunity, and achievement for our nation's historically underserved and disconnected children. These efforts also allowed Grantmakers for Education to draw attention to the need for strategies, investments, and collaborative efforts that support education equity, and begin to highlight effective practices and initiatives from the field. This report offers a cumulative review of Grantmakers for Education's programming and research in the learning action series from the past two years and underscores the urgency of tackling the issue of equity in the nation's communities, schools, and within social and democratic systems.
Perceptions of Candidate Teachers about Concept of the Project
Author: Tortop, Hasan Said
Date: 2014-00-00
Type: Reports - Research
Subjects: Foreign Countries,Preservice Teachers,Student Attitudes,Qualitative Research,Statistical Analysis,Figurative Language,Student Projects,Teaching Methods,Academically Gifted,Cooperation,Difficulty Level,Creativity

The aim of study is to investigate candidate teachers' metaphors about project concept in Turkey. Study group of research is 171 candidate teachers enrolled 2011-2012 educational terms one of the faculty of education in Turkey. Data was obtained from the candidate teachers' completion of the sentence &quot;Project is like ..., because ...&quot;. For analysing the data quantitative and qualitative research methods were used. At the results of research, 79 different metaphors were determined about &quot;Project&quot; in which 9 conceptual categories. The most produced metaphors' categorizes that as a constantly developing (14 metaphors), as a being a useful (14 metaphors), as a need to effort (12 metaphors), as a leading the way and target (10 metaphors), as a need to harmony and collaboration (9 metaphors) respectively. Some regulations, at school of education for being accurate perception and positive attitude toward project, will provide effectively implementing of &quot;scientific research project&quot; which is important educational tools for gifted education.
The Relation of Physics Teachers' Leadership with Burnout Levels and Attitudes towards Change. Turkey Case
Author: Tortop, Hasan Said
Date: 2012-00-00
Type: Journal Articles
Subjects: Physics,Science Teachers,Teacher Leadership,Teacher Burnout,Teacher Attitudes,Educational Change,Foreign Countries,Correlation,Attitude Measures,Teacher Surveys,Teacher Characteristics,Secondary School Teachers,High Schools,Public Schools,Private Schools,Questionnaires,Likert Scales,Statistical Analysis,Age Differences,Gender Differences,Teaching Experience,Teaching Conditions

Nowadays, leadership concept has changed into ability to work with team behaviour from doing something alone It is inevitable that school managements include their teachers to the leadership concept. Leadership of physics teachers who educate necessary individuals for developing society in views of technologically and scientifically is important. This study was aimed to determine relation of physics teachers' leadership with burnout levels and attitudes towards change. 57 physics teachers working in Isparta city in Turkey at 2010-2011 educational years were determined as the sample of this correlation survey study. Teacher Leadership Scale (TLS), burnout inventory and attitude towards change scale were used as data tools. Results of study was found out that physics teachers' burnout levels were very low. Expectation leadership behaviour and perceived leadership of the Physics' teachers displaying leadership above normal level were significantly different. Besides, the relation between physics teachers' attitudes towards change and leadership behaviour determined at medium level.