ethanporcaro/eric-fulltext-meta huggingface dataset:
Performance Requirements in Need-Based Aid: What Roles Do They Serve, and Do They Work? Research Brief
Author: Scott-Clayton, Judith
Date: 2017-03-00
Type: Reports - Research
Subjects: Community Colleges,Educational Policy,Federal Aid,Federal Programs,Policy Analysis,Academic Standards,Regression (Statistics),Academic Persistence,Grade Point Average,College Credits,Graduation Rate,Enrollment Rate,Academic Achievement,Eligibility,Student Financial Aid,Program Effectiveness,Two Year College Students

Satisfactory academic progress (SAP) requirements have existed in some form in the federal student aid programs for nearly 40 years--and have become increasingly strict--yet only limited research exists regarding their motivations and consequences. In this brief, the authors discuss two recent CAPSEE studies they conducted that examine the consequences of SAP policy for first-time community college students in two separate, anonymous states. They discuss the underlying motivations for the policy, examine how students are affected, and assess the implications for program efficiency and equity. [Elizabeth Ganga and Rachel Yang Zhou contributed to this brief.]
The Labor Market Returns to a Community College Education for Non-Competing Students. A CAPSEE Working Paper
Author: Bahr, Peter Riley
Date: 2016-12-00
Type: Reports - Research
Subjects: Community Colleges,Labor Market,Outcomes of Education,Dropout Characteristics,Statistical Analysis,College Credits,Certification,Dropouts,Vocational Education,Two Year College Students,Racial Differences,Gender Differences,Intellectual Disciplines

In this study, I use data from California to estimate the returns to a community college education for students who do not complete postsecondary credentials. I find strong, positive returns to completed credits in career and technical education (CTE) fields that are closely linked to employment sectors that are not credential-intensive, such as public safety, skilled blue collar trade and technical work, and accounting and bookkeeping, among others. In these sectors, students are able to convert the human capital acquired in their coursework into returns that far exceed the cost of the coursework itself, making some non-completing educational pathways a rational means of securing earnings gains. This finding is consistent with emerging research on skills-builder students and other segments of the community college student population who exhibit coherent patterns of course-taking and enrollment that typically do not result in a credential. These results are not without caveat, however, as I also find that the returns to credits are less consistent for Black and Asian students than they are for White and Hispanic students, and less consistent for female students than they are for male students, indicating the need for further investigation as well as attention to context in applying the results.
How and Why Do Adjunct Instructors Affect Students&apos; Academic Outcomes? Evidence from Two-Year and Four-Year Colleges. A CAPSEE Working Paper
Author: Ran, Florence Xiaotao
Date: 2017-01-00
Type: Reports - Research
Subjects: Adjunct Faculty,College Faculty,Outcomes of Education,College Students,Two Year College Students,Academic Achievement,Tenure,Nontenured Faculty,Grades (Scholastic),Teacher Characteristics,Educational Attainment,Part Time Faculty,Work Experience,State Colleges,Introductory Courses,Enrollment

Based on a dataset on two- and four-year college students and instructors from an anonymous state that includes detailed instructor employment information, this paper classifies faculty into four types--tenured instructors, tenure-track instructors, long-term adjuncts, and short-term adjuncts--to examine whether adjunct faculty have different impacts on student academic outcomes than tenure-track and tenured faculty. We use two empirical strategies--a two-way fixed effects model and an instrumental variable approach--to examine how initial exposure to a field of study with different types of instructors influences both contemporaneous and subsequent course performance in both two- and four-year colleges, as well as the extent to which the estimated differences on student outcomes may be explainable by observable instructor academic and employment characteristics. Our results suggest that adjuncts have positive impacts on introductory course grades but negative impacts on subsequent course enrollment and performance. Such negative impacts are stronger among supplemental adjuncts hired temporarily than among adjuncts with long-term employment contracts with the college. The estimated differences among instructors can be largely explained by key instructor demographic and employment characteristics, including highest degree attained, whether employed full-time in the college, and whether had previous work experience in non-teaching positions.
Social Studies Curricula in Turkey: Historical Evolution
Author: Sahin, Mustafa
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,Social Studies,Elementary School Curriculum,Educational History,Curriculum Development,Alignment (Education),Qualitative Research,Content Analysis,Citizenship Education,Behaviorism,Constructivism (Learning)

Social studies course is a pivotal course offered in the first three years of students' primary education. Since the foundation of the Turkish Republic to the present, there have been changes in the curricula of the social studies course in accordance with the needs and expectations of the related period in Turkish Republic history. Whether these changes introduced have fulfilled the mentioned expectations is the object of interest in this essay. Having considered these issues, answers to the following questions were sought within this research: a) what sorts of changes have been introduced to overcome the shortcomings of the old curricula, b) to what extent have these changes lived up to the characteristics of the period and does the field of the object or the content meet the requirements and to what extent does the content of the course align with the features of the educational sciences? Like the primary education curricula being used since the establishment of the Turkish Republic until today, social studies course's curricula were arranged by either the committee on education, the educational council or by a foreign educational consultant and external factors. The 1924 social studies course curriculum was in effect on a temporary basis due to being prepared quickly by the recently established Turkish Republic and it was in use only for two years. The 1926 social studies curriculum was the work of a government which just had completed its political revolution process and it was shaped around the ideas of an American educational scholar, Dewey. Next, in 1936 Turkish revolution was emphasized in the social studies curriculum, in which citizenship consciousness and patriotism was commonly stated. The 1948 social studies curriculum was in use for about 20 years and it accepted teaching knowledge as the principle idea and it created a dense amount of content by increasing the number of the chapters. In the social studies curriculum of 1968, all the objectives were set according to the student-oriented approach and it stayed in use for 30 years. The social studies curriculum of 1998 carried the features of behaviourist approach since it was created under this approach. The 2005 social studies curriculum was a constructivist one prepared with the effects of external factors, since it was made for the purpose of being compatibility with the EU norms. Both the 2009 and the 2015 curricula were used to addressed values, special occasions and weeks, explanation of educational status and evaluation themes.
Exploring Improvement Science in Education: Promoting College Access in Fresno Unified School District
Author: Aguilar, Jorge
Date: 2017-06-00
Type: Reports - Research
Subjects: Educational Improvement,School Districts,Partnerships in Education,Funding Formulas,Accountability,Case Studies,Academic Achievement,Educational Indicators,Equal Education,Access to Education,Outcomes of Education,Measurement,Educational Strategies,Evaluation Methods,Higher Education,Elementary Secondary Education,High School Seniors

California's Local Control Funding Formula (LCFF) requires districts to report multiple measures of student performance that reflect success in the goal of preparing students for college, career, and citizenship. As they engage in the Local Control Accountability Plan (LCAP) process, they are expected to use state and local indicator data from California's School Dashboard to monitor student progress. When Dashboard indicators identify student subgroups as low performing or low growth, districts are encouraged to engage in a process of continuous improvement to develop strategies and then monitor their effectiveness. At this early stage of implementation, education leaders have an opportunity to learn from early adopters who are already using continuous improvement principles. In this case study, we share how Fresno Unified School District (FUSD) developed and utilized its data dashboard and the principles of Improvement Science to increase college access for their students, in partnership with the University of California, Merced.
&quot;What Works&quot; Doesn't Work: The Problem with the Call for Evidence Based Practices in the Classroom. Badass Teachers Association White Paper Collection 1(2)
Author: Sheldon, James
Date: 2016-11-06
Type: Reports - Evaluative
Subjects: Evidence Based Practice,Classroom Environment,Classroom Techniques,Evidence,Teaching Methods,Educational Research,Teacher Response,Debate,Instructional Effectiveness,Best Practices

A commonly proposed, but naïve approach to solving the debates over curriculum and pedagogy would be to merely go with what the research says &quot;works,&quot; but educational debates are not so easily solved. Educational decisions are at the heart value judgements, and to claim that research can tell us what to do represents an ethical and moral &quot;cop-out&quot; to these crucial decisions. The term &quot;evidence,&quot; as well, tends to mean randomized, controlled, experimental studies; there are myriad other forms of evidence that we encounter in schools that gets pushed to the side. Ultimately, this white paper concludes, research can only tell us what did work; the only way to know &quot;what works&quot; is to look at what is working for a given teacher in the context of their own classroom.
The Impact of Pell Grant Eligibility on Community College Students' Financial Aid Packages, Labor Supply, and Academic Outcomes. A CAPSEE Working Paper
Author: Park, Rina Seung Eun
Date: 2017-03-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Eligibility,Student Financial Aid,Labor Supply,Academic Achievement,Community Colleges,Two Year College Students,Student Loan Programs,State Aid,Student Records,Student Characteristics,Transcripts (Written Records),Racial Differences,Gender Differences,Remedial Instruction

In this paper, we examine the effects of receiving a modest Pell Grant on financial aid packages, labor supply while in school, and academic outcomes for community college students. Using administrative data from one state, we compare community college students just above and below the expected family contribution (EFC) cutoff for receiving a Pell Grant. Between 2008 and 2010, students just below the cutoff qualified for an average of $500 in Pell Grants. We find that other financial aid adjusts in ways that vary by institution: students at schools that offer federal loans borrowed more if they just missed the Pell eligibility threshold, but at other schools, students who just missed the cutoff for Pell were compensated with higher state grants. Focusing on the loan-offering schools where students face a discontinuity in total grant aid, we find suggestive evidence that receiving a modest Pell Grant instead of additional loans leads students to reduce labor supply and increase enrollment intensity. We also provide indirect evidence that students' initial enrollment choices are influenced by an offer of Pell Grants versus loans. [For the appendices to this report see ED574820.]
Effects of a State Prekindergarten Program on Children's Achievement and Behavior through Third Grade. Working Paper
Author: Lipsey, Mark W.
Date: 2016-01-00
Type: Reports - Research
Subjects: Kindergarten,State Programs,Academic Achievement,Outcomes of Education,Child Behavior,Primary Education,Economically Disadvantaged,School Readiness,Achievement Tests,Sustainability,Program Design,Program Implementation,Program Effectiveness,Probability,Scores,Statistical Analysis

Many states have implemented or expanded state-funded prekindergarten programs in the last decade, encouraged by claims about the benefits that can be expected and the importance of early experiences for children's development, especially for economically disadvantaged children. However, there is remarkably little methodologically adequate evidence about the effects of such programs. Using a subsample of children with parental consent from a larger sample of children randomly assigned to attend the Tennessee pre-k program or not, this study examined effects on cognitive and noncognitive outcomes through third grade. At the end of the pre-k year, program participants showed better outcomes than comparable nonparticipants on achievement measures and ratings of school readiness by kindergarten teachers. But those effects were not sustained in subsequent years and, indeed, by the end of third grade the pre-k participants scored lower on the achievement measures than nonparticipants. These results raise questions about the way state pre-k programs have been designed and implemented.
The Impact of Pell Grant Eligibility on Community College Students' Financial Aid Packages, Labor Supply, and Academic Outcomes. Appendices A, B, C, D, E, and F. A CAPSEE Working Paper
Author: Park, Rina Seung Eun
Date: 2017-03-00
Type: Reports - Research
Subjects: Federal Aid,Grants,Eligibility,Student Financial Aid,Labor Supply,Academic Achievement,Community Colleges,Two Year College Students,Student Loan Programs,State Aid,Student Records,Student Characteristics,Transcripts (Written Records),Racial Differences,Gender Differences,Remedial Instruction

This document was designed as a companion to the full report entitled &quot;The Impact of Pell Grant Eligibility on Community College Students' Financial Aid Packages, Labor Supply, and Academic Outcomes.&quot; Provided here are the appendices to the full report as follows: (1) Methods for Choosing Optimal Bandwidths; (2) Gerard, Rokkanen, and Rothe (2016) Bounds; (3) Sensitivity Checks; (4) Probability of Receiving Pell Grant (Left) and Average Amount of Pell Grant (Right) by EFC; (5) Baseline Covariance by EFC--Loan School Only; and (6) Baseline Covariance by EFC--Continuous School Only. [For the full report, see ED574818.]
Making Students Visible: Comparing Different Student Subgroup Sizes for Accountability. Update. Policy Memo 16-2B
Author: Hough, Heather
Date: 2016-07-07
Type: Reports - Research
Subjects: Accountability,Educational Policy,Educational Improvement,Educational Legislation,Federal Legislation,State Policy,Comparative Analysis,Elementary School Students,Secondary School Students,Race,Ethnicity,Measurement,Mathematics Achievement,Reports,Disabilities,English Language Learners,Disadvantaged Youth,Institutional Characteristics

In May 2016, the authors released a policy memo comparing the effect of reporting subgroups at an n-size of 20+ compared to 100+. In response to this original memo, the U.S. Department of Education released a rule notice proposing changes to ESSA regulation §200.17 allowing states &quot;to establish a range of n-sizes, not to exceed 30.&quot; To support state-level policymaking under these new requirements, this update to the original policy memo will illustrate the trade-offs between subgroup sizes of 20+ and 30+. In this supplementary analysis, the authors show that: (1) The effect of moving from a subgroup size of 30+ to 20+ is not as stark as the effect of moving from a subgroup size of 100+ to 20+; (2) A substantially higher percentage of student data is reported at smaller subgroup sizes; (3) At a subgroup size of 20+, approximately 38 percent more schools report results for &quot;all student subgroups&quot; than at a subgroup size of 30+; and (4) The lowest performing racial/ethnic subgroup in the school is often excluded from schools reporting at the higher subgroup size. [This memo represents work underway as part of the CORE-PACE Research Partnership. For the original memo, see ED574823.]
Using Chronic Absence in a Multi-Metric Accountability System. Policy Memo 16-1
Author: Hough, Heather
Date: 2016-04-07
Type: Reports - Research
Subjects: Attendance,Accountability,Data,Feasibility Studies,Measurement,Educational Improvement,Elementary Schools,Middle Schools,High Schools

With the passage of the Every Student Succeeds Act (ESSA) of 2015, California must integrate additional measures of student and school performance into the state-wide accountability system. To support the conversation as policymakers consider if/how to include chronic absenteeism data in the state's accountability system, PACE has conducted an analysis of the CORE Districts' student chronic absenteeism data. Chronic absence is feasible for inclusion in California's accountability measurement system using the state's approach for rating school achievement based on outcome and improvement, or alternatively through an approach that simply looks at performance in a given school year. [This memo represents work underway as part of the CORE-PACE Research Partnership.]
Making Students Visible: Comparing Different Student Subgroup Sizes for Accountability. Policy Memo 16-2
Author: Hough, Heather
Date: 2016-05-10
Type: Reports - Research
Subjects: Federal Legislation,Educational Legislation,School Districts,Partnerships in Education,Educational Policy,State Policy,Accountability,Comparative Analysis,Elementary School Students,Secondary School Students,School District Size,Student Characteristics,Educationally Disadvantaged,Race,Ethnicity,Reputation,Institutional Characteristics,Mathematics Achievement,Identification,Reports,Disabilities,English Language Learners,Academic Achievement

With the passage of the Every Student Succeeds Act (ESSA) of 2015, California state policymakers are tasked with determining the subgroup threshold for school-level reporting. To inform this decision, this policy brief explores the implications of utilizing various subgroup sizes using data from the CORE Districts. The authors find that the 20+ subgroup size presents clear advantages in terms of the number of students represented, particularly in making historically underserved student populations visible. [This memo represents work underway as part of the CORE-PACE Research Partnership. For an update to this memo, see ED574821.]
Follow the Money: A Comprehensive Review of the Funding Mechanisms of Voucher Programs in Six Cases. Informing Policy &amp; Improving Practice Research Brief
Author: Stewart, Molly S.
Date: 2016-10-00
Type: Reports - Research
Subjects: Educational Vouchers,Financial Support,Educational Finance,Enrollment,State Aid,Eligibility,Accountability,Funding Formulas,Educational Policy,School Choice,Elementary Secondary Education

This comprehensive review is part of a three-part report, Follow the &quot;Money: A Detailed Analysis of the Funding Mechanisms of Voucher Programs in Six Cases&quot;; this review contains the cross-case analysis and findings of the funding mechanisms of voucher programs across five states (Arizona, Indiana, Louisiana, Ohio, and Wisconsin) and the District of Columbia. The complete report includes this cross-case review, data visualizations of enrollment and funding patterns, and detailed profiles of each individual case. This comprehensive review discusses the primary patterns in similarities and differences observed across cases; these patterns include impacts on local revenue sources and state spending, student eligibility policies, enrollment count and categorical funding, and fiscal accountability. [For the related reports, &quot;Understanding How School Vouchers Are Funded: Summary of Funding for the Indiana Choice Scholarship Program. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574824; &quot;Understanding How School Vouchers Are Funded: Summary of Funding for Wisconsin's Three Parental Choice Programs. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574825; &quot;Understanding How School Vouchers Are Funded: Summary of Funding for Ohio's Cleveland Scholarship and EdChoice Programs. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574826; &quot;Understanding How School Vouchers Are Funded: Summary of Funding for Arizona's Empowerment Scholarship Accounts. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574827; &quot;Understanding How School Vouchers Are Funded: Summary of Funding for the Louisiana Scholarship Program. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574828; and &quot;Understanding How School Vouchers Are Funded: Summary of Funding for the District of Columbia's Opportunity Scholarship Program. Informing Policy &amp; Improving Practice Research Brief,&quot; see ED574829.]
The Vision of Digital Intelligence for Postgraduate Education: Improving Both Student Experience and Administrative Ease
Author: James, E. Alana
Date: 2017-04-11
Type: Reports - Descriptive
Subjects: Graduate Study,Technology Uses in Education,Graduate Students,Student Experience,College Administration,Data Analysis,Educational Development,Educational Innovation,Educational Improvement

Postgraduate education is poised for rapid development and if Deans and administrators will embrace lessons from industry it can actually be a smooth transition. The cost of doing nothing is greater than it has ever been before. Hit and miss development has left Postgraduate Schools (PGS) with disjointed student analytics and student experience is not what it should be. The future of PGS cannot be envisioned exactly, but we know it involves human to human interaction, technology, and scale. The conceptual map provided by Digital Intelligence, mixed with agile process will allow a clear path to develop PGS innovation quickly. The Premise of this paper is that it is time to move back into the strengths educators have always relied on and to design systems using technology to help higher education thrive, thereby upskilling large segments of the population in knowledge and social capital. When postgraduate education improves for the at-risk student, the systems are more successful for everyone. The purpose of this report is to help Deans and administrators caught in the midst of change, develop rapidly by laying out a vision and the steps involved in its implementation. Postgraduate education may be seemingly caught by unmovable situations, but does not have to be. It is time for thoughtful leadership to agilely implement effective and efficient student experiences based on digital intelligence. Improvement starts with enhancing the student experience to be more clear, seamless, supportive-and-empowering while gathering rich information on the needs of students, faculty, and administrators. To serve this vision, an agile and integrated system of digital intelligence is needed. One that builds a data profile: a) from recruiting through enrollment, retention, coursework, and professional development; b) from entrance through graduation and on to employment and c) one that keeps in touch with alumni. Information on technology companies is appended. A bibliography is included.