ethanporcaro/eric-fulltext-meta huggingface dataset:
Utah System of Higher Education Data Book, 2019
Author: Utah System of Higher Education (USHE)
Date: 2019-01-00
Type: Numerical/Quantitative Data
Subjects: Higher Education,Academic Degrees,Racial Differences,Ethnicity,Minority Group Students,Budgets,Enrollment,Tuition,Fees,Paying for College,Expenditure per Student,College Faculty,Gender Differences,Institutional Characteristics,Public Colleges,Private Colleges,Intellectual Disciplines,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Graduation Rate,Costs,Salaries,Educational Facilities,State Universities,Vocational Education

The Utah System of Higher Education (USHE) Data Book is a compilation of reports on the Utah System of Higher Education and its eight component institutions. Some form of this book has been published each year since the creation of the Utah State Board of Regents and the Utah System of Higher Education in 1969. The book is intended to allow the Governor's Office, Legislators and legislative staff, USHE institutions, and the general public to query particular aspects of the Utah System of Higher Education. Information available in the USHE 2019 Data Book covers twelve different subject areas: (1) Degrees &amp; Awards (Tab B); (2) Enrollments (Tab C); (3) Career and Technical Education (Tab D); (4) Tuition and Fees (Tab E); (5) Paying for College (Tab F); (6) Financial Information (Tab G); (7) Budget History (Tab H); (8) Cost Study (Tab I); (9) Staffing (Tab J); (10) Salary Comparisons (Tab K); (11) Facilities (Tab L); and (12) Comparable institutions (Tab M). [For the 2018 Data Book, see ED592822.]
Corequisite Remediation in Mathematics: A Review of First-Year Implementation and Outcomes of Quantway and Statway
Author: Strother, Scott
Date: 2019-00-00
Type: Reports - Research
Subjects: Student Placement,Remedial Mathematics,College Mathematics,Statistics,College Faculty,Mathematics Achievement,College Credits,Instructional Effectiveness,Curriculum Implementation,Teacher Attitudes,Student Attitudes,Cooperative Learning,Time Management,College Students,Knowledge Level

Higher education systems and institutions across the country are overhauling their traditional placement process for college-level courses in mathematics and revisiting the role of developmental education. Increasingly, students who would have been required to take, and succeed in, developmental coursework before enrolling in college-level courses are now being placed directly into those courses while also receiving remedial support. This approach -- known as developmental corequisite remediation -- pairs a college-level course with a corequisite course designed to help students succeed in the college-level work. In response to the changing landscape, Carnegie Math Pathways (CMP) at WestEd created two new offerings based on this new approach that focus on quantitative reasoning and statistics: Quantway College with Corequisite and Statway College with Corequisite. In the 2018/19 school year, six higher education institutions offered these courses to students. The courses were delivered by 15 faculty across 21 sections, reaching 410 students. Among these students, 65.1 percent earned the necessary grades to received college-level math credit in a single term. This report illustrates how these new CMP courses provide an effective alternative to traditional remediation. It does so by examining the experiences of faculty and students across these six institutions; exploring the elements of successful implementation, such as number of contact hours, use of cohort models, and faculty preparedness; and discussing implementation challenges, including managing class time and supporting students with varied levels of reading and of foundational math knowledge. The brief also provides suggestions for the ongoing enhancement of these course offerings, such as streamlining materials and building mechanisms for faculty support, and it identifies how CMP plans to respond to those suggestions.
Combating Discrimination against AANHPI and MASSA Students
Author: US Department of Justice (DOJ), Civil Rights Division
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Asian American Students,Hawaiians,Pacific Americans,Muslims,Arabs,North Americans,Religious Discrimination,Social Discrimination,Public Schools,Civil Rights Legislation,Law Enforcement,Compliance (Legal)

The U.S. Department of Justice's Civil Rights Division (CRT) and the U.S. Department of Education's Office for Civil Rights (OCR) enforce federal civil rights laws in public and federally funded schools at all educational levels. These laws protect all students, including Asian American, Native Hawaiian, and Pacific Islander (AANHPI) and Muslim, Arab, Sikh, and South Asian (MASSA) students, from discrimination based on race, color, and national origin (including language and shared ethnic characteristics). CRT also enforces prohibitions on religious discrimination in public schools. Schools must take immediate and appropriate action to respond to complaints of discrimination, including harassment or bullying based on race, color, national origin, or religion. The brief includes examples of action, or in some cases inaction, by school officials that could violate the laws enforced by CRT or OCR.
Student Misconceptions and Errors in Physics and Mathematics: Exploring Data from TIMSS and TIMSS Advanced. IEA Research for Education. Volume 9
Author: Neidorf, Teresa
Date: 2020-00-00
Type: Books
Subjects: Misconceptions,Mathematical Concepts,Scientific Concepts,Mathematics Instruction,Science Instruction,Error Patterns,Physics,Grade 4,Grade 8,Grade 12,Foreign Countries,Elementary Secondary Education,Age Differences,Gender Differences,Cultural Differences,Equations (Mathematics)

The International Association for the Evaluation of Educational Achievement (IEA) Research for Education series represents a further effort by IEA to capitalize on it's unique datasets, so as to provide powerful information for policymakers and researchers. Each report focuses on a specific topic and is produced by a dedicated team of leading scholars on the theme in question. This ninth volume in the series addresses student misconceptions and errors in physics and mathematics. Student error is fertile ground for research and can yield rich material for pedagogical improvement. IEA has long espoused the benefits of error analysis, and many countries have conducted error analyses of national datasets within the Trends in International Mathematics and Science Study (TIMSS). This book reports on a study that examined student misconceptions and errors across education systems and over time. Specifically, it draws on 20 years of data (1995-2015) from TIMSS at grades four and eight, and from TIMSS Advanced (grade 12), looking at five countries (Italy, Norway, Russian Federation, Slovenia, and the USA) that participated in TIMSS across the 20-year period. To permit in-depth focus, the study is restricted to one topic in physics (gravity) and one in mathematics (linear equations); these topics were chosen because they were covered in increasing depth across the grades, and assessment items were available for them within each of the three assessments. This book will be a valuable resource for teachers and teacher educators on how best to teach these topics so as to enhance student learning. Moreover, the methodology deployed here can be used to investigate student misconceptions and errors in a variety of other topics. This book contains the following chapters: (1) An Introduction to Student Misconceptions and Errors in Physics and Mathematics; (2) Review of Research into Misconceptions and Misunderstandings in Physics and Mathematics; (3) Methodology Used to Analyze Student Misconceptions, Errors, and Misunderstandings in TIMSS; (4) Results for Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics; and (5) Conclusions About Using TIMSS and TIMSS Advanced Data to Explore Student Misconceptions, Errors, and Misunderstandings in Physics and Mathematics. [For Volume 8, see ED599017.]
Regulations Governing Special Education Programs for Children with Disabilities in Virginia. Effective January 25, 2010
Author: Virginia Department of Education
Date: 2011-00-00
Type: Reports - Descriptive
Subjects: Disabilities,Educational Legislation,Equal Education,Federal Legislation,State Regulation,Special Education,Children,Students with Disabilities,State Policy,Educational Policy,School Districts,State Standards,Academic Standards,State Departments of Education,State Programs,Referral,Eligibility,Individualized Education Programs,Student Placement,Transfer Students,Discipline,Student Rights,Grievance Procedures,Governance,Educational Finance,State Aid,Federal Aid,Fees,Compliance (Legal)

The reauthorization of the Individuals with Disabilities Education Improvement Act, December 3, 2004, (IDEA '04) and its implementing federal regulations, October 13, 2006, prompted the need to revise Virginia's special education regulations. Input was received from a Stakeholders Group that included school personnel, parents, consumers, professionals, and members of the State Special Education Advisory Committee. The Virginia Department of Education adhered to the requirements of Virginia's Administrative Process Act in the development and review of these regulations. The Virginia Department of Education also relied on the federal regulations, at 34 CFR § 300.199 (a) and (b) for additional guidance in the formulation of these regulations. Under this federal mandate, each state shall: (1) Ensure that any State rules, regulations, and policies relating to the IDEA '04 conform to the requirements of the federal statute and regulations; (2) Identify in writing to local educational agencies located in the State and the Secretary of Education any such rule, regulation, or policy as a State-imposed requirement that is not required by the federal statute and regulations; and (3) Minimize the number of rules, regulations, and policies to which the local educational agencies and schools located in the State are subject under the federal statute and regulations. This federal regulation also requires that State rules, regulations, and policies under the IDEA '04 shall support and facilitate local educational agency and school-level system improvement designed to enable children with disabilities to meet the challenging State student achievement standards. The regulations were adopted by the Board of Education on May 28, 2009, and became effective on July 7, 2009. The regulations were reissued on January 25, 2010, following technical amendments. The regulations include reference to the federal regulations, state statute, or state regulations that serve as the source of the requirements. [This report was produced by the Virginia Department of Education's Division of Special Education and Student Services.]
Delayed School Admissions for Summer Born Pupils. Research Report [2018]
Author: Cirin, Rob
Date: 2018-05-00
Type: Reports - Research
Subjects: School Entrance Age,Admission (School),Preschool Education,School Districts,Parents,Family Characteristics,Preschool Children,Academic Achievement,Foreign Countries

Children usually start school in the September after they turn 4 but parents of children born between April 1 and August 31, also known as &quot;summer-born&quot; children, can ask to delay entry to reception for a year. While the School Admissions Code requires school admission authorities to provide for the admission of all children in the September following their fourth birthday, a child does not reach compulsory school age until the &quot;prescribed day&quot; following their fifth birthday (or on their fifth birthday if it falls on a prescribed day). If a parent wishes to delay their child's admission to school until compulsory school age, and wants them to be admitted to reception at this point, they must request they are admitted out of their normal age group. In December 2014, the Department for Education (DfE) amended the Code to require admission authorities to make decisions in the child's best interests (as well as on the basis of the circumstances of the case), taking into account a number of factors. This report summarises the findings of two surveys, one issued to local authorities, the other to parents of summer-born children who have requested to delay their child's admission to reception.
Area Review: End of Programme Report. Restructuring of the FE Sector 2015-2019
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Financial Support,Grants,Resource Allocation,Governance,Decision Making,Debt (Financial),Postsecondary Education,Colleges,Foreign Countries,Educational Finance,Costs,Investment

On July 20, 2015, the National Audit Office (NAO) published its report &quot;Overseeing the financial sustainability in the further education sector.&quot; The NAO examined oversight of the financial sustainability of the FE sector in England, with specific focus on general further education colleges (GFECs) (excluding sixth form colleges (SFCs)). One of the key findings of the report focused on the rapidly declining financial health in the FE sector since 2010/11. Whilst there were, and still are, many excellent further education (FE) colleges, there was an increase in the number requiring exceptional financial support (EFS), or likely to need it in the short to medium term, to continue to operate. Therefore, reform was necessary to address some of the underlying reasons for the financial pressures that many colleges were facing. In response to the NAO report, the Government announced in a policy statement on July 20, 2015 a programme of area reviews to review post-16 education and training institutions across England. The purpose of this report is to provide a factual record of the implementation of the area review programme. This report gave the opportunity to publish information about the restructuring facility (RF) funding and transition grants that were made available to support the implementation of the programme.
Post-16 Education: Earnings Outcomes for Level 3 Achievements. England. Ad-Hoc Notice
Author: Department for Education (DfE) (United Kingdom)
Date: 2019-11-00
Type: Reports - Research
Subjects: Foreign Countries,Late Adolescents,Student Characteristics,Gender Differences,Age Differences,Racial Differences,Ethnicity,Educational Attainment,Employment Level,Income,Outcomes of Education

This report presents experimental statistics on the earnings outcomes for 16, 17 and 18 year olds that achieved level 3 qualifications (A level and equivalent qualifications) in the academic year 2010/11 in England. The report links subject level achievement to observed earnings in the 2016-17 tax year using the Longitudinal Education Outcomes (LEO) study.
Hands-On Learning to Build Financial Habits: Research and Resources on Child Savings
Author: Financial Literacy and Education Commission (FLEC)
Date: 2019-00-00
Type: Reference Materials - Bibliographies
Subjects: Money Management,Banking,Experiential Learning,Web Sites,Reports,Best Practices,Children,Educational Finance

This document is intended to accompany &quot;Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Program.&quot; It is intended to provide information on non-governmental research and resources that may be useful to financial institutions, state, local, or tribal government officials, teachers and school leaders, and others interested in establishing such a program. This document includes a description of publicly available websites, reports, research papers, and other readings on child savings that may help practitioners learn about best practices and techniques. [For &quot;Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Programs,&quot; see ED601933.]
Surveying the Mental Health of Utah&apos;s Public College and University Students. Issue Brief 2019-5
Author: Brown, Megan
Date: 2019-09-00
Type: Reports - Evaluative
Subjects: Mental Health,College Students,Public Colleges,Psychological Patterns,Student Surveys,Access to Health Care,Mental Health Programs

Across the country, the mental health of college students has become a prominent concern in the higher education landscape. This issue is also a significant one for Utah, as the state's suicide rate has been consistently higher than the national rate for more than a decade. In 2017, the legislature passed HCR 16, &quot;Concurrent Resolution Declaring Mental Health Issues to be a Public Health Crisis at Utah Higher Education Institutions.&quot; To better understand the landscape of mental health issues at Utah's public colleges and universities, the Utah System of Higher Education (USHE) Board of Regents recommended that all USHE institutions administer the same mental health survey during the same year, to ensure comparable results. In spring 2019, USHE institutions administered the American College Health Association--National College Health Assessment survey (ACHA-NCHA). The system office collected and analyzed the survey results for the mental health section. The brief includes the results of the survey and the next steps the USHE plans to address the issues.
Hands-On Learning to Build Financial Habits: Federal Resources to Encourage School-Based and Youth Savings Programs
Author: Financial Literacy and Education Commission (FLEC)
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Experiential Learning,Money Management,Banking,Children,Partnerships in Education,Educational Finance,Consumer Education,Elementary Secondary Education,Program Implementation,Web Sites

Mastering financial knowledge and gaining financial skills and habits are important building blocks to help children and youth be better prepared to make important financial decisions. Financial capability establishes a strong foundation for young people to fully participate in the economy and financial system as they enter adulthood. Also, financial capability can help improve their long-term financial and educational outcomes, such as college completion. These outcomes contribute to the overall economic strength of the nation. The federal Financial Literacy and Education Commission's (FLEC) &quot;Starting Early for Financial Success&quot; initiative was created to help prepare children and young people to be financially prepared throughout their lifecycles. FLEC is providing this document as an overview of youth savings programs and key resources to encourage the development and implementation of programs that expand the financial capability of youth and build opportunities for financial inclusion for more families. [For the companion document, &quot;Hands-On Learning to Build Financial Habits: Research and Resources on Child Savings,&quot; see ED601930.]
Opportunities to Improve the Financial Capability and Financial Well-Being of Postsecondary Students
Author: Financial Literacy and Education Commission (FLEC)
Date: 2015-00-00
Type: Reports - Research
Subjects: Money Management,Student Welfare,Paying for College,Decision Making,Student Financial Aid,Debt (Financial),College Choice,Young Adults,College Students,Loan Repayment,Student Personnel Services,Consumer Education,College Graduates,Federal Aid,Student Loan Programs,Information Sources

High levels of student debt can hamper recent graduates as they start their adult lives and careers, influence their choice of job, location, or the decision to pursue further education (Asher 2009). At the same time, student loans are a vital source of financing for students looking to pursue higher education and, if managed appropriately, student loan debt is generally a worthwhile investment that enables individuals to receive the skills and training they need to be competitive in a dynamic global economy. In addition to decisions about paying for higher education, students face other financial choices while in college, such as deciding whether to take on consumer debt as well as selecting and managing transaction account products. As students leave college and transition to the workplace, they are faced with a series of important financial decisions on everything from budgeting to securing health insurance to saving for retirement. Possessing the skills, information, and tools necessary to make effective financial decisions will help to ensure that young people are able to make the right decisions before and after college so that they can begin to build their financial futures. To address these needs, this report has been prepared by the Financial Literacy and Education Commission according to Section 1042 of the Higher Education Opportunity Act of 2008 and describes the state of financial education among students at covered educational institutions. The report describes current efforts to enhance financial education in a number of institutions with respect to student understanding of financial aid, along with other financial education topics at two critical junctures: (1) Choosing Where to Go and How to Finance Postsecondary Education; and (2) Making Sound Financial Decisions When Enrolled and Beyond. Three appendices are included.
Virginia Standards of Accreditation. Revised June 2018
Author: Virginia Department of Education
Date: 2018-06-00
Type: Reports - Descriptive
Subjects: State Standards,Accreditation (Institutions),Accountability,Educational Quality,Educational Indicators,Academic Achievement,Achievement Gap,Educational Improvement,Progress Monitoring,English Instruction,Mathematics Achievement,Graduation,Dropout Rate,Attendance,College Readiness,Career Readiness,Graduation Requirements

The Virginia Board of Education's Regulations Establishing Standards for Accrediting Public Schools in Virginia (also referred to as the &quot;Standards of Accreditation&quot;) are designed to ensure that an effective educational program is established and maintained in all of Virginia's public schools. The Standards of Accreditation: (1) Provide an essential foundation of educational programs of high quality in all schools for all students; (2) Encourage continuous appraisal and improvement of the school program for the purpose of raising student achievement; (3) Foster public confidence; (4) Assure recognition of Virginia's public schools by other institutions of learning; and (5) Establish a means of determining the effectiveness of schools. Revisions to the Standards of Accreditation (SOA) express the Virginia Department of Education's vision of continuous improvement for all schools and for student outcomes aligned with the expectations of higher education and employers. The revised 2018 SOA provides a more comprehensive view of school quality and expands accountability beyond pass rates on Standards of Learning (SOL) tests and high school graduation and completion.
Update: School Transportation Efficiency. Report to the Legislature
Author: Enbody, Patti
Date: 2019-00-00
Type: Reports - Descriptive
Subjects: Student Transportation,Efficiency,School Districts,Public Schools,Costs,Special Education

Each year, school districts receive an efficiency rating of their student transportation operations using data compiled in the funding system, Student Transportation Allocation Reporting System (STARS). Regional Transportation Coordinators (RTCs) are required to conduct efficiency reviews for any districts whose efficiency rating is less than 90%. Eighty-six school districts received an efficiency review in 2019. This update highlights the 2018-19 school year rating results. [For the 2018 report, see ED595891.]