ethanporcaro/eric-fulltext-meta huggingface dataset:
Does the State Have a CTE Diploma or CTE Diploma Designation? 50-State Comparison: Secondary Career and Technical Education
Author: Education Commission of the States
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,Vocational Education,State Policy,Graduation,Certification

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). &quot;Does the State Have a CTE Diploma or CTE Diploma Designation? 50-State Comparison: Secondary Career and Technical Education&quot; includes information on states that allow certifications, endorsements or other types of identifiers of successful completion of CTE programs as part of a standard high school diploma. Information collected from state statutes show that at least 23 states have provisions for a CTE diploma or diploma designation. This resource does not include CTE information at the postsecondary level. [View the full &quot;50-State Comparison: Secondary Career and Technical Education&quot; here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]
Does State Policy Allow Students to Earn Credentials through CTE Coursework? 50-State Comparison: Secondary Career and Technical Education
Author: Education Commission of the States
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,Vocational Education,Credentials,State Policy,Secondary School Students

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). &quot;Does State Policy Allow Students to Earn Credentials through CTE Coursework? 50-State Comparison: Secondary Career and Technical Education&quot; examined state statute and regulation to identify opportunities for students to attain industry-recognized credentials through CTE programs. At least 27 states and the District of Columbia have a policy in place that allows students to attain credentials. While not included in this comparison, some states address credential attainment outside of state policy. This resource does not include CTE information at the postsecondary level. [View the full &quot;50-State Comparison: Secondary Career and Technical Education&quot; here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]
Who&apos;s Who in CTE Occupations: Documenting the Demographic Composition of CTE Job Holders. Career and Technical Education Series. Research Notes
Author: Kell, Harrison J.
Date: 2020-00-00
Type: Reports - Research
Subjects: Vocational Education,Occupational Clusters,Longitudinal Studies,Females,Disabilities,Economically Disadvantaged,Family Income,African Americans,Hispanic Americans,American Indians,Alaska Natives,Disproportionate Representation,Minority Groups,Race,Ethnicity

This research brief is the first in Research &amp; Development's &quot;Career and Technical Education Series.&quot; It uses longitudinal data to document how women, racial and ethnic groups, individuals with disabilities, and those from economically disadvantaged families are represented across the different Career and Technical Education (CTE) career clusters. Specifically, using the Education Longitudinal Study of 2002 (ELS:2002) across the 16 CTE Career Clusters (Advance CTE, 2019), the report examines the representation of individuals currently holding CTE jobs according to their gender, race/ethnicity, disability/impairment status, and their parents' income from 2001. It also compares their representation in CTE occupations to that of the general population. Key findings from this study showed a great deal of underrepresentation of females and racial/ethnic minorities across the 15 career clusters. Findings also showed that individuals with disabilities/impairments and those from families with incomes at or below the national median in 2001 ($42,229; DeNavas-Walt &amp; Cleveland, 2002) were overrepresented in CTE occupations. These results suggest that CTE has created opportunities across some career clusters for individuals with disabilities/impairments and individuals from economically disadvantaged families, but that there are still gaps for females and racial/ethnic minorities across many of the career clusters.
What Career Clusters Are Recognized by the State? 50-State Comparison: Secondary Career and Technical Education
Author: Education Commission of the States
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,Vocational Education,Careers,State Policy

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). &quot;What Career Clusters Are Recognized by the State? 50-State Comparison: Secondary Career and Technical Education&quot; provides information on what career clusters are recognized by each state. Career clusters are a grouping of industry pathways identified and organized by states to structure CTE programs to meet student and industry needs. Each state has adopted clusters similar to the national career cluster framework to organize secondary CTE pathways. This resource does not include CTE information at the postsecondary level. [View the full &quot;50-State Comparison: Secondary Career and Technical Education&quot; here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]
Does the State Have Policy for CTE Program Establishment or Approval? 50-State Comparison: Secondary Career and Technical Education
Author: Education Commission of the States
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,Vocational Education,State Policy,Program Validation

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). Across states, a variety of parties are responsible for the establishment or approval of secondary CTE programs. Establishment and approval authorities include state boards of education, state superintendents or commissioners of education, local education agencies and CTE-specific boards. &quot;Does the State Have Policy for CTE Program Establishment or Approval? 50-State Comparison: Secondary Career and Technical Education&quot; collected information from state statutes and regulations to find at least 37 states have policy that addresses CTE program establishment or approval. This resource does not include CTE information at the postsecondary level. [View the full &quot;50-State Comparison: Secondary Career and Technical Education&quot; here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]
Which Entity Houses the State CTE Director? 50-State Comparison: Secondary Career and Technical Education
Author: Education Commission of the States
Date: 2020-04-00
Type: Numerical/Quantitative Data
Subjects: Secondary Education,Vocational Education,State Policy,Vocational Directors,State Agencies,State Departments of Education

This resource provides a national comparison of state policies and activities related to secondary career and technical education (CTE). The entities or agencies where states house their CTE directors include K-12, postsecondary, workforce and independent CTE agencies. &quot;Which Entity Houses the State CTE Director? 50-State Comparison: Secondary Career and Technical Education&quot; reports that at least 36 states and the District of Columbia house their CTE director within their K-12 education system. This resource does not include CTE information at the postsecondary level. [View the full &quot;50-State Comparison: Secondary Career and Technical Education&quot; here: https://www.ecs.org/50-state-comparison-secondary-career-and-technical-education/.]
Expanding High-Quality Work-Based Learning. Policy Brief
Author: Altstadt, David
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Experiential Learning,High School Students,Postsecondary Education,State Policy,Work Experience Programs,Job Skills,Employer Attitudes,Geographic Isolation,School Business Relationship,Partnerships in Education,College School Cooperation,Elementary Secondary Education,Educational Technology,Technology Uses in Education,Educational Legislation,Federal Legislation

The COVID-19 pandemic has had a detrimental impact on many facets of students' successful transitions from secondary into postsecondary education, particularly for students who depend on in-person delivery of content and experience. For many young people, paid work-based learning has historically provided a needed source of income, and its importance has grown as youths and their families have been affected by the unemployment crisis. Moreover, the nature of work itself is changing, and policymakers must ensure that young people have meaningful and equitable access to learning about the world of work. This Policy Brief explores the structural challenges -- both new and old -- that prevent high school students from accessing quality work-based learning and transitioning to postsecondary education and on to the workforce. Drawing on evidence-based approaches and lessons from the field, it presents a set of state policy considerations to expand access to work-based learning experiences. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
How to Unlock the Power of Prison Education. Policy Report
Author: Steurer, Stephen J.
Date: 2020-08-00
Type: Reports - Evaluative
Subjects: Correctional Education,Institutionalized Persons,Correctional Institutions,Role of Education,Reentry Workers,Recidivism,Rehabilitation,Educational Policy,Skill Development,Job Skills,Educational Improvement,Job Training,Educational Technology,Postsecondary Education,Federal Government,Government Role,Educational Attainment,Work Experience,Adults,Academic Standards,Incentives

Using data from two of the most recognized studies on the incarcerated population, the &quot;U.S. PIAAC Survey of Incarcerated Adults&quot; and a comprehensive evaluation by the RAND Corporation for the Bureau of Justice Assistance, as well as insights from interviews with leading experts in the U.S. penal system and his own observations made over four decades working in prison education, Stephen Steurer explores the role of education in reentry planning and recidivism and presents a compelling case for why we need to take immediate steps to improve the education and skills of the incarcerated population. The paper presents a series of pragmatic and actionable recommendations across three key domains: (1) improvements in training to emphasize the critical role of education in rehabilitation efforts; (2) advancements in policy supportive of correctional education and skill development; and (3) a call for an expansion of a national research agenda to inform continuous improvements for prison educational programming.
Establishing a State-Level Postsecondary Advising Network. Policy Brief. Equitable Transitions through Pandemic Disruptions
Author: Reyna, Ryan
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Barriers,High School Students,Postsecondary Education,COVID-19,Pandemics,At Risk Students,State Policy,Career Readiness,College Readiness,Minority Group Students,Government Role,Elementary Secondary Education,Academic Advising,Peer Influence,Low Income Students,Educational Technology,Technology Uses in Education,Financial Support,Federal Legislation,Educational Legislation

This Policy Brief outlines some of the challenges presented to students -- particularly those who are historically underserved -- who are transitioning from high school to college this fall. It shares the ways in which &quot;near peer&quot; advisors, or recent high school graduates, can help ease the transition and steer students toward success. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Boosting FAFSA Completion to Increase Student Success. Policy Brief. Equitable Transitions through Pandemic Disruptions
Author: Siddiqi, Javaid E.
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Student Financial Aid,College Bound Students,Paying for College,Access to Information,Federal Aid,State Aid,Grants,Student Loan Programs,Work Study Programs,COVID-19,State Policy,Barriers,Access to Computers,Pandemics,High School Students,At Risk Students,Financial Aid Applicants

The transition from high school to postsecondary education is one of the most important points in a student's educational journey. Yet, as students attempt to navigate the many steps involved in accessing postsecondary education, it is also a juncture where students are most at risk of falling off track. The responses to the COVID-19 pandemic -- including school closures, social distancing guidelines and stay-at-home orders -- have made this transition point even more fraught. One major question for students in the midst of this transition revolves around affordability: Will they be able to receive the financial support that enables them to pay for tuition, fees and other living expenses associated with being a postsecondary student? In order for students to receive the information that will allow them to answer that question, they must take a key step: filling out the Free Application for Federal Student Aid. Filling out the FAFSA allows students to learn whether they are eligible to receive federal financial aid; many states use the FAFSA to determine student eligibility for state financial aid programs as well. Currently, far too few students are taking this crucial step; researchers estimate students are missing out on $24 billion in federal and state grants, subsidized loans and work-study funding each year because they are eligible for aid but do not complete the FAFSA. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in our nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Modernizing Math Pathways to Support Student Transitions. Policy Brief. Equitable Transitions through Pandemic Disruptions
Author: Martin, Jeremy
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Mathematics Education,Alignment (Education),Postsecondary Education,College Readiness,Student Needs,Transitional Programs,State Policy,High School Students,Career Readiness,Developmental Studies Programs,Student Placement,Elementary Secondary Education

This Policy Brief captures some of the challenges for students' math education trajectories, in light of the coronavirus pandemic, and it highlights three ways states can strengthen math pathways to improve student access and success. Specific policy options that states can consider include: (1) aligning high school math courses with postsecondary admissions policies; (2) establishing postsecondary readiness and placement policies that go beyond standardized test scores; and (3) scaling corequisite supports to serve all students who have not met college readiness standards. These policy actions can help students more easily navigate the complex and unpredictable process of postsecondary transition in an increasingly uncertain and complicated world. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Policy Solutions That Foster Competency-Based Learning. Policy Brief. Equitable Transitions through Pandemic Disruptions
Author: Jenkins, Sarah
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Educational Policy,Teaching Methods,COVID-19,Pandemics,Competency Based Education,Student Participation,Student Evaluation,Mastery Learning,Educational Technology,Blended Learning,Academic Support Services,Individualized Instruction,Equal Education,Elementary Secondary Education,Postsecondary Education,Preschool Education,Barriers,Educational Legislation,Federal Legislation,Stakeholders,Success,College Readiness,School Closing

This Policy Brief identifies opportunities for states to maximize this year's virtual or hybrid environments to tailor learning and instruction for students. It draws on seven core elements for personalized, competency-based learning: (1) Learner Agency; (2) Timely, Actionable Assessments; (3) Customized Learner Supports; (4) Progression upon Mastery; (5) Varied Pathways and Pacing; (6) Strategies and Systems Ensure Equity; and (7) Rigorous Academic and Social-Emotional Learning Targets. This Policy Brief offers three high-impact policy solutions to help states design new learning environments that support students in their transition from high school to postsecondary: (1) creating a profile of a graduate; (2) establishing statewide competencies; and (3) credentialing anytime, anywhere learning. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Prioritizing Equity in Dual Enrollment. Policy Brief. Equitable Transitions through Pandemic Disruptions
Author: Williams, Amy
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Dual Enrollment,Barriers,At Risk Students,Equal Education,Low Income Students,Eligibility,Elementary Secondary Education,Postsecondary Education,Partnerships in Education,COVID-19,Pandemics,State Policy,Student Adjustment,High School Students,College Readiness,Career Readiness,Minority Group Students,Gender Differences,Racial Differences,Ethnicity,Leadership Responsibility,Access to Education,Government Role

This Policy Brief defines dual enrollment and common barriers to entry for historically underserved student populations. It identifies three opportunities for policies to expand access and make it more equitable: (1) Protect low-income students' access to dual enrollment; (2) Re-examine student eligibility policies; and (3) Encourage greater collaboration between K-12 and postsecondary education. This Policy Brief is one of six dedicated to various facets of the transition from secondary to postsecondary education, now complicated by the COVID-19 pandemic. It focuses on the populations already underserved in the nation's education system. The series -- which builds upon &quot;A State Policymaker's Guide to Equitable Transitions in the COVID-19 Era&quot; (see ED606369) -- provides actionable steps and examples for state policymakers to consider as they address the transition from high school to college and the workforce.
Informant Discrepancies in Judgments about Change during Mental Health Treatments
Author: Marsh, Jessecae K.
Date: 2020-03-00
Type: Reports - Research
Subjects: Mental Health,Intervention,Program Effectiveness,Beliefs,Information Sources,Trust (Psychology),Allied Health Personnel,Lay People,Attitudes,Children,Parents,Vignettes,Symptoms (Individual Disorders),Negative Attitudes,Outcomes of Treatment

Understanding how mental health treatments benefit those who receive treatment comes with a challenge: Often different people involved in treatment have different impressions of the treatment's ultimate effects. How do people reconcile these different reports to understand the true benefit of treatment? In a series of 4 experiments, we tested people's beliefs about how to integrate information from multiple informants for the treatment improvement of child clients. We found that laypeople (Experiments 1, 2, and 3) and professional mental health clinicians (Experiment 4) trust informants they believe to be insightful about the specific disorder but pessimistic about overall improvement. Our findings suggest important future research avenues to better understand how intuitions about reconciling informants influences the process of weighting information from clients and others involved in their care. [This paper was published in &quot;Clinical Psychological Science&quot; v8 p318-332 Mar 2020.]