ethanporcaro/eric-fulltext-meta huggingface dataset:
Ministry of Education 2012/13 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2013-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change

The education system is complex, but at its core, it is a learning partnership between the student, the family and teachers. This partnership -- supported by the Ministry -- is ultimately responsible for ensuring every learner receives a high quality education. A high quality education enables learners to realize their full potential and contribute to the well being of society. It supports students as they develop the foundational skills of reading, writing, and math, as well as other essentials necessary in the 21st century, such as self-reliance, communication, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and digital information literacy. This annual service plan report provides data and discusses the results related to the measures in the Ministry of Education 2012/13-2014/15 Service Plan. The Province's fiscal year does not parallel the school year; therefore, some data is unavailable at this time.
Ministry of Education 2013/14-2015/16 Service Plan
Author: Ministry of Education (British Columbia)
Date: 2013-02-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change,Bullying

Inspired by innovative change already taking place in British Columbia communities and developed through many months of consultation with educators, students, parents and other British Columbians, BC's Education Plan responds to the realities and demands of a world that has already changed dramatically and continues to evolve. The engagement and consultation begun through the development of BC's Education Plan has led to a shift in how ministry business is conducted. The Ministry is continuing to actively solicit input, feedback, and comments from the public, students, parents, teachers, and education partner organizations through online, social media, and face-to-face engagement efforts. With BC's Education Plan as the vision for educational transformation, this Service Plan outlines the work the Ministry will continue to undertake to modernize education in B.C. and achieve its vision. This year's Service Plan includes: (1) Message from the Minister and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Context; (4) Goals, Objectives, Strategies and Performance Measures; and (5) Resource Summary (Resource Summary Table; Resource Summary Table Public Schools; and Major Capital Projects). Ministry contact information is also included.
Ministry of Advanced Education Revised 2011/12-2013/14 Service Plan
Author: Ministry of Advanced Education (Canada)
Date: 2011-05-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Postsecondary Education,Vocational Education,Educational Quality,Accountability,Access to Education,Public Colleges,Canada Natives,Minority Group Students,Education Work Relationship,Career Development,Knowledge Economy,Educational Technology,Technological Advancement,Student Recruitment,Private Colleges,Job Training,College Students

The Ministry of Advanced Education is responsible for the goals, objectives and strategies related to post-secondary institutions, financing, policy and accountability as well as student financial assistance that were previously included in the 2011/12-2013/14 Service Plans for the Ministry of Science and Universities, and the Ministry of Regional Economic and Skills Development. The Ministry is also supporting the implementation of the provincial climate change Adaptation Strategy. This Strategy calls on government agencies to consider, where relevant, climate change and its impacts in planning, projects, policies, legislation, regulations and approvals by assessing business risks and opportunities related to climate change. The &quot;Revised 2011/12-2013/14 Service Plan&quot; is organized into the following sections: (1) Message from the Minister and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Context; (4) Goals, Objectives, Strategies and Performance Measures; (5) Resource Summary; and (6) Appendix.
Who Is the Modern CTE Student? A Descriptive Portrait of Career and Technical Education Students in Texas
Author: Giana, Matt S.
Date: 2019-03-00
Type: Reports - Research
Subjects: Vocational Education,Student Characteristics,High School Graduates,Academic Achievement,Course Selection (Students),Regional Characteristics,Differences,Track System (Education),Student Participation,Educational Trends,School Districts,Gender Differences,Racial Differences,Economically Disadvantaged,College Credits,Standardized Tests

Vocational education was once synonymous with tracking--the systematic funneling of low-income, underrepresented minority, limited English proficient, and low-achieving students into technical pathways with limited educational and economic benefit. But more recent research has found that students who concentrate in career and technical education (CTE) may actually be more likely to go to college than otherwise equivalent students who do not. This report uses statewide administrative data housed in Texas' Educational Research Center at the University of Texas at Austin. The data repository contains detailed information on students' demographic and academic backgrounds, including transcript data of every course they completed in high school. The cohort of high school graduates analyzed in this study includes more than 300,000 students. The author paints a descriptive portrait of career and technical education (CTE) in Texas by examining the general patterns of CTE course taking and concentration, defined as students completing three or more credits in the same CTE subject, and he explores how these patterns vary across regional and district lines in Texas. Further, he assesses the extent to which CTE course taking is related to students' demographic characteristics and investigate the academic achievement and other course-taking behaviors of CTE concentrators.
Completing College: A State-Level View of Student Attainment Rates. State Supplement. (Signature Report No. 4)
Author: Shapiro, Doug
Date: 2013-02-00
Type: Reports - Research
Subjects: Graduation Rate,Educational Attainment,College Students,Public Colleges,Community Colleges,Private Colleges,Proprietary Schools,Academic Persistence,Enrollment,Part Time Students,Adult Students,Outcomes of Education,Age,Full Time Students,Out of State Students,In State Students

As a supplement to &quot;Completing College: A National View of Student Attainment Rates,&quot; the National Student Clearinghouse Research Center's fourth publication in the Signature Report series, this report focuses on six-year student success outcomes and college completion rates by state. Results are presented in three sections that show state-level outcomes for students who started college at: (1) four-year public institutions; (2) two-year public institutions; and (3) four-year private nonprofit institutions. Each section provides a state-by-state overview of college completion outcomes within the sector overall. As presented in &quot;Completing College: A National View,&quot; the overall six-year completion rate for first-time degree-seeking students who started college in fall 2006 was 54.1 percent, including 12.1 percent who completed at an institution different from their starting institution. In other words, more than one in five students who completed a degree did so at an institution other than the one where they first enrolled -- a situation that renders their successful outcomes invisible within traditional graduation rate calculations. The number was closer to one in four for traditional-age students and more than one in three for those who started at public two-year institutions. [For the companion piece, &quot;Completing College: A National View of Student Attainment Rates. (Signature Report No. 4),&quot; see ED596247.]
The Evolution of Career and Technical Education, 1982-2013
Author: Malkus, Nat
Date: 2019-05-00
Type: Reports - Research
Subjects: Vocational Education,Educational Development,Educational History,Educational Trends,Course Selection (Students),Scores,Trend Analysis,Educational Benefits,Educational Legislation,Technical Education,Federal Legislation,Gender Differences,Outcomes of Education,High School Graduates,Postsecondary Education,Career Choice

Career and technical education (CTE) is one of the most popular education policy issues today, both across the states and at the federal level. CTE's surging popularity has been bolstered by good public relations and research that push back on the stigma long associated with CTE. After a successful rebranding, CTE has substantially shed the negative connotations of vocational education. Now it is widely hailed as a necessary and potentially viable path forward for students who have been poorly served by a college-for-all culture. In this report, Nat Malkus examines 30 years of CTE course taking by examining transcripts of nationally representative samples of US high school graduates in selected years from 1982 to 2013. Using a classification of CTE occupational subject areas used in the most recently available transcript data from the National Center for Education Statistics (NCES), Malkus shows how CTE course taking has changed over that period, overall and by concentration. In addition, he uses test scores to show changes in the relative academic level of CTE concentrators. He finds marked declines in CTE course taking over these three decades, declines that are larger and longer than previously detailed. Beneath that overall decline lie different patterns: Some CTE career concentrations are expanding and have participants with markedly higher test scores, while other concentrations, which are traditionally considered the heart of vocational education, are declining slowly and show no changes in participants' low relative test scores.
The Promises and Limits of Online Higher Education: Understanding How Distance Education Affects Access, Cost, and Quality
Author: Xu, Di
Date: 2019-03-00
Type: Reports - Research
Subjects: Distance Education,Online Courses,Higher Education,Access to Education,Student Costs,Educational Quality,Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Educational Supply,Supply and Demand,Enrollment Trends,Outcomes of Education,Educational Improvement

While the supply and demand for online higher education is rapidly expanding, questions remain regarding its potential impact on increasing access, reducing costs, and improving student outcomes. Does online education enhance access to higher education among students who would not otherwise enroll in college? Can online courses create savings for students by reducing funding constraints on postsecondary institutions? Will technological innovations improve the quality of online education? This report finds that, to varying degrees, online education can benefit some student populations. However, important caveats and trade-offs remain. Existing experimental and quasi-experimental studies on semester-length college courses typically find negative effects on student course persistence and performance. Research suggests that students in online courses are between 3 percent and 15 percent more likely to withdraw, compared to similar students in face-to-face classes at community colleges. This report examines distance learning's effect on access, cost, and quality and concludes with a discussion about how strategies and policies can improve the effectiveness of online learning in higher education.
The Merit Aid Illusion: The Hidden Winners in a Competition for Affluent College Students
Author: Delisle, Jason D.
Date: 2019-05-00
Type: Reports - Research
Subjects: Merit Scholarships,Advantaged,Tuition,Expenditure per Student,Low Income Students,Student Financial Aid,Public Colleges,Private Colleges,Undergraduate Students

There is widespread concern in the policy community that colleges and universities are increasingly shifting their financial aid budgets to favor students from high-income families. Observers often argue that institutions of higher education are offering more merit aid to the most affluent students, leaving less aid for their low-income peers. To draw these conclusions, many analysts simply count the amount of non-need-based aid that institutions of higher education report, which may actually be notional discounts on inflated tuition prices rather than real benefits. In this report, the authors take a more comprehensive approach to measure the financial aid awards that students of different income groups receive at public and private nonprofit institutions and how those awards have changed over time. They examine four points in time--the 2003-04, 2007-08, 2011-12, and 2015-16 academic years--but focus most of their discussion on changes between the first and last academic years in the period. Contrary to popular narratives about merit aid, they find no evidence that the total financial aid that public and private nonprofit institutions provide to high-income students has increased relative to what they provide low-income students. If anything, the shift in the distribution of financial aid appears to have favored low-income students at the expense of high-income students.
The State of Early Learning in New York: Too Many Young Learners Still Left Out. Access to Full-Day Pre-K and Child Care by Legislative District. What New York Leaders Need to Do Now. Recommendations for 2019-20 Enacted Budget. Briefing Guide
Author: Center for Children's Initiatives (CCI)
Date: 2019-00-00
Type: Reports - Research
Subjects: Young Children,Access to Education,Preschool Education,School Schedules,Equal Education,Educational Quality,Child Care,Geographic Location,Budgets,Educational Finance,At Risk Students,Costs

The Center for Childrens Initiatives (CCI) champions the right of all children to start life with the best possible foundation of care, health and learning. The Center for Children's Initiatives (CCI) is nationally recognized as a leading voice for meeting the care and development needs of children from birth through school age. Founded in 1982, CCI currently focuses on policy and advocacy efforts to secure appropriate investments, adopt innovative solutions and assure quality services to meet the diverse needs of young children and their families. This new briefing guide provides a profile of the unmet need for pre-K and child care by legislative district and an agenda for what New York's leaders need to do right now, and recommendations for the 2019-20 Enacted Budget. [The Children's Agenda provided valuable data analysis and editing for this report. Additional funding for this work was provided by the Ralph C. Wilson Jr. Foundation and the Partnership for America's Children.]
Strengthening the Pre-K Investment: Next Steps to a Winning Beginning for Every Child in New York State
Author: Holcomb, Betty
Date: 2010-00-00
Type: Reports - Descriptive
Subjects: Preschool Education,Educational Finance,Financial Support,School Districts,Delivery Systems,Special Needs Students,Students with Disabilities,English Language Learners,Program Implementation,Barriers,Transportation,Maintenance,State Aid,School Schedules,Young Children,Infants,Toddlers,Access to Health Care,Labor Force Development,Professional Development,Educational Equity (Finance),Teacher Qualifications,Resource Allocation,Student Evaluation,Evaluation Methods,Cooperative Planning,Educational Facilities

In 1997, New York State lawmakers passed the Universal Prekindergarten (UPK) legislation, a bold new approach to early childhood education. It established new part-day Pre-K programs that were free and open to all four-year-olds. Today, the state invests $414 million annually in Pre-K, which serves more than 100,000 children in public schools and community settings. The state of New York's Universal Prekindergarten (UPK) initiative represented a bold departure from previous early childhood policies, calling for universal access and new funding. As the state's largest single investment of its own revenues in early learning and development, the time has come to build on this success. The Center for Children's Initiatives prepared this report on behalf of the Winning Beginning NY coalition. The report includes data and lessons learned in the first 12 years of Pre-K implementation. Eleven recommendations are summarized in this report which are intended to help state officials revise UPK legislation so that the state's investment is better coordinated with other funding to make more efficient use of community resources and thereby produce better outcoes for children. They are also intended to fulfill the original promise of universal access. [This report was produced by Winning Beginning NY, which is co-convened by the Center for Children's Initiatives, the Schuyler Center for Analysis and Advocacy, the Early Care &amp; Learning Council, and the New York State Association for the Education of Young Children.]
Ministry of Education 2015/16 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2015-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change

This Annual Service Plan Report discusses the results related to measures in the Ministry of Education's 2015/16-2017/18 Service Plan. Work within the Ministry is driven by the Minister's Mandate Letter, aligning with government's strategic mandate and the Ministry's goals, objectives, and strategies. Comparing performance against these principles and priorities helps to inform strategic decision-making at the Minister level. Each year, the Ministry is provided with key accountabilities that are outlined in the Minister's Mandate Letter from the Premier. The 2014 mandate letter informed the planning process for the 2015/16 Service Plan, and the Ministry of Education has made significant accomplishments with regard to its 2015/16 fiscal year priorities. This year's Annual Service Plan Report provides: (1) Minister's Message and Accountability Statement; (2) Purpose of the Ministry; (3) Strategic Direction and Context; (4) Report on Performance; and (5) Financial Report.
State of the Field: Findings from the 2018 National Survey of Postsecondary Competency-Based Education (NSPCBE)
Author: Lurie, Howard
Date: 2019-00-00
Type: Reports - Research
Subjects: Postsecondary Education,Competency Based Education,Nontraditional Students,Employment Qualifications,Program Implementation,Enrollment,College Faculty,Teacher Role,Barriers,Private Colleges,Public Colleges,Proprietary Schools

This report is based on data obtained from the 2018 National Survey of Postsecondary Competency-Based Education (NSPCBE). It represents a collaborative effort between the American Institutes for Research (AIR) and Eduventures , the research division of ACT™ | NRCCUA™. It includes findings based on responses by more than 500 colleges and universities--the largest institutional sample to date--about their interest in, or activity related to, competency-based education (CBE). It also compares findings to those of Eduventures' 2016 CBE study, Deconstructing CBE. The goal of the 2018 NSPCBE is to provide a comprehensive and detailed assessment of the state of postsecondary CBE. It includes data and findings that are relevant to a range of institutional stakeholders, policymakers, researchers, and educators. It includes six key findings, based on 2018 data, and, wherever possible, comparisons to the 2016 data from prior Eduventures' research. These findings include the following: (1) Motivations for adopting CBE: Institutions see CBE as a way to serve nontraditional students and improve workforce readiness; (2) Scope of CBE adoption: Many institutions' adoption activities fall short of full CBE programming; (3) Scale of enrollment in CBE programs: Most CBE programs currently serve relatively small numbers of students; (4) Role of faculty in CBE programs: Faculty are still fulfilling a broad range of roles in active CBE programs; (5) Barriers to CBE implementation: Perceived barriers to CBE implementation represent both internal and external factors; and (6) Future of CBE: Most institutions are optimistic about the future of CBE. [Cowritten with Encoura Eduventures Research.]
Ministry of Education 2013/14 Annual Service Plan Report
Author: Ministry of Education (British Columbia)
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Early Childhood Education,Elementary Secondary Education,Reading,School Readiness,Learner Engagement,Student Needs,Special Needs Students,Grade 4,Grade 7,Grade 10,Grade 12,Language Arts,Reading Skills,Academic Achievement,Educational Improvement,Indigenous Populations,Minority Group Students,Postsecondary Education,Vocational Education,Lifelong Learning,Literacy,Adult Learning,Educational Quality,Accountability,Public Schools,Socioeconomic Influences,Individualized Instruction,Student Participation,Academic Standards,Educational Technology,Educational Change

The &quot;Ministry of Education 2013/14 Annual Service Plan Report&quot; shares some of the significant achievements by the British Columbia ministry and government. These include the development and release of BC's Skills for Jobs Blueprint: Re-Engineering Education and Training. As well, they successfully negotiated agreements with CUPE and other educational support workers within the cooperative gains mandate. New and rebuilt schools were opened on time and on budget across the province, and they launched the BC Training and Education Savings Grant. In addition, an ERASE Student Advisory Panel was formed to provide advice and insight on bullying to school districts, myself and the Premier. This year's Service Plan Report provides: (1) Message from the Minister and Accountability Statement; (2) Highlights of the Year; (3) Purpose of the Ministry; (4) Strategic Context; (5) Report on Performance; and (6) Report on Resources. The Ministry of Education 2013/14 Annual Service Plan Report compares the actual results to the expected results identified in the Ministry's Revised 2012/13-2014/15 Service Plan, published in June 2013.