ethanporcaro/eric-fulltext-meta huggingface dataset:
STEM Pilot Project Grant Program: Report to the Legislature, June 2016
Author: Noahr, Lorrell
Date: 2016-06-00
Type: Reports - Descriptive
Subjects: STEM Education,Budgets,Financial Support,State Aid,Grants,School Districts,Educational Facilities,Graduation Requirements,Eligibility,Resource Allocation,Pilot Projects,Equipment

The Washington State Legislature established the Science, Technology, Engineering, &amp; Math (STEM) Pilot Program in the 2015-2017 capital budget (Chapter 3, Laws of 2015, 3rd Sp. Session, Section 5026) and provided $12,500,000 for this pilot grant program. Grants awarded under this program constitute the districts' local funding for purposes of eligibility for the School Construction Assistance Program (SCAP) to construct or modernize STEM lab classrooms. School districts are eligible to receive grants if they have a special housing burden due to lack of sufficient space for science classrooms and labs to enable students to meet statutory graduation requirements. The Office of Superintendent of Public Instruction (OSPI) is tasked to administer the grant to school districts with assistance from Washington STEM, a statewide STEM education organization. The 2015 Supplemental Capital Budget further modified the grant program by providing additional grant scoring criteria. Appended to the report are the: (1) Review Process/Scoring; and (2) List of Final Awards Table.
Role of Community and Technical Colleges in Producing Nursing Graduates: Rethinking the Pipeline for Guided Pathways. Research Report 17-1
Author: Washington State Board for Community and Technical Colleges
Date: 2017-01-00
Type: Reports - Research
Subjects: Nursing Education,Nursing Students,Community Colleges,Technical Institutes,College Role,Educational History,Enrollment Trends,Graduation Rate,Associate Degrees,Age Differences,Gender Differences,Awards,Employment Patterns,Salary Wage Differentials,Racial Differences,Ethnicity,College Transfer Students,Licensing Examinations (Professions)

Though it is still possible to enter the nursing profession with a Licensed Practical Nursing Certificate (LPN) or an Associate's Degree in Nursing (ADN), it is becoming increasingly necessary to get a Bachelor of Science in Nursing (BSN) in order to be assured of continued employment. The Associate in Applied Science-T Nursing Degree prepares students to take the National Council Licensure Examination for Registered Nurses (NCLEX-RN). This degree includes both nursing prerequisites and the nursing coursework (the Nursing Program). Historically, Washington State's two-year colleges have played a significant role for graduating well-prepared LPN and ADN for entry-level positions as well as providing opportunities for a progression to the BSN. Another pathway, the Associate in Pre-Nursing Direct Transfer Agreement/Major Related Program provides prerequisite coursework to prepare students to apply to a BSN university program as a transfer student where they take their nursing coursework and earn a BSN before taking the NCLEX-RN. Most recently, the two-year and four-year colleges and the universities agreed upon a new nursing pathway specifically intended to meet the call for more BSN level nursing graduates. Finally, in addition to the above paths, at least two community colleges have begun to offer Bachelor of Science in Nursing degrees as options for their ADN to BSN pathways. The first part of this paper describes the award history for these programs over the past five years, the students who earn these awards and their post-graduation outcomes for employment and transfer. The second part of the paper looks at another important issue that is beginning to gain colleges' attention as they focus on increasing postsecondary attainment and completions through initiatives like Guided Pathways. Every year, nursing education attracts thousands of aspiring applicants. However, the program has limited and highly competitive acceptance. This paper explores: What is the attrition for aspiring students? and What are the implications for these students' college retention and completion?
The University of North Carolina Evaluation of E-Learning across the System
Author: University of North Carolina General Administration (UNC-GA)
Date: 2013-10-00
Type: Reports - Research
Subjects: Universities,Program Evaluation,Electronic Learning,Outcomes of Education,Online Courses,Statistical Analysis,Comparative Analysis,Conventional Instruction,Graphs,Instructional Effectiveness

Many of UNC's E-Learning efforts are new and an evaluation of their effects is premature. Despite this, evaluating learning outcomes in online education may provide insight for future decisions. In order to evaluate these courses, UNC General Administration's Policy &amp; Funding Analysis Division used a statistical technique that allows one to analyze the relationships between different sets of variables and outcomes of interest. To create a meaningful comparison group, the sample for analysis only examined courses offered both online and face-to-face. This report provides a brief outline of the process followed by two images of the key findings, and offers guidance on how to interpret the graphs. For further information about the study, see Appendix A: Quantitative Technical Notes. Existing research on the effectiveness of online instruction is--at best--mixed. However, this analysis with UNC specific data furthers and supports previous studies using smaller samples from within the state.
Washington's Community and Technical Colleges' Student Achievement Initiative: Lessons Learned since the 2012 Revision and Considerations for New Allocation Model. Research Report 16-1
Author: Washington State Board for Community and Technical Colleges
Date: 2016-07-00
Type: Reports - Research
Subjects: Community Colleges,Technical Institutes,Academic Achievement,Funding Formulas,Performance Contracts,Audits (Verification),Basic Skills,Student Improvement,Articulation (Education),School Holding Power,Academic Persistence,Graduation Rate,School Effectiveness,Resource Allocation,Finance Reform,Secondary School Mathematics,English,Statistical Distributions

In January 2012, a system-wide task force came together for a nearly year-long process of revising the community and technical college system's performance-based funding (PBF) system, the Student Achievement Initiative. This review was consistent with national experts' recommendations for continuous evaluation of PBF systems to ensure overall goals and principles are being met. Recommendations for adjustments to the achievement metrics and funding model were made to the president's commission (WACTC) in November 2012 and approved by the State Board in December 2012. Recommendations for change reflected a shift in both student success policy and fiscal policy to recognize both the growing national emphasis on the completion agenda, as well as the constrained resource environment caused by the Great Recession. The goal of this paper is to evaluate whether there appears to be positive movement in student achievement toward the policy goals which were the basis of the 2012 revision of the metrics and funding model. The following sections begin with a brief overview of the theory behind PBF and a background on the revision, followed by a system-level analysis of each of the key milestone areas addressed within the revision. The connection between increased performance and increased funding for colleges is also discussed. The paper concludes with a discussion and implications of an incentive-based allocation system with thoughts on future study. Appended are data tables showing: (1) Basic Skills Transition Rates by College; (2) Precollege English Progression and College Completion by College; (3) Precollege Math Progression and College Completion by College; (4) Completions by College; and (5) Funding Distributions 2009-10 to 2014-15.
STEM Pilot Project Grant Program: Report to the Legislature, December 2016
Author: Noahr, Lorrell
Date: 2016-12-00
Type: Reports - Descriptive
Subjects: STEM Education,Budgets,Financial Support,State Aid,Grants,School Districts,Educational Facilities,Graduation Requirements,Eligibility,Resource Allocation,Pilot Projects,Equipment

As our world becomes more and more steeped in technology, educating our students in that and related areas becomes crucial. Science, technology, engineering and math (STEM) education focuses on helping students become the next generation of professionals who will create the new ideas, new products and new industries of the future. Teaching STEM requires the proper physical space--for many districts, more space than they have. In 2015 the Washington state Legislature established the STEM Pilot Program and allocated $12.5 million for it. Combined with the state's School Construction Assistance Program (SCAP), the intent is to increase the number of STEM lab classrooms, either by modernizing existing classrooms or building new ones. Districts can receive grants from the program if they show they have a &quot;special housing burden,&quot; which is a lack of adequate science and lab space needed for students to meet their graduation requirements. In establishing the STEM Pilot Program, the Legislature also required the Office of Superintendent of Public Instruction (OSPI) to make recommendations on how the program can be integrated into SCAP. These recommendations are summarized below and discussed in greater detail throughout this report: (1) Amply fund SCAP; (2) Create a STEM literacy grant program; and (3) Study equipment allowances. Appended to the report are: (1) Washington STEM Report; and (2) STEM Pilot Project Grant Awards. [For the initial report: &quot;STEM Pilot Project Grant Program: Report to the Legislature, June 2016,&quot; see ED573034.]
Postsecondary Education Expectations and Attainment of Rural and Nonrural Students. Stated Briefly. REL 2017-233
Author: Molefe, Ayrin
Date: 2017-03-00
Type: Reports - Research
Subjects: Postsecondary Education,Expectation,Rural Schools,Urban Schools,High School Students,Grade 10,Academic Aspiration,Educational Attainment,Financial Problems,Comparative Analysis,Predictor Variables,Statistical Significance,Paying for College

This study examined rural-nonrural differences in postsecondary educational expectations and the attainment of expectations for grade 10 students attending rural and nonrural high schools in the Regional Educational Laboratory (REL) Midwest region and how these differences compare with rural-nonrural differences in the rest of the nation. For grade 10 students who indicated that they did not anticipate attaining more than a high school education, the study also examined rural and nonrural students' reasons for not expecting to continue their education past the secondary level. Analyses drew on data from the Education Longitudinal Study of 2002 using descriptive statistics, chi-squared tests of association, and multinomial regression models with students nested in schools. The baseline model included only school locale, an indicator for region, and their interaction as predictors; subsequent models added student predictors, family characteristics, teacher expectations, and school contextual variables. Analyses reveal that rural students in the Midwest had lower educational expectations than their nonrural peers, yet similar levels of educational attainment after taking into account student, family, teacher, and school characteristics. For two-thirds of rural and nonrural students, educational attainment fell short of expectations. Importantly, participation in rigorous coursework, parent aspirations, and teacher expectations were more predictive of educational expectations and attainment than whether students grew up in rural areas in grade 10 in 2002. For grade 10 students who did not expect to go to college, both rural and nonrural students perceived financial barriers as the primary reason. Policymakers and other stakeholders in Midwestern states and the rest of the nation can use the results of this study to inform efforts to improve the educational attainment of rural students.
Post Program Earnings Differences between the Associate in Applied Science and Applied Baccalaureate Degrees: Companion Report to &quot;Applied Baccalaureate Degrees: Policy and Outcomes Evaluation.&quot; Research Report 15-3
Author: Washington State Board for Community and Technical Colleges
Date: 2015-08-00
Type: Reports - Research
Subjects: Associate Degrees,Quasiexperimental Design,Experimental Groups,Control Groups,Employment Potential,Educational Benefits,Education Work Relationship,Employment Patterns,Salary Wage Differentials,Comparative Analysis,Outcomes of Education,Community Colleges,Two Year Colleges,Technical Institutes,College Graduates,Bachelors Degrees

Gainful employment and earnings to support a family living are significant policy goals of the applied baccalaureate program. Therefore, employment is an important metric to study; however, there are limitations in the data and process used in past reports that make understanding the true impact of applied baccalaureate programs on an individuals' earnings difficult to discern. In past years this report has matched graduates with their employment outcomes two years (or seven quarters) following degree completion. The purpose of the 2 year lag was to give graduates time to find a job that was in alignment with their applied baccalaureate degree field, and therefore capture earnings growth at that level. In addition to the snapshot employment rate, graduates who were employed at the time of graduation were also evaluated for increases in median earnings seven quarters following their last quarter enrolled. The purpose of this analysis was to gauge growth in earnings as a function of earning the BAS degree. While the extended length of time and comparison to earlier earnings may potentially show gains more reflective of the applied baccalaureate degree, the paradox is the potential for movement and unknown variation that could impact the employment rate. The goal of this paper is to analyze the return on investment for students who go on to earn an applied baccalaureate degree as compared to a comparison group of graduates who have the same associate degree but no applied baccalaureate degree. An individual's characteristics that could impact their earnings outcomes above and beyond degree type are also taken into consideration in the analysis, as described in the literature review on the value-added from higher education summarized herein. [For the companion report, see ED573044.]
How Well Does High School Grade Point Average Predict College Performance by Student Urbanicity and Timing of College Entry? REL 2017-250
Author: Hodara, Michelle
Date: 2017-02-00
Type: Reports - Research
Subjects: Grade Point Average,College Students,Academic Achievement,High School Graduates,Predictive Validity,Rural Urban Differences,College Entrance Examinations,Mathematics Achievement,Standardized Tests,College English,Student Characteristics,Regression (Statistics),Minimum Competencies,College Mathematics,Prediction

This report is a companion to a study that found that high school grade point average was a stronger predictor of performance in college-level English and math than were standardized exam scores among first-time students at the University of Alaska who enrolled directly in college-level courses. This report examines how well high school grade point average and standardized exam scores predict college grades by the urbanicity of students' hometown and timing of college entry. Among recent high school graduates from both urban and rural areas of Alaska, high school grade point average was a better predictor of college course grades than were SAT, ACT, or ACCUPLACER scores. It was a more powerful predictor of college performance among students who entered college within a year of high school graduation than among students who delayed college entry. For students who delayed college entry, high school grade point average was a better predictor than were standardized exam scores in English, but that was not always the case in math. The following is appended: Methods. [For the companion report, &quot;Developmental Education and College Readiness at the University of Alaska. REL 2016-123,&quot; see ED565798.]
Online Learning: Report to the Legislature
Author: Hunter, Lillian
Date: 2016-01-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Electronic Learning,Online Courses,Annual Reports,Educational Benefits,Enrollment Trends,Academic Achievement,Nontraditional Education,Acceleration (Education),Elementary Secondary Education,Student Characteristics,Demography,Gender Differences,Racial Differences,Disproportionate Representation,Bilingual Students,Special Education,Part Time Students,Home Schooling,Out of State Students,Intellectual Disciplines,Grades (Scholastic),Statistical Data

Online learning plays an important role in the state's education landscape. Both students and schools benefit from online courses by: (1) Allowing students to enroll in courses that are not available at their school; (2) Ensuring that students are able to earn credits needed for graduation; (3) Providing schools with a wide array of educational options to meet student needs; (4) Providing students with an important alternative to traditional classrooms, assisting students who seek remediation or acceleration in their learning; and (5) Meeting the needs of students with different learning styles. In school year 2014-15, nearly 31,000 Washington students enrolled in 72,787 semester online courses. The number of students greatly increased (19.3 percent), while the number of enrollments slightly increased from the previous year, indicating more students are taking a smaller number of courses (part-time). Additionally, both the number of districts and schools reporting online enrollments increased. In reports submitted in the 2013 and 2014 years, the Office of Superintendent of Public Instruction (OSPI) highlighted concerns about student achievement in online courses. Based on the 2014-15 data, there is still cause for concern, however the differences in outcomes between online and non-online course enrollments has narrowed: online courses were successfully completed nearly 80 percent of the time, compared to 91 percent for non-online courses. In 2014, OSPI made a significant change in the rules that govern the online provider approval process. The previous process focused largely on program &quot;inputs&quot;--policies, and procedures. With the rule revision, providers must now meet student achievement performance targets (&quot;outputs&quot;) to maintain their approved status. 2015 will provide OSPI with the opportunity to hone data reporting and gathering practices and create a baseline of outcomes-based accountability for approved online providers. OSPI and the State Auditor's Office will continue to closely monitor Alternative Learning Experiences (ALE) and online learning programs. This will help inform any future policy discussions in this area. Appended to the report are: (1) Data Sources; (2) Online Provider Approval Reviews; and (3) 2015 Full Review Approval Cycle.
Quality Improvement Efforts among Early Childhood Education Programs Participating in Iowa's Quality Rating System. REL 2017-244
Author: Hawkinson, Laura E.
Date: 2017-03-00
Type: Reports - Research
Subjects: Educational Quality,Educational Improvement,Early Childhood Education,Barriers,Professional Development,Decision Making,Rating Scales,Surveys,Stakeholders,Financial Support,Needs Assessment,Training,Child Care Centers,Regression (Statistics),Individual Characteristics,Preschool Education,Early Intervention

This report describes the quality improvement efforts of early childhood education programs participating in Iowa's Quality Rating System (QRS). It identifies supports and barriers to quality improvement and examines how quality improvement supports and activities relate to changes in program quality ratings across time. The study team developed the following research questions for this study in partnership with stakeholders in Iowa. Among early childhood education programs participating in the Iowa QRS: (1) What are the quality improvement activities in which they participate; (2) What topics are covered in professional development; (3) What are the supports and barriers to participation in quality improvement activities; (4) What information do they use to make decisions about quality improvement activities: (5) Do ratings rise among programs that renew their Iowa QRS participation; and (6) What is the relationship between quality improvement supports and activities and increases in QRS ratings and domain scores? The descriptive findings of this study provide an overview of the landscape of quality improvement activities among early childhood education programs participating in the Iowa QRS. The results suggest that in-person training is the most common type of quality improvement activity in Iowa, perhaps partly because annual in-person training hours are required to maintain home provider registration or center licensing. While staff in almost all programs completed in-person training, staff in approximately half the programs participated in web-based training. However, many survey respondents identified long distance and travel time as barriers to participation in quality improvement activities such as training. Appended are: (1) Supplemental literature review; (2) Iowa Quality Rating System rating criteria; (3) Data and methodology; (4) Quality improvement survey items; and (5) Detailed results tables.
Applied Baccalaureate Degrees: Policy and Outcomes Evaluation. Research Report 15-2
Author: Washington State Board for Community and Technical Colleges
Date: 2015-08-00
Type: Reports - Research
Subjects: Outcome Measures,Bachelors Degrees,Community Colleges,Two Year Colleges,Technical Institutes,Associate Degrees,College Graduates,Enrollment,Comparative Analysis,Employers,School Holding Power,Full Time Equivalency,Employment Potential,Educational Benefits,Education Work Relationship,Employment Patterns,Salary Wage Differentials,Outcomes of Education,Two Year College Students

Washington's community and technical colleges (CTCs) play an important role in producing baccalaureate degree graduates in the state. They expand opportunities for both graduates and employers, build upon professional-technical associate degrees, and provide a clear pathway for students who may be place bound or have difficulty finding a transfer opportunity for their associate degree. They also help address employers' need to successfully recruit qualified applicants who have both job-specific technical skills as well as the skills learned through a baccalaureate program. Applied baccalaureate degree programs are approved through the Washington State Board for Community and Technical Colleges (SBCTC) to achieve the following policy goals: (1) Increase educational pathways for professional-technical associate graduates who have been limited in their ability to apply credits toward a bachelor degree. The workforce student population is comprised of a large portion of people of color, older working adults and people (primarily women) who are place bound with family responsibilities; (2) Meet state goals for increasing the total number of baccalaureate degrees awarded by public two-year and four-year institutions to 42,400 per year. To do this, the CTC system will need to increase the number of students who transfer to baccalaureate programs by 25 percent and increase the number of applied baccalaureate graduates to 1,400 by the year 2030; and (3) Expand the workforce mission of CTCs further to better serve the needs of local and state employers. This study is an evaluation of the CTC system's progress towards meeting the above three policy goals. [For a companion report, see ED573040.]