ethanporcaro/eric-fulltext-meta huggingface dataset:
Who Profits? Students&apos; Experiences at For-Profit Colleges
Author: Silliman, Rebecca
Date: 2023-00-00
Type: Reports - Research
Subjects: College Students,For Profit Colleges,Student Experience,Alumni,Dropouts,Stopouts,Control Groups,Community College Students,Community Colleges,Public Colleges

For-profit colleges' have generated regulatory scrutiny and litigation because of their recruitment tactics, graduation rates, costs and loan default rates. Compared to public higher education institutions, for-profit colleges have been criticized for being more expensive with similar or worse job market outcomes for graduates, who tend to be left with higher debt. They enroll relatively high proportions of Black and Latino students, but too often leave those students in debt and without degrees. This research explores the experiences and perspectives of for-profit college attendees based on a representative survey of 595 alumni, currently enrolled students, and non-completers fielded from March 17 to May 31, 2022, and focus groups with those populations. The research includes a comparison sample of 406 students currently enrolled at public community colleges, which tend to serve populations similar to those of for-profit colleges.
Adult Education and Literacy: 2022 Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Adult Education,Adult Literacy,Adult Basic Education,Program Costs,Resource Allocation,State Aid,Federal Aid,Eligibility,Expenditures,State Programs,Colleges,Community Colleges,English (Second Language),Secondary Education,Limited English Speaking,Geographic Regions,Faculty Development,Online Courses

The Department of Education, Division of Community Colleges and Workforce Preparation, is preparing this report in response to the Skilled Iowa and Job Creation Fund for the state appropriation for Adult Basic Education and Adult Education Literacy (AEL) Programs (260C.50). This report was coordinated by the department with the assistance of Iowa's fifteen community colleges. The report compares AEL financial allocations, expenditures, and performance for fiscal year 2021 and 2022. The financial allocations for fiscal year 2022 include state appropriated funds for adult education and literacy as well as for English as a Second Language (ESL) programs. [For the 2021 report, see ED617870.]
Fall Enrollment: Iowa Community Colleges, 2022
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Two Year College Students,Student Characteristics,Enrollment Trends,Part Time Students,Nontraditional Students,Online Courses,Economically Disadvantaged,Students with Disabilities,Minority Group Students,Gender Differences,Majors (Students),Careers,COVID-19,Pandemics,Age Differences,Geographic Location,Place of Residence,Racial Differences,Ethnicity,College Credits,Vocational Education,Programs,Dual Enrollment

This report provides information on the 15 Iowa community colleges for the fall of 2022 including: (1) Students; (2) Student Demographics; (3) Academics; (4) Program Type; (5) Transfer Major Programs; (6) Career Clusters; (7) Online Enrollment; (8) Joint Enrollment; (9) Immediate Enrollment; and (10) Enrollment Projections. [For the 2021 report, see ED617607.]
Iowa Community Colleges Joint Enrollment: Academic Year 2021. Annual Report
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Dual Enrollment,High School Students,Community Colleges,Enrollment Trends,High School Seniors,College School Cooperation,Gender Differences,Minority Group Students,Ethnicity,Racial Differences,Intellectual Disciplines,College Credits,Vocational Education,Postsecondary Education,Student Characteristics,Instructional Program Divisions,Income,Educational Finance,Institutional Characteristics

The Iowa Department of Education collects information on joint enrollment in Iowa's 15 community colleges. Jointly enrolled students are high school students enrolled in community college credit coursework. Most jointly enrolled students enroll through Senior Year Plus programs such as PSEO (Postsecondary Enrollment Options) and concurrent enrollment. Others enroll independently by paying tuition or enrolling in courses delivered through contractual agreements that do not meet the definition of concurrent enrollment. This report consists of academic year (AY) and trend data for 2021 on joint enrollment, including headcount enrollment, credit hours taken, student demographics and enrollment by program type and offering arrangement. All data included in this report is taken from the Community College Management Information System (MIS) and confirmed by each college, unless otherwise noted. [For the 2020 report, see ED617608.]
The Annual Condition of Education Report, 2022
Author: Iowa Department of Education
Date: 2022-00-00
Type: Numerical/Quantitative Data
Subjects: Enrollment Trends,Open Enrollment,Dual Enrollment,Early Childhood Education,Academic Achievement,Special Education,Educational Finance,Elementary Secondary Education,Lunch Programs,English Language Learners,Migrants,Preschool Education,Kindergarten,Attendance,Teacher Characteristics,Administrator Characteristics,Principals,Superintendents,Teacher Salaries,School Counselors,School Libraries,Librarians,School Districts,Nurses,Educational Indicators,Language Arts,Mathematics Education,Science Education,Dropouts,High School Graduates,Graduation Rate,Postsecondary Education,Career Planning,Suspension,Expulsion,State Aid,Budgets,Expenditure per Student,Taxes,College Entrance Examinations,National Competency Tests,Advanced Placement Programs

The 2022 edition of the Annual Condition of Education Report (COE) marks the 33rd edition of the report. For over 30 years, the Department has published the COE in order to provide education stakeholders critical data about the status of Iowa's education system. The 2022 COE includes a wide variety of content including information about Iowa's students, schools, educators, administrators, performance and school finance. The data for this annual report are presented in the following categories: (1) Enrollment; (2) Early Childhood Education; (3) Staff; (4) Program; (5) Student Performance; (6) Special Education; and (7) Finance. [For the 2021 report, see ED617856.]
Experiences of the Filipino Teachers in the Virgin Islands: A Phenomenological Theory Development
Author: Arcillo, Mervin T.
Date: 2023-02-00
Type: Journal Articles
Subjects: Foreign Countries,Foreign Workers,Teacher Attitudes,Teaching Experience,Phenomenology,Teacher Motivation,Resilience (Psychology),Coping,Faculty Workload,Teacher Supervision,Adjustment (to Environment)

The lived experiences of Filipino teachers in the US Virgin Islands are investigated in this phenomenological study. The study also looked at the difficulties they encountered and how Filipino teachers overcome them to continue to give their students a high-quality education. A qualitative phenomenological research approach with theory generating was employed for this investigation. According to the themes that emerged, the Filipino teachers' lived experiences revolved around the difficulties they faced while teaching outside the country; teachers struggled to manage students' behavior while being away from their families. Teachers developed coping mechanisms in order to adapt to the new eco-ecological set-up and maintain a sound mindset in order to enjoy teaching on the island. It was also revealed that teachers were subjected to close administrative supervision, that they had a minimal workload and were well compensated. Despite this, Filipino teachers in the US Virgin Islands adapted to the major crisis and even used it to grow and develop as educators. In terms of findings, the New-Ecological Acclimatization theory was developed.
Sustainable Funding of West Virginia&apos;s Residency Model
Author: Fermanich, Mark
Date: 2022-00-00
Type: Reports - Research
Subjects: Teacher Education Programs,Statewide Planning,Teacher Certification,Program Implementation,State Policy,Undergraduate Students,Practicums,Costs,Educational Finance,Sustainability,Educational Policy,Policy Analysis,Administrator Attitudes,School Districts,Partnerships in Education,Financial Support,Comparative Analysis,Resource Allocation,Compensation (Remuneration)

The State of West Virginia is adopting the teacher residency model as the primary pathway to teacher certification in the state. By the fall of 2024, all educator preparation programs (EPPs) in the state must implement the West Virginia Residency Model (WVRM) for earning certification in all undergraduate licensure areas. However, implementing the year-long clinical experience required by the WVRM involves some additional costs, such as the payment of stipends to teacher residents during their residency year, not found with the former one-semester student teaching model. The purpose of this report is to provide a review of the literature and a scan of other states' policies and practices regarding sustainably funding these additional costs of teacher residencies. The study consisted of an extensive literature review of both peer-reviewed journal articles and reports produced by education policy organizations, residency support organizations such as the National Center for Teacher Residencies, and established residency programs such as the Boston Teacher Residency program; a brief assessment of teacher residency program support policies in other states; and interviews with leaders from six West Virginia EPPs and three school districts on the costs of their participation in the WVRM. The purpose of these interviews was to collect information on the design of the residency programs in these EPPs and their partner school districts; what, if any, additional costs were incurred by implementing and operating the residency program in comparison to their traditional student teaching programs; and the current sources of funding used to support their residency efforts. The literature review identified five sustainability strategies, including: (1) identifying opportunities for raising new revenues; (2) reallocating existing resources; (3) reducing the cost of the WVRM; (4) finding cost savings in other operational areas and reinvesting these to support the WVRM; and (5) cost sharing between the state, EPPs, and partner school districts.
Building a Teaching Effectiveness Network (BTEN): Coordinating Support and Feedback for Beginning Teachers in AISD Schools. Publication 14.77
Author: Cornetto, Karen M.
Date: 2015-06-00
Type: Reports - Research
Subjects: Teacher Effectiveness,School Districts,Beginning Teachers,Teacher Improvement,Teacher Administrator Relationship,Stress Variables,Teacher Burnout,Educational Change,Faculty Development,Principals,Feedback (Response),Coordination,Self Efficacy,Improvement Programs

This report is an overview of the Building a Teaching Effectiveness Network (BTEN) project, in which 19 AISD schools participated from 2011 to 2015. The report highlights the positive impact BTEN had on AISD schools and describes challenges with a new way of thinking about improvement. [Abstract modified to meet ERIC guidelines.]
Austin ISD Postsecondary Enrollment Graduating Class of 2014. DRE Publication #14.81 ES
Author: Wiggins, Afi Y.
Date: 2015-06-00
Type: Reports - Descriptive
Subjects: College Enrollment,School Districts,High School Graduates,Economically Disadvantaged,Race,Enrollment Trends,English Language Learners

This executive summary highlights results from the main report (published separately). A significantly higher percentage of AISD graduates enrolled in postsecondary institutions in 2014 (66%) than enrolled in 2013 (63%). Eighty-one percent of Class of 2013 graduates enrolled and persisted in a postsecondary institution 2 consecutive years after high school graduation. The supplemental report (published separately) provides technical documentation. [For the full report, see ED626659.]
Postsecondary Enrollment Graduating Class of 2014: Austin Independent School District. DRE Publication #14.81 RB
Author: Wiggins, Afi Y.
Date: 2015-08-00
Type: Reports - Evaluative
Subjects: College Enrollment,High School Graduates,School Districts,Predictor Variables,Academic Persistence,Gender Differences,Enrollment Trends,Economically Disadvantaged,Race,Special Education,English Language Learners,Vocational Education,Universities,Two Year Colleges

A significantly higher percentage of AISD graduates enrolled in postsecondary institutions in 2014 (66%) than enrolled in 2013 (63%). Eighty-one percent of Class of 2013 graduates enrolled and persisted in a postsecondary institution 2 consecutive years after high school graduation. The supplemental report (published separately) provides technical documentation. In addition, a one-page executive summary also was published separately. [For the technical documentation, see ED626853. For the executive summary, see ED626657.]
Student Learning Objectives (SLOs): Analysis of Student Growth in 2013-2014, by Type and Source of Assessment. Publication Number 14.85
Author: Schmitt, Lisa
Date: 2015-11-00
Type: Reports - Evaluative
Subjects: Educational Objectives,Academic Achievement,Achievement Gains,Student Evaluation,Evaluation Methods,Measures (Individuals),Multiple Choice Tests,Scoring Rubrics,School Districts

This report examines the practical implications of student learning objective (SLO) assessment decisions for teacher appraisal. We present student-level growth data from SLO assessments administered in2013-2014. Growth data are compared according to type (i.e., multiple-choice or rubric/performance based) and source (i.e., common or teacher-created) of assessment. A one-page executive summary also was published. [For the executive summary, see ED626662.]
Student Learning Objectives (SLO): Analysis of Student Growth in 2013-2014, by Type and Source of Assessment. Publication 14.85 ES
Author: Schmitt, Lisa
Date: 2015-11-00
Type: Reports - Descriptive
Subjects: Educational Objectives,Student Evaluation,Evaluation Methods,Multiple Choice Tests,Scoring Rubrics,Academic Achievement,Achievement Gains,School Districts

This executive summary highlights findings from the main report (published separately) which examines the practical implications of student learning objective (SLO) assessment decisions for teacher appraisal. We present student-level growth data from SLO assessments administered in 2013-2014. Growth data are compared according to type (i.e., multiple-choice or rubric/performance-based) and source (i.e., common or teacher-created) of assessment. [For the full report, see ED626661.]
Beyond the Pandemic: State of Michigan Education Report 2023
Author: Education Trust-Midwest
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Equal Education,Pandemics,COVID-19,Educational Quality,Data,Educational Indicators,National Competency Tests,Academic Achievement,Achievement Gap,Elementary Secondary Education,Change Strategies

In every classroom across our great state--from Monroe to Manistee and Mt. Pleasant to Marquette--every Michigan student deserves access and opportunity to the educational resources and support to realize a bright future. Yet for too long, Michigan's education system has served as an engine of inequality when it should be providing opportunities for all students to achieve at high levels. Our state's longstanding inequalities were compounded further over the last three years as students, families, educators and communities faced unprecedented educational challenges amid the COVID-19 pandemic. And though many states--even those that were among the top-performing before the pandemic--lost ground, we now know that students in Michigan, a state that was not systemically well-positioned before COVID-19, fared worse than many states during the pandemic. Indeed, Michigan's unprecedented challenges now need an equally unprecedented response to ensure that all children have the opportunity to catch up and accelerate. Coupled with an unprecedented opportunity of unspent federal COVID-19 relief funding, we believe the time is now for Michigan to change its trajectory. Over the last six months, our research, data and policy team dug into the data, conducted new research and analyses and looked across the nation for educational recovery best practices for our 2023 State of Michigan Education Report: Beyond the Pandemic. In the following pages, we present The Opportunity 10--10 research-based steps that Michigan must take now to make our state a Top 10 Education State by 2030, one of our organization's goals. The recommendations include the need for urgent investments in educational recovery, a fair system of school funding, honesty about students' performance, a strong system of fiscal transparency and accountability for spending, as well as other strategies that have shown to be impactful for students, especially the most underserved, in leading education states. In this report, Beyond the Pandemic, our researchers delve into each of these areas. And we examine how these and other research-based strategies, such as extended and expanded learning time and full access to rigorous coursework and preparation for all Michigan students, can support educational recovery and acceleration for all Michigan students. [For the 2022 report, see ED622963.]
Tuition and Fees: Iowa Community Colleges, Fiscal Year 2023
Author: Iowa Department of Education, Division of Community Colleges and Workforce Preparation
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Community Colleges,Tuition,Fees,Trend Analysis,Educational Finance,Costs,Enrollment,Federal Aid,State Aid,Online Courses,Comparative Analysis,Educational Trends

The annual community college tuition and fees report provides information about tuition and fees charged at each of Iowa's 15 community colleges. This report also provides trends in tuition and fees among Iowa's community colleges, sources of general operating revenue and comparisons among states and institutions. For fiscal year (FY) 2023, average in-state tuition for students attending Iowa's community colleges is $191.18 per credit hour, a 3.7 percent increase from last year, and average mandatory fees are $14.90 per credit hour, up 0.2 percent from last year. Therefore, the average total in-state cost of enrollment (tuition plus fees) is $206.08 per credit hour, which represents a 3.4 percent increase from last year. Tuition and fees accounted for approximately 46.6 percent of community colleges' unrestricted operating revenue during FY 2021, the latest year for which data are available. Nationally, provisional data from the Integrated Postsecondary Education Data System (IPEDS) suggest that Iowa's in-state cost of enrollment in FY 2021 (the latest year available) ranked in the 90th percentile. This indicates that Iowa's average cost of enrollment is greater than or equal to 90 percent of community colleges in the nation. Regionally, Iowa had the second highest average cost of in-state enrollment in the region ($5,593.06), following South Dakota ($6,895.00). IPEDS data also suggest that the average total in-state enrollment cost at Iowa's community colleges was 14.1 percent higher than the regional average ($4,903.67) during FY 2021. Iowa Code stipulates that the highest tuition charged by Iowa's community colleges must be less than the lowest tuition charged at Iowa's public universities. In FY 2023, the highest community college in-state tuition for 24 credit hours ($4,896.00) is 39.6 percent less than the lowest public university in-state tuition for the same number of credit hours ($8,112.00). [For the 2022 report, see ED617609.]
Proceedings of International Conference on Humanities, Social and Education Sciences (iHSES) (Los Angeles, California, April 21-24, 2022). Volume 1
Author: Noroozi, Omid, Ed.
Date: 2022-00-00
Type: Collected Works - Proceedings
Subjects: Flipped Classroom,Student Diversity,Student Experience,College Students,Students with Disabilities,Attention Deficit Hyperactivity Disorder,Conventional Instruction,Middle School Students,Chemistry,Science Instruction,Substance Abuse,Well Being,Resilience (Psychology),Deafness,Adults,Biochemistry,Vocabulary,Educational Games,Physics,Science Education,Educational Research,Coping,Trauma,Japanese Americans,Institutionalized Persons,War,Racism,Public Policy,Police,Training,Police Education,Whites,Change,Resistance to Change,COVID-19,Pandemics,Higher Education,Diversity,Equal Education,Inclusion,Competition,Student Attitudes,Ability,Tests,Voting,Age,Musicians,Skill Development,Foreign Countries,Barriers,Social Emotional Learning,Distance Education,Natural Resources,Adolescents,Video Games,Addictive Behavior,Learning Modalities,Resistance (Psychology),African Americans,Feminism,High School Students,Second Language Learning,Public Schools,Private Schools,Learner Engagement,Interpersonal Communication,Art Products,World History,Engineering Education,Educational Methods,Lecture Method,Seminars,Doctoral Students,Supervision,Individual Characteristics,Supervisors

The aim of the International Society for Technology, Education, and Science (iHSES) conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and connect with the leaders in the fields of &quot;humanities,&quot; &quot;education&quot; and &quot;social sciences.&quot; It is organized for: (1) faculty members in all disciplines of humanities, education and social sciences; (2) graduate students; (3) K-12 administrators; (4) teachers; (5) principals; and (6) all interested in education and social sciences. [Individual papers are indexed in ERIC.]
Educating Educators: Knowledge, Beliefs, and Practice of Teacher Educators on LGBTQ Issues. A Report from GLSEN
Author: Clark, Caitlin M.
Date: 2022-00-00
Type: Reports - Research
Subjects: Educational Environment,Elementary Secondary Education,Teacher Education,LGBTQ People,Curriculum Development,Inclusion,Preservice Teachers,Teacher Attitudes,Teacher Educators,Barriers,Educational Practices,Professional Development,Student Diversity,Sociocultural Patterns,Teaching Methods,Advocacy,Activism,Self Efficacy

Given that teachers are critical to creating safe and supportive learning environments, it is essential to better understand how K-12 educators are being prepared in their teacher education programs to address LGBTQ issues and topics in curriculum and instruction, and the needs of LGBTQ students. Thus, the current study examines the state of teacher education programs in regard to LGBTQ-inclusive practices and preparation. As there is a lack of national research examining LGBTQ-inclusive teaching in teacher education programs, we undertook the &quot;Educating Educators: Knowledge, Beliefs, and Practice of Teacher Educators on LGBTQ Issues&quot; report to examine teacher educators' (or those who teach courses in colleges and universities that prepare pre-service educators) perspectives and experiences regarding their LGBTQ-related work. &quot;Educating Educators: Knowledge, Beliefs, and Practices of Teacher Educators on LGBTQ Issues&quot; examines: (1) Teacher educators' attitudes and beliefs about the inclusion of LGBTQ issues in their teacher education courses; (2) How teacher educators were prepared in their training to include LGBTQ people and issues in their work as teacher educators; (3) The LGBTQ-inclusive practices teacher educators engage in in their teaching; (4) The barriers faced in engaging in LGBTQ-inclusive teaching practices; and (5) Factors that lead to more inclusion of LGBTQ-related content in teacher educators' teaching practice.