ethanporcaro/eric-fulltext-meta huggingface dataset:
Faculty and Staff Diversity. DataPoints. Volume 6, Issue 7
Author: American Association of Community Colleges
Date: 2018-06-00
Type: Numerical/Quantitative Data
Subjects: Diversity (Faculty),Diversity (Institutional),Community Colleges,Racial Discrimination,Ethnicity,College Faculty,Disproportionate Representation

Community colleges serve a diverse student population. In recent years, enrollment of students who are non-white has surpassed the enrollment of white students. The data above suggest that the same level of diversity is not reflected in the staff at community colleges. Based on data from the Integrated Postsecondary Education Data System (IPEDS), nearly 75 percent of community college faculty, 73 percent of management and 63 percent of student services professionals are white. Within the faculty, full-time instructors are less diverse than part-time faculty, with 77 percent of full-time faculty reporting they are white, compared to 74 percent of part-time faculty. While the American Association of Community Colleges does not have good comprehensive data, anecdotal evidence indicates that a growing number of community colleges have created a position of chief diversity officer to improve diversity on their campuses.
Alaska Performance Scholarship Outcomes Report 2011--Fall 2017
Author: Becker, Gretchen
Date: 2018-01-25
Type: Reports - Evaluative
Subjects: High School Graduates,Eligibility,Scholarships,Colleges,Postsecondary Education,Enrollment,Academic Persistence,Graduation Rate,Developmental Studies Programs,Academic Degrees,Certification,Income,Paying for College,Student Attitudes,Access to Education,College Choice,Wages,Geographic Regions,Student Characteristics,College Attendance,Employment,Vocational Education,Public Schools,Attendance Patterns,Outcomes of Education,Social Mobility

The Alaska Performance Scholarship is beginning its eighth year, rewarding students who strive to excel in high school and continue their education in degree and certificate programs. Since the program began in 2011: (1) 17,148 high school students have completed the eligibility requirements for APS; and (2) 7,630 students have used the scholarship to pursue a postsecondary degree or certificate in Alaska. APS students continue to enroll, persist, and complete postsecondary education at higher rates than their peers: (1) 86% of APS-eligible students have enrolled in a postsecondary program, compared with 44% of ineligible Alaska high school graduates; (2) 97% of APS recipients did not need to take developmental coursework at University of Alaska this fall, compared with 74% of non-recipients; and (3) 46% of APS recipients have graduated on time with a degree or certificate, compared with 20% of ineligible Alaska high school graduates. According to a new analysis this year by the Alaska Department of Labor and Workforce Development, APS recipients of $10,000 or more earn over $16,000 more in annual wages, on average, than ineligible students working in Alaska.
Dual-Enrollment Increases. DataPoints. Volume 6, Issue 8
Author: American Association of Community Colleges
Date: 2018-06-00
Type: Numerical/Quantitative Data
Subjects: Dual Enrollment,Enrollment Trends,Enrollment Rate,Community Colleges,Two Year College Students,High School Students,Declining Enrollment

Over a decade and a half, community college enrollment for part-time students who are younger than 18 has more than doubled, jumping from 287,000 in 2001, to more than 635,000 by 2015 -- an increase of 122 percent. By contrast, total enrollment in community colleges only increased by 14 percent over the same period. Of particular note, this population continued to increase between 2011 and 2015 by 35 percent, while total enrollment declined by 11 percent. While the data do not allow us to determine whether these students have graduated from high school, there is strong evidence that these students are predominantly enrolled in college classes while still enrolled in high school. Data from a separate U.S. Education Department research study indicated that in the 2010-11 academic year, there were more than 873,000 students enrolled in formal community college dual-enrollment programs, and another 106,000 high school students taking community college credits outside of dual-enrollment programs. This estimate of 980,000 high school students was based on the full academic year, not just fall enrollment. However, if the trend represented by the fall enrollment data are projected onto the 980,000 students enrolled in 2010-11 academic year, then approximately 1.3 million high school students took community college credits during the 2015-16 academic year.
Where Alaskans Go after Graduating from High School: Identifying Postsecondary Pathways
Author: Becker, Gretchen M.
Date: 2013-00-00
Type: Reports - Evaluative
Subjects: High School Graduates,Postsecondary Education,Enrollment Trends,Geographic Distribution,In State Students,Out of State Students,Place of Residence,Vocational Education,Alaska Natives,Merit Scholarships

This report examines Alaska public high school graduates' decisions to attend postsecondary education (including workforce training or college), attend in-state or out-of-state colleges, and to remain in or return to Alaska. Three groups of high school graduates' decisions are summarized to maximize the benefit from available data in the Alaska Education and Workforce Outcomes Database. The largest group -- graduates from the Classes of 2006-2013 -- were studied to determine the percentage who attended college or in-state workforce training programs, the probability of students' deciding to enroll in postsecondary education, and the likelihood of students deciding to enroll at either in-state or out-of-state institutions. The second group summarized consists of graduates from the Classes of 2011-2013 because the Class of 2011 was the first with the opportunity to become eligible for the Alaska Performance Scholarship (APS). Data on APS eligibility from students' achievement in high school provides an opportunity to understand whether high grades and test scores are associated with increased postsecondary enrollment or the choice to attend out-of-state colleges. The third group (Classes of 2006-2009) examines students' decision to stay in Alaska after high school until 2014 or, for students who left for out-of-state colleges, their decision to return to Alaska afterwards. Key findings from this analysis include: (1) Out of Alaska's public high school graduates from the Classes of 2006-2013, two-thirds chose to attend postsecondary education (college or Alaska workforce training programs); (2) A majority of the students who attended postsecondary education chose to enroll in Alaska institutions (53%), 29% chose to attend out-of-state institutions, and 18% had mixed in-state and out-of-state attendance after high school graduation; (3) Students eligible for Alaska's merit scholarship, the Alaska Performance Scholarship (APS), were more likely to attend college out-of-state; (4) Alaska Native students and students from low-income families were more likely to stay in Alaska after high school. (5) Among students who attended the University of Alaska (UA), students who earned a UA Scholars award were twice as likely to stay in Alaska as their peers; (6) There was a decline in Alaska residency rates measured the year after students left college, from 79% for students who left in 2007 to 64% for students who left in 2013; and (7) College graduates who earned a credential were less likely than non-graduates to return to Alaska after attending out-of-state colleges.
School-Community Partnerships: Joining Forces to Support the Learning and Development of All Students
Author: Olson, Lynn A.
Date: 2018-00-00
Type: Reports - Descriptive
Subjects: School Community Programs,Partnerships in Education,Public Schools,Case Studies,After School Programs,Middle School Students,Best Practices,Social Development,Emotional Development,Community Organizations,Caseworker Approach,Elementary Secondary Education

The third case study from the Aspen Institute National Commission on Social, Emotional, and Academic Development discusses the role community partners can play in supporting children's learning in collaboration with schools. &quot;School-Community Partnerships: Joining Forces to Support the Learning and Development of All Students&quot; cites key examples of school-community partnerships, highlighting the Tacoma Whole Child Initiative in particular which takes a city-wide approach to this work, joining everyone from the mayor's office to the local Boys and Girls Club in support of children's learning. The case study features other examples from across the country including the AfterZone program in Providence, Rhode Island which coordinates between 50 and 70 community-based organizations to provide after-school programming for middle school students, the Student Success Network in New York City which connects organizations to collect data and identify and share best practices to ensure students have the social and emotional skills they need to succeed in life, and Communities in Schools of Central Texas which brings resources and relationships from across the metro-Austin area to school campuses. [For the first case study, &quot;Putting It All Together,&quot; see ED577045. For the second case study, &quot;Supporting the Whole Teacher,&quot; see ED585624.]
Executive Leadership Transitioning at Community Colleges
Author: American Association of Community Colleges
Date: 2018-04-30
Type: Reports - Descriptive
Subjects: Community Colleges,College Presidents,College Administration,Planning,Governing Boards,Transitional Programs,Board Administrator Relationship,Personnel Selection

College presidential transitions are inevitable. A successful transition, as measured by: (1) an effective and orderly transfer of executive authority and influence between the outgoing and incoming chief executives, along with; (2) the continued advancement of the college, can never be guaranteed. Conceiving, developing, and managing a deliberate and detailed strategy for changing presidents--which necessarily and concurrently encourages engagement and collaboration between the board and senior leadership team--in most instances can mitigate disruptions and pave the way for the new chief executive to become quickly acclimated and informed relative to his or her new role and responsibilities, the college's existing culture and challenges, and the direction it should be heading. As such, the absence of comprehensive succession and transition planning is problematic and puts the institution's immediate future and health at avoidable risks, particularly when unforeseen events or emergencies arise in which leadership continuity is disrupted. Essentially, &quot;effective&quot; and &quot;impactful&quot; leadership transitions are considerably more involved and intricate than merely swapping or replacing one executive with another. This monograph provides insights and recommendations for boards to consider as they plan for the many tasks associated with their responsibilities and the intertwined tasks associated with effective presidential changeover. In addition, it clarifies the roles and tasks of the board in overseeing and implementing an orderly, effective, and transformational presidential change.
Trends in Community College Enrollment and Completion Data, 2017
Author: Juszkiewicz, Jolanta
Date: 2017-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,Enrollment Trends,Graduation Rate,Trend Analysis,Student Characteristics,Two Year College Students,Gender Differences,Age Differences,Public Colleges,College Graduates,Full Time Students,Part Time Students

This is the fourth in a series of American Association of Community Colleges analyses of trends in community college enrollments. The report also examines completion rates, featuring graduation rates published by the U.S. Department of Education (based on institutional-level reporting), and the National Student Clearinghouse's (NSC) completion rates (based on student-level data). As of October 2017, the Education Department (ED) has begun releasing outcomes measures (OM) that capture program completion for a much larger swath of students than previously were measured. As is widely known, the Great Recession of 2007-2009 led to a dramatic spike of community college enrollment. But that surge has been followed by years of steady declines. In this same post-recession period, public 4-year institutions have seen steady, albeit slight, enrollment increases. There was a continued nationwide decline in community college enrollment since the 2010 peak. The decrease in enrollment of older students has been the highest and the most consistent over the past 3 years. According to the NSC, more than 39% of all community college students earn a credential, while ED's official graduation rate is 25%. The NSC completion rate for full-time-only students, which is the most comparable to ED's official graduation rate, is 55%, or a little more than two times higher than ED's. The NSC tracks students for twice as long as ED--6 years rather than 3 years. (The 3-year measurement represents 150% of the &quot;normal&quot; time to completion, as prescribed in statute.) The new ED 8-year outcome measure for full-time, first-time students is 33% completing at the same institution. Interestingly, the highest percent of completers at the same institution were full-time, non-first-time students, almost 36%, slightly higher than their first-time counterparts. [For the 2016 report, see ED569345.]
Exploring Equity Issues: Building Relationships for Student Success
Author: Cookson, Peter W., Jr.
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Academic Achievement,Teacher Student Relationship,Inclusion,School Culture,School Community Relationship,Alignment (Education),Family School Relationship,Family Involvement,Discipline

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper discusses the importance of building relationships with students in schools, classrooms, and out-of-time school programs. It also provides principles and practices that educators have used to build positive relationships and school cultures.
Exploring Equity Issues: Promoting a Safe and Welcoming Environment for Immigrant Students
Author: Quiroga, Natasha
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Immigrants,English Language Learners,Public Schools,Educational Environment,School Policy,Family Involvement,Teacher Competencies,Curriculum

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper gives a background on the challenges faced by immigrant and EL [English learner] students in public schools and provides strategies on what schools can do to make their schools more welcoming.
Exploring Equity Issues: Helping Educators to Support LGBTQ Students
Author: Shaffer, Susan
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Social Justice,Homosexuality,Sexual Orientation,Sexual Identity,Barriers,Educational Environment,School Culture,Teacher Role,Administrator Role,Social Attitudes,Language Usage,At Risk Persons,School Policy

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper defines and discusses the gender spectrum and the challenges that LGBTQ [lesbian, gay, bisexual, transgender, and queer or questioning] youth face. It concludes with strategies that teachers and administrators can use to ensure that students across the gender spectrum have a safe and nurturing school climate.
Exploring Equity Issues: Spotlight on the Needs of Transgender Students
Author: Hamilton, Stephen
Date: 2017-00-00
Type: Reports - Evaluative
Subjects: Student Needs,Sexual Identity,Sexual Orientation,Gender Issues,Homosexuality,School Safety,Bullying,Educational Legislation,Federal Legislation,Gender Discrimination,Sex Fairness,Teacher Role,Administrator Role,Community Role,Board of Education Role

Part of the Center for Education Equity, Mid-Atlantic Equity Consortium's (CEE's) &quot;Exploring Equity Issues&quot; series, this paper articulates the need for protections for transgender and gender non-conforming (GNC) students. Additionally, it reviews the shift in federal guidance (revised in February 2017) and concludes with suggestions for actions and procedures that districts might utilize to support students, teachers, and families so that this subgroup of children are included in the goal of &quot;every student succeeding.&quot; The content intentionally emphasizes supports for transgender students and families due to the aforementioned guidance shifts and increased recognition of these individuals within our schools.
Family Child Care In New Jersey: Challenges and Opportunies
Author: Dellanno, Diane
Date: 2017-07-00
Type: Reports - Evaluative
Subjects: Child Care,Family Environment,Barriers,Wages,Fringe Benefits,Grants,Child Caregivers,Quality Assurance,Certification,State Regulation

Family child care, which is child care provided in the home of a registered provider for no more than five children at a time, is a vital component of New Jersey's early care and education system utilized by approximately 10,000 families annually. This brief looks at trends, challenges, and opportunities impacting family child care in New Jersey.
Building Financial Capability: A Planning Guide for Integrated Services
Author: Bowen, Rita
Date: 2015-03-26
Type: Guides - General
Subjects: Money Management,Community Organizations,Low Income,Social Mobility,Financial Needs,Social Services,Guides,Referral,Capacity Building,Federal Programs,Human Capital,Credit (Finance),Counseling Services,Teamwork

Low-income individuals and families experience a great deal of financial hardship that impacts virtually every dimension of their lives. This chronic financial instability not only imposes high degrees of day-to-day stress but may also limit the ability to save and invest, constraining prospects for a more secure future. Across the country, organizations work to help low-income families achieve economic stability and mobility through a variety of programs, such as job training, small business development services, affordable housing, energy assistance, health care, and early childhood education and care. But even with a wide array of available, high-quality social services, individuals with limited &quot;financial capability&quot;--defined as the capacity, based on knowledge, skills, and access, to manage financial resources effectively--struggle to succeed in such programs and to translate any progress into lasting economic change. The guide provides a roadmap for community-based organizations that wish to integrate services that build clients' financial capability within their existing programs. The guide sets forth three basic approaches an organization can pursue: (1) referring clients to another organization; (2) partnering with another organization to provide services jointly; and (3) building internal capacity to deliver the services in-house. The guide discusses the advantages and drawbacks of each. It leads the reader through a systematic process to determine which approach would work best given his or her organization's goals, the characteristics of its client population, its internal capacity, and the availability of other resources in the community. [Foreword by Jeannie Chaffin. For &quot;Integrating Financial Capability Services into Tribal LIHEAP,&quot; see ED585750. Order No HHSP233201200674G]
Pursuing Social and Emotional Development through a Racial Equity Lens: A Call to Action
Author: Aspen Institute, Education & Society Program
Date: 2018-05-00
Type: Reports - Descriptive
Subjects: Leadership Responsibility,Racial Bias,Equal Education,Social Justice,Family Involvement,Community Involvement,Student Participation,Educational Policy,Social Development,Emotional Development,Academic Achievement,Stereotypes,Social Bias,Access to Education,Student Characteristics,School Culture,Social Change,At Risk Students

Both equity and social, emotional, and academic development (SEAD) are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing. This report calls for an an equitable education system, in which every student has access to the resources and educational rigor they need at the right moment in their education, irrespective of race, ethnicity, gender, sexual orientation, language, disability, family background, family income, citizenship, or tribal status. To make substantive progress toward improving educational equity, education leaders need to tackle inequity through a racial equity lens at individual, institutional, and societal levels. This report outlines considerations for educators to take into account to address challenges in inequities, including building on students' already-existing cognitive, social, and emotional competencies, addressing injustice and related trauma, mitigating stereotype threat in the classroom, building healthy school culture and climate, and engaging families and communities. [For the related report, &quot;Pursuing Social and Emotional Development through a Racial Equity Lens: 5 Strategies for System Leaders to Take Action,&quot; see ED585545.]
Supporting the Whole Teacher
Author: Colvin, Richard Lee
Date: 2017-00-00
Type: Reports - Descriptive
Subjects: Teacher Education,Faculty Development,Social Development,Emotional Development,Teacher Competencies,Skill Development,Correlation,Teacher Education Programs,Caring,Teacher Role

The second case study from the Aspen Institute National Commission on Social, Emotional, and Academic Development highlights the need for teacher preparation and professional learning to focus on building teachers' own social and emotional competence and sharing strategies for building these skills in their students. &quot;Supporting the Whole Teacher&quot; discusses the benefits of focused efforts to address teachers' understanding of the social and emotional dimensions of learning and provides examples of programs across the country that have found success in providing this support to teachers. The case study details specific strategies to prepare teachers to introduce these concepts in the classroom. It highlights clear examples such as RULER, an evidence-based program that trains teachers on recognizing and managing their emotions and collaborating with colleagues before they build these skills in their students and the Center for Reaching and Teaching the Whole Child, which works with teacher preparation programs to integrate teacher and student social and emotional competencies into their classes. [For the first report in the series, &quot;Putting It All Together,&quot; see ED577045. For the third report in the series, &quot;School-Community Partnerships: Joining Forces to Support the Learning and Development of All Students,&quot; see ED585606.]