ethanporcaro/eric-fulltext-meta huggingface dataset:
The Competition That Really Matters: Comparing U.S., Chinese, and Indian Investments in the Next-Generation Workforce
Author: Cooper, Donna
Date: 2012-08-21
Type: Reports - Evaluative
Subjects: Illiteracy,Foreign Countries,Public Education,Family Programs,Governance,Comparative Analysis,Competition,Poverty,Cross Cultural Studies,Social Mobility,Government Role,Early Childhood Education,Elementary Secondary Education,Labor Force Development,Postsecondary Education,Higher Education

As a collaborative effort of the Center for American Progress and The Center for the Next Generation, this report examines where the United States is today and how that compares with two of its fiercest competitors for the jobs and thought leadership of the future, China and India. This report shows that their governments have embarked on ambitious and extensive strategies to lift more of their citizens out of poverty and illiteracy into the middle and upper reaches of society. It shows they have done so by expanding government support for families and making major investments in early childhood learning, expanded primary and secondary school public education systems, and post-secondary degree programs that produce candidates for the best jobs of the years ahead. Methodology is appended. (Contains 9 figures, 8 tables and 246 endnotes.)
Employees in Postsecondary Institutions, Fall 2011 and Student Financial Aid, Academic Year 2010-11: First Look (Provisional Data). NCES 2012-156rev
Author: Knapp, Laura G.
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Academic Degrees,Student Financial Aid,Undergraduate Students,Human Resources,Salaries,Data Collection,Higher Education,Public Colleges,Private Colleges,Proprietary Schools,Medical Schools,Two Year Colleges,School Personnel,Part Time Employment,College Faculty,Online Surveys

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data of the IPEDS winter 2011-12 data collection, which included two survey components: Human Resources, which collects staff counts for fall 2011 and salary information for full-time instructional staff covering academic year 2011-12; and Student Financial Aid, which collects the number of undergraduate students receiving aid as well as the amount of aid received by those students. Data for both components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This &quot;First Look&quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the following collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the winter 2011-12 collection are displayed in this &quot;First Look&quot;; however, all data from the winter 2011-12 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of IPEDS Terms. (Contains 2 tables and 8 footnotes.)
Postsecondary Institutions and Price of Attendance in 2011-12, Degrees  and Other Awards Conferred: 2010-11, and 12-Month Enrollment: 2010-11. First Look (Provisional Data). NCES 2012-289rev
Author: Knapp, Laura G.
Date: 2012-09-00
Type: Reports - Evaluative
Subjects: Academic Degrees,Institutional Characteristics,Postsecondary Education,Educational Attainment,Enrollment,Student Costs,Statistical Data,Fees,Data Collection,Tuition,Private Colleges,Public Colleges,Graduate Study,Undergraduate Study,Gender Differences,Proprietary Schools

The Integrated Postsecondary Education Data System (IPEDS) collects institution-level data from postsecondary institutions in the United States (50 states and the District of Columbia) and other U.S. jurisdictions (see appendix A for a list of other U.S. jurisdictions). This &quot;First Look&quot; presents findings from the provisional data of the IPEDS fall 2011 data collection, which included three survey components: Institutional Characteristics for the 2011-12 academic year; Completions, covering the period July 1, 2010, through June 30, 2011; and 12-Month Enrollment, covering the period July 1, 2010, through June 30, 2011. Data for all three components were collected through the IPEDS web-based data collection system. Detailed information about the study methodology can be found at http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2012293. This &quot;First Look&quot; provides users with an opportunity to access fully reviewed, edited, and imputed IPEDS data. These provisional data are an update to the previously released preliminary data, which were not extensively reviewed or edited. Final data, including revisions to the provisional data submitted by institutions after the close of data collection, will be available during the next collection year (2012-13). The purpose of this report is to introduce new data through the presentation of tables containing descriptive information. Selected findings have been chosen to demonstrate the range of information available when using the IPEDS data rather than to discuss all of the observed differences, and they are not meant to emphasize any particular issue. Not all data collected during the fall 2011 collection are displayed in this &quot;First Look&quot;; however, all data from the fall 2011 collection are publicly available through the IPEDS Data Center, found at http://nces.ed.gov/ipeds/datacenter. Appended are: (1) Data Collection Procedures; and (2) Glossary of Terms. (Contains 4 tables and 8 footnotes.)
A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools
Author: Southern Education Foundation
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Tax Credits,Scholarships,Private Schools,Students,Economically Disadvantaged,Low Income Groups,Public Schools,State Legislation,Accountability,Compliance (Legal),Eligibility,Civil Rights,Academic Achievement,Income,Race,Religion,Parochial Schools,School Demography,School Segregation,Economic Impact,Costs,Educational Finance,Financial Support

Georgia is one of seven states that currently allow tax credits for scholarships to private schools. Georgia's law was enacted in May 2008 in order to assist low income students to transfer out of low performing public schools. Operations under the new act began in late 2008. The law permits taxpayers in Georgia to reduce their annual state taxes up to $2,500 on joint returns when they contribute to a student scholarship organization (SSO), who provides scholarships to private school students. A corporation may eliminate its Georgia taxes by as much as 75 percent of total liability when it uses tax credits to contribute to an SSO. This report evidences the independent findings of a two-year study of Georgia's experiment with tax-funded tuition grants for private schools. As this paper documents, the law in its present form contains a number of troubling features. It lacks transparency regarding contributors, beneficiaries, and the criteria by which scholarships are awarded or even the size and number of scholarships awarded. Nor do the schools involved appear to be subject to any accountability regarding the academic standards in force or academic outcomes of their students. There are no income limits for eligibility and, in the absence of a mandate to report demographic information on participating students, it is difficult to see how the program is meeting its stated policy objective of increasing the affordability of private schools for low income families. Appended are: (1) Financial Summary of Georgia SSOs: 2008-2009; (2) SSO-Affiliated Schools--Issues with Eligible School Requirements; (3) Issues on the Purpose of &quot;Enroll&quot; in HB 1133; (4) SSOs &amp; SSO-Affiliated Schools with Issues Concerning Eligible Students; (5) SSO Scholarship Costs per Student: 2008-2009; (6) Methods, Assumptions, and Calculations of this Study; (7) Georgia GOAL: A Case Study in the Hazards of Voluntary Disclosure; and (8) Brief History of Georgia's Private Schools in Opposing Desegregation. A bibliography is included. (Contains 68 footnotes.) [For &quot;A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools. Special Summary,&quot; see ED535566.]
A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools. Special Summary
Author: Southern Education Foundation
Date: 2011-00-00
Type: Reports - Evaluative
Subjects: Tax Credits,Scholarships,Private Schools,Students,Economically Disadvantaged,Low Income Groups,Public Schools,State Legislation,Accountability,Compliance (Legal),Eligibility,Civil Rights,Academic Achievement,Income,Race,Religion,Parochial Schools,School Demography,School Segregation,Economic Impact,Costs,Educational Finance,Financial Support

Georgia is one of seven states that currently allow tax credits for scholarships to private schools. The law permits individual taxpayers in Georgia to reduce annual state taxes up to $2,500 for joint returns when they divert funds to a student scholarship organization (SSO). Georgia's law providing tax credits for private school tuition grants or scholarships has operated amid hard economic times on the public promise that this tax-funded experiment will help the state's neediest students who are trapped in low-performing public schools and, at the same time, save the Georgia taxpayers money. Based on all available evidence, it is clear that the state's investment in private schools has failed to achieve its aims. In fact, the Georgia program appears to be more about doling out tax dollars to SSOs and far less about improving the educational choices for needy students in public schools. Nothing in the recent amendments to the law will alter this pattern. Georgia's tax-credit program for private choice has failed the state's children and Georgia taxpayers. It is time to end--or vastly mend--Georgia's failed experiment in tax credit scholarships for private schools. (Contains 1 footnote.) [For the main report, &quot;A Failed Experiment: Georgia's Tax Credit Scholarships for Private Schools,&quot; see ED535565.]
Australian Vocational Education &amp; Training Statistics: Apprentices and Trainees, 2011--Annual
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Trainees,Foreign Countries,Apprenticeships,Student Attrition,Statistical Data,Tables (Data),Graduation Rate,Certification

This annual publication provides a summary of training activity in apprenticeships and traineeships in Australia for the period 2001 to 2011. It includes information on training rates, individual completion rates, and duration of training. Highlights include: (1) 3.9% of Australian workers were employed as an apprentice or trainee as at December 2011, compared with 3.4% in 2001; (2) Within the trades, 11.9% of workers were employed as an apprentice or trainee as at December 2011, compared with 9.5% in 2001; (3) Overall commencements increased by 1.4% from 2010 to 2011, with trade commencements down 5.9%; (4) The individual completion rate for apprentices and trainees commencing in 2006 was 57.3% for trade occupations and 54.4% for non-trade occupations; and (5) 36.4% of trade apprentices and trainees completing at certificate III and above in 2011 finished their training in two years or less, compared with 23.9% in 2001. (Contains 4 figures, 17 tables, and 14 notes.) [Funding for this paper was provided through the Australian Government Department of Industry, Innovation, Science, Research and Tertiary Education. For the &quot;Australian Vocational Education and Training Statistics: Apprentices and Trainees, 2010--Annual,&quot; see ED522595.]
Australian Vocational Education and Training Statistics: Completion and Attrition Rates for Apprentices and Trainees, 2011
Author: National Centre for Vocational Education Research
Date: 2012-00-00
Type: Numerical/Quantitative Data
Subjects: Vocational Education,Apprenticeships,Trainees,Foreign Countries,Dropout Rate,Graduation Rate,Prediction,Student Attrition,Contract Training,Statistical Surveys,Time Factors (Learning),Statistical Data,Educational Research

By tracking the outcome of a contract of training over time, contract completion and attrition rates can be measured. This method requires enough time to pass to accurately report on outcomes for the majority of contracts. This publication presents completion and attrition rates for apprentices and trainees using three different methodologies: (1) contract completion and attrition rates--based on the outcomes of contracts of training; (2) individual completion rates--based on contract completion rates and adjusted for recommencement factor; and (3) projected contract completion and attrition rates for the latest commencing apprentice and trainee cohorts--based on a &quot;life tables&quot; methodology. Contract completion rates for apprentices and trainees commencing in 2007 were 44.7% for trade occupations and 53.5% for non-trade occupations, compared with 46.2% and 52.6%, respectively, for those commencing in 2006. Individual completion rates for apprentices and trainees commencing in 2007 were 55.4% for trade occupations and 55.3% for non-trade occupations, compared with 57.3% and 54.4%, respectively, for those commencing in 2006. Projected contract completion rates for apprentices and trainees commencing in the December quarter 2011 were 46.7% for trade occupations and 61.2% for non-trade occupations, compared with 46.8% and 58.6%, respectively, for those commencing in the December quarter 2010. (Contains 9 tables and 11 notes.) [For the &quot;Australian Vocational Education and Training Statistics: Completion and Attrition Rates for Apprentices and Trainees, 2010,&quot; see ED522577.]
Assessing the Impact of Research: A Case Study of the LSAY Research Innovation and Expansion Fund. Longitudinal Surveys of Australian Youth. Occasional Paper
Author: Hargreaves, Jo
Date: 2012-00-00
Type: Reports - Research
Subjects: Program Effectiveness,Stakeholders,Youth,Innovation,Vocational Education,Foreign Countries,Grants,Educational Research,Workshops,Public Policy,Longitudinal Studies,Education Work Relationship,National Surveys

The purpose of this project is to apply the framework developed by the National Centre for Vocational Education Research (NCVER) for measuring research impact to assess the outcomes of the research and activities funded under the Longitudinal Surveys of Australian Youth (LSAY) Research Innovation and Expansion Fund (RIEF). LSAY provides a rich source of information about young people and their transitions from school to post-school destinations. The purpose of the Research Innovation and Expansion Fund was to facilitate an increase in the quantity, quality, distribution and accessibility of youth transitions research and analysis using LSAY data in the academic and public policy communities. The RIEF involved a variety of activities, including a competitive research grants program and a fellowship, and has led to the publication of six research reports, a national youth policy forum and data workshops. This study reinforces the point that the interplay between research and policy is complex. Nevertheless, in this case, connections between policy, practice and research have been strengthened as a result of the Research Innovation and Expansion Fund. This study also confirms the effectiveness of NCVER processes for the dissemination of research. The importance of a media release for immediate impact is noted. Policy forums and engaging directly with policy-makers and other stakeholders can also play a very positive part. Data workshops are appended. (Contains 5 tables and 9 footnotes.)
Measuring and Maximising Research Impact in Applied Social Science Research Settings. Good Practice Guide
Author: Stanwick, John
Date: 2012-00-00
Type: Reports - Descriptive
Subjects: Vocational Education,Educational Research,Social Science Research,Outcome Measures,Citation Analysis,Capacity Building,Policy,Research and Development,Theory Practice Relationship,Information Dissemination,Foreign Countries

This guide describes the National Centre for Vocational Education Research (NCVER) approach to measuring impact using examples from its own case studies, as well as showing how to maximise the impact of applied social science research. Applied social science research needs to demonstrate that it is relevant and useful both to public policy and practitioners. In this current economic climate, researchers and their organisations need to be able to justify public expenditure on research. As such, it is important to evaluate the impact of research in line with its aims, be they policy- or practice-oriented. For these reasons, NCVER has embarked on measuring the impact of its research. The findings and lessons learned from previous impact assessments have provided some pointers on both how to maximise and measure the impact of applied research. While the examples are specific to the field of education and training, they can be applied to other social science settings. The methodology has been influenced by work from the health sector, with NCVER adopting the &quot;payback framework&quot; developed by Buxton and Hanney (1996). Impact can be defined as the application, use and influence of research across various domains. The four domains considered here are: (1) producing knowledge; (2) building the capacity of researchers and end-users of the research; (3) informing policy; and (4) informing practice.
The Sheepskin Effect and Student Achievement: De-Emphasizing the Role of Master's Degrees in Teacher Compensation
Author: Miller, Raegen
Date: 2012-07-00
Type: Reports - Evaluative
Subjects: Masters Degrees,Teacher Salaries,Teacher Effectiveness,Academic Achievement,Outcomes of Education,Expenditure per Student,State Policy,Educational Change,Foreign Countries,Teacher Education,Schools of Education

Beginning this year with its 2012 graduating class, the University of Notre Dame ended its practice of offering diplomas made of sheep's skin, a tradition that has all but disappeared except in some stubborn corners of academia. But the tendency of employers to pay premiums to workers holding certain diplomas is thriving. This tendency, dubbed the sheepskin effect, makes a labor market more efficient if those workers holding the sheepskin are indeed more productive than those without them. Most certainly, the U.S. teacher labor market could be more efficient. Although teachers with master's degrees generally earn additional salary or stipends--the so-called &quot;master's bump&quot;--they are no more effective, on average, than their counterparts without master's degrees. The Center for American Progress and the Center on Reinventing Public Education have previously pointed out the potential advantages of more complex teacher compensation systems, in which higher pay goes to teachers in shortage subject areas, to effective teachers who support novices or tackle the most challenging assignments, and to teachers with extraordinary instructional impact. This brief dissects the nation's sizeable investment in master's bumps as a means of highlighting policy obstacles to a more smartly differentiated compensation approach. The authors follow their recommendations with a look at some encouraging developments while at the same time deflating a canard currently misinforming reform debates. First, however, they re-examine conventional wisdom underlying the status quo in teacher compensation. An appendix is included. (Contains 3 tables and 34 endnotes.)
Research Library Issues: A Quarterly Report from ARL, CNI, and SPARC. RLI  279
Author: Baughman, M. Sue, Ed.
Date: 2012-06-00
Type: Collected Works - Serial
Subjects: Research Libraries,Risk Management,Library Associations,Librarians,Media Adaptation,Electronic Publishing,Copyrights,Archives,Intellectual Property,Ownership,Donors,Computer Literacy,Access to Information,Influence of Technology

"Research Library Issues" ("RLI") is a quarterly report from ARL (Association of Research Libraries), CNI (Coalition of Networked Information), and SPARC (Scholarly Publishing and Academic Resources Coalition). This issue includes the following articles: (1) Digitization of Special Collections and Archives: Legal and Contractual Issues (Peter B. Hirtle, Anne R. Kenney, and Judy Ruttenberg); (2) Model Deed of Gift; (3) Model Deed of Gift, including Mixed IP Rights; (4) Model Digitization Agreement; (5) Copyright Risk Management: Principles and Strategies for Large-Scale Digitization Projects in Special Collections (Kevin L. Smith). Regular features include News and ARL Calendar. Individual articles contain endnotes.
States Need to Fill in the Gaps on Expanded Learning Time: Troubling Lack of Detail Seen in No Child Left Behind Waiver Applications
Author: Owen, Isabel
Date: 2012-04-00
Type: Reports - Evaluative
Subjects: State Policy,Educational Policy,Policy Analysis,Federal Programs,Federal Legislation,School Turnaround,Educational Finance,Guidelines,Comparative Analysis,Time Factors (Learning),Best Practices,Educational Improvement,Improvement Programs,Program Effectiveness,Intervention,Extended School Day,Extended School Year,Scheduling

Schedule redesign is only one small part of the much larger approach to turning around low-performing schools. Even so, most states' No Child Left Behind waiver applications show a disappointing lack of detail on learning time. While they've done some careful thinking about schedule redesign, states must continue to think critically and comprehensively about their current use of time and how it can be better used to improve instruction. More time used well can lead to powerful results. There is a growing body of research detailing best practices that states can use as guidance, so there is no excuse for providing sparse detail if states are serious about schedule redesign. Waivers open up sizeable funding streams for expanding learning time. Yet neither states nor the U.S. Department of Education should be satisfied with the bare minimum when thinking about schedule redesign. It would be quite easy for a priority school to add some time to the end of the school day, satisfying the requirement, and not see any change in student outcomes. States must ensure that districts and schools have the guidance and information necessary to think critically about how more time can be used to the advantage of students and teachers. As is the case with all other intervention strategies, additional learning time and schedule redesign should be thought of as one part of a larger approach to improving instruction and learning. Increasing learning time in school is easy, but using additional time wisely is hard. Simply adding more time to the end of the day or year is wasted. For the most part states did not treat time as a valuable resource in their waiver applications. They would be wise to keep thinking about meaningful schedule redesign as they work to implement intervention strategies, because after all, the clock is ticking. (Contains 36 endnotes.)