ethanporcaro/eric-fulltext-meta huggingface dataset:
Bridging the Gaps for Students in Long Beach: Cross-System Efforts to Institutionalize Dual Enrollment
Author: Nodine, Thad
Date: 2019-06-00
Type: Reports - Research
Subjects: Transitional Programs,High School Students,College Bound Students,Partnerships in Education,Public Schools,Dual Enrollment,Teacher Attitudes,Administrator Attitudes,College Readiness,School Personnel,Program Effectiveness,Faculty Development,Student Interests,Student Needs,Role,Information Dissemination,Parents,Incentives,Sustainability,Information Management,Decision Making,Higher Education,Elementary Secondary Education

In 2016, a team of education leaders from the Long Beach College Promise joined Bridging the Gap to build and strengthen student transitions from high school to college. The partners sought to assess and improve the partnership's dual enrollment programs spanning the three public institutions, pilot and implement new career exploration tools and programs, and develop a plan for a data warehouse to collect and share student information across the institutions. In this brief, we draw from interviews with faculty, staff, administrators, and others who were engaged in the Long Beach team's efforts to answer the following question: &quot;How has a long-standing regional education partnership worked across systems to institutionalize efforts to increase college readiness for broad populations of students?&quot; [The collaborations in Long Beach and the Salinas Valley were implemented through Bridging the Gap (BtG), an initiative funded by The James Irvine Foundation. For a summary on the Bridging the Gap series, see ED597814. For other papers in this series, see &quot;Bridging the Gaps for Students in the Salinas Valley: Cross-System Efforts to Increase College Readiness&quot; (ED597811) and &quot;Bridging the Gaps through Cross-System Education Partnerships: Principles of Practice from Long Beach and the Salinas Valley&quot; (ED597812).]
Bridging the Gaps for Students in the Salinas Valley: Cross-System Efforts to Increase College Readiness
Author: Nodine, Thad
Date: 2019-06-00
Type: Reports - Research
Subjects: Transitional Programs,High School Students,College Bound Students,Partnerships in Education,Public Schools,Dual Enrollment,Teacher Attitudes,Administrator Attitudes,College Readiness,School Personnel,Program Effectiveness,Faculty Development,Student Interests,Student Needs,Role,Information Dissemination,Parents,Incentives,Sustainability,Information Management,Higher Education,Elementary Secondary Education

A group of public education institutions throughout the Salinas Valley came together in 2016 to help more youth in the valley prepare for and succeed in college. In this brief, we draw from interviews with faculty, staff, and administrators, as well as with student focus groups, in order to answer the following question for those interested in strengthening or developing a cross-system education partnership in their communities: &quot;How has a relatively young education partnership worked across systems to improve college readiness for broad populations of students?&quot; [The collaborations in Long Beach and the Salinas Valley were implemented through Bridging the Gap (BtG), an initiative funded by The James Irvine Foundation. For a summary on the Bridging the Gap series, see ED597814. For other papers in this series, see &quot;Bridging the Gaps through Cross-System Education Partnerships: Principles of Practice from Long Beach and the Salinas Valley&quot; (ED597812) and &quot;Bridging the Gaps for Students in Long Beach: Cross-System Efforts to Institutionalize Dual Enrollment&quot; (ED597810).]
Bridging the Gaps through Cross-System Education Partnerships: Principles of Practice from Long Beach and the Salinas Valley
Author: Nodine, Thad
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: Transitional Programs,High School Students,College Bound Students,Partnerships in Education,Public Schools,Dual Enrollment,Teacher Attitudes,Administrator Attitudes,College Readiness,School Personnel,Program Effectiveness,Faculty Development,Student Interests,Student Needs,Role,Information Dissemination,Parents,Incentives,Sustainability,Information Management,Higher Education,Elementary Secondary Education,Leadership

Long Beach and the Salinas Valley joined Bridging the Gap to smooth transitions for students from high school to postsecondary education. Due to policy reforms at the state and system levels, working across systems increasingly became an immediate and practical need for those seeking to improve student transitions from high school to postsecondary education. This brief is intended for those interested in strengthening or developing a cross-system education partnership in their communities. It describes five learnings, or principles of, drawn from the work of the Long Beach and Salinas Valley teams. [The collaborations in Long Beach and the Salinas Valley were implemented through Bridging the Gap (BtG), an initiative funded by The James Irvine Foundation. For a summary on the Bridging the Gap series, see ED597814. For other papers in this series, see &quot;Bridging the Gaps for Students in Long Beach: Cross-System Efforts to Institutionalize Dual Enrollment&quot; (ED597810) and &quot;Bridging the Gaps for Students in the Salinas Valley: Cross-System Efforts to Increase College Readiness&quot; (ED597811).]
Career Ability Placement Survey for High School Students
Author: Priyanga, K.
Date: 2019-06-00
Type: Journal Articles
Subjects: High School Students,Job Skills,Career Choice,Gender Differences,Ability,Interests,School Psychologists,Role,Spatial Ability,Logical Thinking,Mechanical Skills,Numeracy,Verbal Ability,Language Usage,Knowledge Level,Vocabulary,Cognitive Processes

Background: A job is undertaken for a particular period of an individual's life and with chances for progress. The constructive way to know about the individual's inner strength. Career ability for high school students is essential to identify their capabilities in different career choices and choose the appropriate one, which helps in reaching great heights. Career ability placement survey helps in identifying the propensity of the students using seven different potentialities which would help in performing better based on their abilities, which would minimise the failures. Aim: The present study aimed is to find out career abilities among the high school students and plan for their future. Methods: Career ability placement survey was developed by Lila Knapp, Robert R. Knapp, and Lisa Knapp-Lee. This questionnaire is used to assess the career abilities of individuals using seven different dimensions. The scale was administered to 55 high school students based on stratified random sampling. Results: No significant difference between the career abilities among males and females. Conclusion: Both males and females have the expertise in spatial relations were they can visualise in three dimensions and can perform well in jobs related in spatial intelligence, and both have the least capacity in language usage where they cannot deliver well in careers related to oral and written communication.
Executive Summary: Bridging the Gap
Author: California State University, Sacramento. Education Insights Center
Date: 2019-07-00
Type: Reports - Descriptive
Subjects: Transitional Programs,High School Students,College Bound Students,Partnerships in Education,Public Schools,Dual Enrollment,Teacher Attitudes,Administrator Attitudes,College Readiness,School Personnel,Program Effectiveness,Faculty Development,Student Interests,Student Needs,Role,Information Dissemination,Parents,Sustainability,Information Management,Higher Education,Elementary Secondary Education

Bridging the Gap (BtG) supports successful student transitions from high school to postsecondary, via cross-system, education partnerships. With funding from The James Irvine Foundation, BtG partnerships focus on first-generation college students, students of color, and low-income students who face substantial barriers in meeting their educational goals. This series explores the experiences of two California partnerships that joined the Bridging the Gap initiative in 2016: one in Long Beach and the other in the Salinas Valley. Based on interviews and surveys with faculty, staff and administrators, the Education Insights Center sought to understand the systemic, institutional, and equity challenges facing the partnerships and how they operationalized their efforts to address them. EdInsights attempts to answer the question: How have two distinct regional education partnerships worked across systems to increase college readiness for broad populations of students? [Bridging the Gap is an initiative of The James Irvine Foundation. For reports in the Bridging the Gap series, see &quot;Bridging the Gaps for Students in Long Beach: Cross-System Efforts to Institutionalize Dual Enrollment&quot; (ED597810), &quot;Bridging the Gaps for Students in the Salinas Valley: Cross-System Efforts to Increase College Readiness&quot; (ED597811); and &quot;Bridging the Gaps through Cross-System Education Partnerships: Principles of Practice from Long Beach and the Salinas Valley&quot; (ED597812).]
Tuition &amp; Fees in Public Higher Education in the West, 2018-19. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2018-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Public Colleges,Tuition,Fees,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Two Year Colleges,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students

This report provides comprehensive data about the tuition and fee prices published by public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2018-19, including changes in tuition and fee rates over the past one-, five- and 10- year periods. In addition to total tuition and fees, the report displays the average mandatory fees for each institution, state and the region over the past one-, five-, and 10-years, as well as what percent of total tuition and fees they represent.
Participation in Decision-Making Process as a Predictor of Organizational Cynicism at Schools
Author: Yildirim, Isa
Date: 2019-00-00
Type: Journal Articles
Subjects: Foreign Countries,Secondary School Teachers,Participative Decision Making,Predictor Variables,Teacher Attitudes,Negative Attitudes,Organizational Culture,Organizational Climate,Teacher Participation,Scores

The aim of this study is to reveal the level of secondary school teachers in participating to the decision making process, organizational cynicism and the relationships between these two variables. The participants of the research, which was conducted in the relational screening model, consisted of 14 secondary schools selected by the random sampling method in the Erzurum Province Yakutiye District and 289 teachers working in various branches in these schools. Two types of data collection tools, named as Decision-making Participation and Organizational Cynicism Scale, were used in the research. According to the findings gathered in the research, the level of participation of teachers in the decision making process is high and the level of organizational cynicism is low. It was found out that the scores of the teachers' participation in the decision making process and the organizational cynicism a moderately negative correlation; organizational environment with dimensions of participation in decision-making process and individual attitudesexplained about 33% of the variance in organizational cynicism.
California Education Policy, Student Data, and the Quest to Improve Student Progress: Research Findings and Recommendations
Author: Moore, Colleen
Date: 2019-00-00
Type: Reports - Research
Subjects: Progress Monitoring,Data Collection,Elementary Secondary Education,Higher Education,Public Education,Information Management,State Policy

California does not have a statewide data system that tracks student progress through K-12 and higher education and into the workforce. As a result, educators and policymakers cannot answer critical questions about student progress, which limits their ability to make evidence-based changes to support better and more equitable opportunities for students. The good news is that the state's education systems already collect the data needed to develop a statewide longitudinal data system (SLDS) and California has several options for creating such a system. These are the key findings of two years of research by the Education Insights Center (EdInsights). [For Part I of this series, see ED574475; for Part II, see ED584700; for Part III, see ED584699; and for Part IV, see ED584698.]
Tuition &amp; Fees in Public Higher Education in the West, 2015-2016. Detailed Tuition &amp; Fees Tables
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Fees,Public Colleges,Two Year Colleges,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students

This annual report updates the tuition and fee prices published by all of the public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) member states. It is the product of an annual survey administered to the State Higher Education Executive Officers (SHEEO) offices in each state, except for states such as Arizona, Idaho and South Dakota, where the data for the two-year colleges and technical institutes were provided by individual institutions. A copy of the survey instructions can be found among the appendices. The State Notes section summarizes additional interpretative information provided for selected states and institutions. This report presents published tuition and fees amounts as averages both unweighted and weighted by full-time equivalent enrollments. Unlike unweighted averages, which treat each institution equally no matter how big or small it is, enrollment-weighted averages provide a truer estimate of the published price a typical student faces based on enrollment patterns. Appendix E provides more information regarding enrollment weighting.
Tuition &amp; Fees in Public Higher Education in the West, 2017-2018. Detailed Data Tables
Author: Western Interstate Commission for Higher Education (WICHE)
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Higher Education,Tuition,Fees,Public Colleges,Full Time Equivalency,Enrollment Trends,In State Students,Out of State Students,Two Year Colleges,Research Universities,Institutional Characteristics,Undergraduate Students,Graduate Students

This report provides comprehensive data about the tuition and fee prices published by the public higher education institutions in the Western Interstate Commission for Higher Education (WICHE) region for 2017-18, including changes over the past one-, five- and 10-year periods. For the first time, this annual series also displays the one-, five-, and 10-year trends of mandatory student fees separate from total tuition and fees. 08 to 2017-18, tuition and fees at public two-year institutions (without California) and four-year institutions increased 31.2 percent and 54.3 percent, respectively when adjusted for inflation (Figures 1 and 2). The largest cumulative change in tuition and fees occurred between 2007-08 and 2011-12, when year-over-year increases were considerably higher than the rates of increase between 2012-13 and 2017-18. This year's annual increases are more substantial than the more recent five-year's rates of increase for the WICHE region and may suggest a resumption of the previous trend.
2019 Innovation Schools Annual Report
Author: Kottenstette, Bill
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Educational Innovation,State Legislation,Educational Legislation,School District Autonomy,Institutional Autonomy,Public Schools,Accountability,Academic Achievement,Elementary Secondary Education,Achievement Gains,Compliance (Legal),Time,School Personnel,Budgets

The Innovation Schools Act of 2008, § 22-32.5-102, et seq. C.R.S, was designed to provide a pathway for schools and districts to develop and implement innovative practices in a wide variety of areas to improve student outcomes. The Act provides a formal process that allows schools or groups of schools to petition their local school boards for waivers from district-level policies and for school boards to petition the Colorado State Board of Education for waivers from certain state-level laws and regulations. The Act enables schools to better provide educational services tailored to meet the needs of their student populations. Innovation schools are required to articulate a vision around the autonomies they are seeking, as well as to gain support from a variety of stakeholders, including teachers, administrators, and School Accountability Committee members, before receiving the innovation school designation. The innovation application process requires schools to think through the common goal and vision that will be made possible by receiving greater autonomies, as well as the policies and documents that will need to change when these innovations are implemented. In compliance with the requirements of § 22-32.5-111, C.R.S., the Colorado Department of Education (CDE) has prepared this annual report divided into the following parts: (1) Overview of Innovation Schools Act of 2008; (2) Current Demographics of Innovation Schools; (3) Description of Innovations Implemented; (4) Summary of the Academic Performance of Students Served in Innovation Schools and Innovation School Zones; and (5) Recommendations for Legislative Changes. [For the 2018 report, see ED593265.]
Annual Report on Concurrent Enrollment. 2017-2018 Academic Year
Author: Colorado Department of Higher Education
Date: 2019-04-01
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,College Students,College Credits,Colleges,College School Cooperation,Public Schools,Student Characteristics,School Districts,High Schools,Remedial Instruction,Vocational Education,Postsecondary Education,Career Education,Technical Education,Two Year Colleges,Partnerships in Education,Racial Differences,Ethnicity,Demography,Gender Differences,Credentials,Acceleration (Education),Outcomes of Education

Expanding pathways from high school to higher education is essential for Colorado to reach its goals of increasing college completion rates, erasing attainment gaps and increasing high school student engagement. Colorado, like other states across the country, utilizes dual enrollment as a strategy to cultivate seamless P-20 pathways and increase credential completion. Dual enrollment programs provide high school students with the opportunity to enroll in college-level courses, simultaneously earning both high school and college credit, often at greatly reduced costs. These programs help students develop the knowledge, skills and abilities necessary to be postsecondary education- and workforce-ready. Research indicates that dual enrollment students are more likely to enroll and persist in college and are less likely to need remedial education once in college. The Colorado Department of Higher Education (CDHE) and the Colorado Department of Education (CDE) have prepared this report pursuant to statute (C.R.S. §22-35-112). The data, collected through the CDHE Student Unit Record Data System (SURDS) unless noted otherwise, provide a descriptive summary of students in Colorado's public education system who participated in dual enrollment programs in the 2017-2018 Academic Year.
The Postsecondary Progress and Success of High School Graduates. 2019 Legislative Report
Author: Colorado Department of Higher Education
Date: 2019-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Postsecondary Education,Enrollment Trends,Higher Education,Educational Indicators,Credentials,Achievement Gap,Equal Education,Gender Differences,Racial Differences,Ethnicity,Income,In State Students,Out of State Students,College Bound Students,Student Financial Aid,Acceleration (Education),Grants,Educational Equity (Finance),College Freshmen,Academic Persistence,Grade Point Average,College Credits,Academic Degrees,Two Year Colleges,School Holding Power

Earning a postsecondary credential is increasingly important for individuals, the economy, and the future of Colorado. The Georgetown Center for Education and the Workforce predicts that in the modern economy, two-thirds of entry-level jobs will require training beyond high school. In response to these realities, the Colorado Department of Higher Education (CDHE) and the Colorado Commission on Higher Education (CCHE) released a statewide plan to help Colorado reach 66 percent educational attainment among adults by 2025. To get there, the master plan lays out four strategic goals: increase credential completion, erase equity gaps, improve student success, and invest in affordability and innovation. Developing Colorado's own population by ensuring high school graduates are enrolling and succeeding in postsecondary education is essential to reaching the state's goals. The CDHE has several initiatives aimed at supporting high school students as they make the transition to a variety of postsecondary education options; however, Colorado must do more to ensure high school graduates pursue some type of education after they graduate. This report explores both data trends and policy context related to the experience of Colorado's recent high school graduates in postsecondary education through three sections: (1) Postsecondary enrollment trends; (2) Leading indicators of postsecondary success; and (3) Progress toward a credential. Consistent with the commitments outlined in Colorado's goal to erase equity gaps, selected data are provided by gender, race/ethnicity, and income. [For the companion report, &quot;The Postsecondary Progress and Success of High School Graduates: Developmental Education Needs. 2019 Legislative Report,&quot; see ED597824.]
History Teachers&apos; Views on Using Local History
Author: Metin Goksu, Meral
Date: 2019-00-00
Type: Journal Articles
Subjects: History Instruction,Local History,Teacher Attitudes,Foreign Countries,Learning Activities,Preservice Teacher Education,Teacher Characteristics,Educational Benefits,Teaching Methods,Barriers

Local history should be taught in history courses. It enables students to investigate and learn geography, form connections between past and present, and gain important life skills. This study analyzes the views and practices of Turkish history teachers vis-a-vis local histories in a qualitative study. The focus group consisted of 12 history teachers working in the central provinces of Kayseri city. Researchers used semi-structured interviews to collect data, and used qualitative analysis, explanatory and deductive codes to explore emerging patterns in the data. Our data show that local history lessons facilitate greater knowledge of local geography and culture. Conversely, teachers reported financial issues, lower teaching hours, and disinterested students when implementing local history curricula. According to these results, our researchers provide recommendations to better implement local history activities in the classroom.