ethanporcaro/eric-fulltext-meta huggingface dataset:
The Students Alternative Schools Serve. An Essay for the Learning Curve
Author: Kho, Adam
Date: 2022-07-00
Type: Reports - Evaluative
Subjects: Nontraditional Education,Students,Blacks,Hispanic American Students,African American Students,Special Education,English Language Learners,Males,Equal Education,Educational Policy,Educational Research,At Risk Students,Vocational High Schools,Enrollment Rate

Alternative schools have often been excluded from education policies and research. Yet they are a relatively common education intervention for students deemed unsuccessful in their traditional schools. Increasingly, the limited accountability oversight of the alternative school sector has led to allegations of students being pushed out of mainstream schools to alternative schools to avoid accountability. To a large extent, understanding the students who attend alternative schools equates to understanding the students who are missing from traditional schools and thus current school accountability systems. This analysis of national data shows that alternative schools serve disproportionately high numbers of Black and Hispanic students, special education students, English learners, and male students, making those enrolled in alternative schools a particularly important population of students to consider in the pursuit of educational equity, but these students are commonly excluded from broader educational policies and research.
Exploring the Relationship between Student Loan Forgiveness, the Pell Bonus, and Race. An Essay for the Learning Curve
Author: Cook, Bryan
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Student Loan Programs,Loan Repayment,Federal Aid,Grants,Race,Blacks,African American Students,Hispanic Americans,College Students,Financial Needs,Ethnicity,Disproportionate Representation

In August, the Biden administration announced a plan to forgive up to $10,000 in federal student loans for almost all borrowers, with up to an extra $10,000 for borrowers who had received Pell grants. The additional forgiveness for Pell borrowers intends to address the racial wealth gap, as Black and Hispanic students are more likely to receive Pell grants than white students, acknowledging the common critique that a broad student loan forgiveness plan primarily benefited white borrowers. Analyzing a sample of a recent cohort of borrowers, the data show that although the &quot;Pell bonus&quot; has little impact on the racial distribution of recent students who will receive student loan relief, it significantly increases the share of Pell recipients, of all racial and ethnic groups, who will have all their federal loans forgiven.
2022 West Virginia Health Sciences and Rural Health Report
Author: West Virginia Higher Education Policy Commission
Date: 2022-00-00
Type: Reports - Evaluative
Subjects: Rural Areas,Medical Schools,State Aid,Medical Students,Enrollment Trends,Health Sciences,Profiles,Institutional Characteristics,Licensing Examinations (Professions),Debt (Financial),Student Financial Aid,Program Evaluation,Counties,School Holding Power,Graduate Medical Education,Educational Policy,Graduates,Pharmaceutical Education,Dentistry,Incentives,Loan Repayment

West Virginia's three state-funded medical schools enroll more medical students per capita than any other state in the country. Due to its large number of medical student slots, the state typically is able to offer all qualified West Virginians the opportunity to complete their medical education in the state. In the academic year of 2022, 44 percent of the 392 medical students who enrolled in the first year classes of the state's three medical schools were West Virginia residents. This report provides information on health sciences in West Virginia including: (1) Medical School Profiles; (2) Medical Licensure Exams; (3) Medical School Indebtedness; (4) Residency Training; (5) Medical School Graduate Retention for Practice in West Virginia; (6) Pharmacy Program Profiles; (7) Dentistry Program Profiles; (8) Loans and Incentives; and (9) Rural Health Initiative Program. [For the 2021 report, see ED621150.]
Examining Community College Programs That Fail the Biden Administration&apos;s Gainful Employment Test. An Essay for the Learning Curve
Author: Delisle, Jason
Date: 2022-12-00
Type: Reports - Evaluative
Subjects: Community Colleges,Employment Level,Work Environment,Quality of Working Life,Undergraduate Study,Certification,Salary Wage Differentials,Federal Regulation,Credentials,Debt (Financial),Income,Education Work Relationship,Student Costs

When the Obama administration implemented the first gainful employment (GE) rule in 2014 to protect students from education credentials that lead to unaffordable debts, virtually all programs at public institutions passed the test. The Biden administration is developing its own GE rule after the Trump administration repealed the Obama-era rule. A discussion draft of the rule released earlier this year included a new minimum earnings test based on high school graduates' earnings. One in five certificate programs at public institutions could fail this requirement, causing them to fail the overall GE rule and lose eligibility for federal aid. This essay examines the undergraduate certificate programs at public institutions that fail this proposed high school earnings test. Understanding the characteristics of these programs and the students they enroll can inform the ongoing development of the GE rule. This information can help policymakers judge whether the GE rule effectively targets low-quality programs and whether these programs leave students worse off than if they had never enrolled, the commonly cited rationale for a high school earnings test. [Additional funding for this essay was provided by the Stand Together Trust.]
Characteristics of College Majors High School Students Want to Explore. ACT Research. Issue Brief
Author: Bobek, Becky L.
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Majors (Students),High School Students,Grade 11,Grade 12,Student Interests,Access to Information,College Choice,Career Development,Career Choice,Salaries,Undergraduate Study

The college major choice is a critical decision students make as they progress along their education and career pathways. In addition to defining what programs of study students will take during college, major choice affects students' success and satisfaction. However, the National Center for Education Statistics (2017) reported that within three years of initial college enrollment, about 30% of undergraduates in degree programs changed majors at least once. To better understand the types of major characteristics that students want to explore, this study surveyed a random sample of 11th and 12th grade students who registered for the July 2022 ACT national test. The first theme reveals that most high school students want to explore majors in relation to schools. The second theme emphasizes that high school students want to know about the connections between majors and relevant future career considerations. The final theme highlights that students are paying attention to the characteristics that can help them be successful in majors.
Characteristics of Future Careers High School Students Want to Explore. ACT Research. Issue Brief
Author: Bobek, Becky L.
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Career Development,Career Choice,High School Students,Grade 11,Grade 12,Student Interests,Job Skills,Work Environment,Knowledge Level,Salaries,Promotion (Occupational),Wages,Career Planning

As students transition between high school and college or career, many have begun to consider their future career paths or want to identify career options that will best fit them. To better understand the types of career characteristics that students want to explore, this study surveys a random sample of 11th and 12th-grade students who registered for the June 2022 ACT National test. Students were presented a comprehensive list of career characteristics and asked to rate how likely they were to look at each type of characteristic when searching for future career options. This report shares the top 15 career characteristics students reported they were extremely likely or likely to explore. Through the career exploration intentions of high school students, findings from the survey underscore that students want to be savvy consumers of career information. They want to explore characteristics (e.g., occupation salary, work tasks, interests, skills) that many adults in the labor force found helpful. Students understand that occupation details are needed to establish their own preferences, that characteristics such as earnings offer different yet valuable ways to view occupations, and that characteristics important for career success will help them recognize what it takes to prepare for occupations. Taken together, these findings indicate that students want to explore relevant information that can support good-fit career choices.
Cross-Cutting Capabilities: Support and Knowledge among Parents/Caregivers. ACT Research. Issue Brief
Author: Daley, Nola
Date: 2022-11-00
Type: Reports - Research
Subjects: Skills,Success,Kindergarten,Elementary Secondary Education,Postsecondary Education,Academic Ability,Behavior,Critical Thinking,Creative Thinking,Innovation,Cooperation,Problem Solving,Information Technology,Technological Literacy,Independent Study,Parents,Knowledge Level,High School Students,Familiarity,21st Century Skills

The ACT® Holistic Framework® describes the knowledge and skills that students need for success during their kindergarten through postsecondary education and throughout their careers. The four areas included in the framework are core academic skills, behavioral skills, education and career navigation skills, and cross-cutting capabilities (CCCs). This paper examines parent/caregiver support and knowledge of non-cognitive skills by focusing on the CCCs. To do this, a group of parents/caregivers of students taking the ACT® test were surveyed. The survey focused on five school programs corresponding to the five CCCs: (1) critical thinking; (2) creative thinking and innovation; (3) collaborative problem-solving; (4) information and communication technology; and (5) self-directed learning.
Role Models and Mentoring Relationships: Preferences Expressed by Hispanic Students Attending Hispanic-Serving Institutions
Author: Preuss, Michael
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Role Models,Mentors,Interpersonal Relationship,Hispanic American Students,Minority Serving Institutions,Community College Students,College Transfer Students,Student Attitudes,Undergraduate Students,English (Second Language),Preferences

A sense that there are a limited number of role models at colleges and universities for Hispanic and other minority students has been a concern of researchers in higher education for a number of years but little is actually known about who Hispanic students consider a role model. Similarly, researchers have investigated the impact of mentoring relationships on success in college and persistence for majority and minority students, yet little is known of the preferences students studying at Hispanic-Serving Institutions have regarding mentors and whether Hispanic students at these institutions have expectations that differ from those of their peers. An NSF funded investigation gathered data in both these areas. Findings from two surveys, one with responses from 464 students at 14 Hispanic-Serving Institutions and the other with responses from 746 students at a comprehensive, regional state university and two community colleges from which the university receives transfer students, are discussed. The first survey set the context for the second and its sample came from colleges and universities in New Mexico and Texas. The sample for the second survey is isolated to north Texas. On the first survey, students at HSIs were asked three general questions about mentors and to select types of individuals they saw as role models from a list of six short descriptions and to select all that applied from a list of eight characteristics desired in role models. The second survey included similar patterns but all the questions targeted mentors and mentoring relationships. Responses on both surveys include three primary findings. At the HSIs represented, the preferences of Hispanic students regarding role models and mentors are different from their non-Hispanic peers in several key ways. Their preferences appear to be related to cultural identity and to primary language for those who have English as their second language. The Hispanic students in the second survey were also more likely than their non-Hispanic peers to submit low ratings of the understanding representatives of their institution had of the student's culture. This occurred for all forms of engagement listed: advising/mentoring, instruction, tutoring, financial aid assistance, scholarship services, career services, and student organizations. [For the complete proceedings, see ED625798.]
The Impact of Tacit Knowledge Sharing on Job Performance
Author: Huie, Carol P.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Job Performance,Knowledge Management,Cognitive Style,Organizational Culture,Trust (Psychology),Leadership Styles

The success or failure of an organization is dependent on its ability to manage and motivate its employees. It is widely accepted that knowledge management is a critical factor affecting an organization's ability to remain competitive in the global marketplace. It is also one of the major strategic uses of informational technology. However, despite the growth in easily using and accessing online information, employees must still rely on their co-workers for knowledge sharing to deal effectively with their work. The thorny form of knowledge sharing is tacit knowledge because it is an experience that is embedded in an individual. Organizations recognize this and must develop a mechanism for obtaining this collective intelligence and skills of its employees to create a greater organizational knowledge base. Using the literature, this study critically analyzes the impact of tacit knowledge sharing on job performance. The study will also briefly explore any likely interactions between tacit knowledge sharing and explicit knowledge sharing. The main research objective is to establish an understanding of the effect of tacit knowledge sharing on job performance. The essence is to understand how organizations can more easily communicate knowledge that will increase job performance, driven by an understanding of leveraging tacit knowledge. [For the complete proceedings, see ED625798.]
Academic Coaching in an Online Environment: Impact on Student Achievement
Author: Hawthorne, Melissa J.
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Coaching (Performance),Academic Achievement,Feedback (Response),Grading,Outcomes of Education,Assignments,MOOCs,Higher Education,Schemata (Cognition),Instructional Effectiveness,Class Size,College Faculty,Academic Persistence,Masters Programs,Graduate Students,Student Attitudes,Teacher Student Relationship

Although the idea of online education is not new, the development of massive open online courses (MOOCs) brought the idea of using 100% online courses in higher education to the forefront of educational debate. As more universities offer 100% online programs, concerns about student retention and academic outcomes continue to linger. In addition to these concerns in general, there are questions regarding the increasingly large class sizes and the effectiveness of different ways of minimizing the impact of this size on both instructors and students. Academic coaching provides a potential way of addressing both concerns. In this model, trained coaches assist instructors with course related matters such as grading assignments, overseeing and grading discussion boards, and grading and providing feedback on written assignments. However, there are concerns regarding the effectiveness of the model on student academic outcomes and student satisfaction. The current study examined differences in student satisfaction and the role of Need for Cognition (NfC) in student outcomes. Results indicate that students with higher levels of NfC are more satisfied with professors, courses, and programs overall both when coaches are used and when they are not. [For the complete proceedings, see ED625798.]
Transfer as Positive Attitudes towards Knowledge and Specific Behavior
Author: Lee, Jung
Date: 2019-00-00
Type: Speeches/Meeting Papers
Subjects: Positive Attitudes,Transfer of Training,Writing Skills,Writing (Composition),Ideology,Self Concept,Writing Instruction,Literary Genres,Learning Theories,Self Efficacy,Barriers,Student Attitudes,Information Seeking,Student Motivation,Attitude Change,Models,Intellectual Disciplines,Behavior Theories,Teaching Methods

This article draws on social psychology's research into attitudes and values to explain how transfer of writing knowledge may be facilitated through attitude formation and change. The theoretical writing knowledge as stated in Threshold Concepts of Writing explains that writing is a tool that mediates human interactions, enacting and evolving ideologies and identities within activity systems and discourse communities. Such an understanding, we hope, encourages students to see the context-specific nature of writing, and the specific ideologies and beliefs that exist within communities whom students are addressing as they write. I want to propose that if students are to transfer such theoretical writing knowledge across contexts, teachers must: (1) define transfer of writing knowledge as beyond the general definition of repurposing of knowledge, to a more specific list of behaviors such as active reading, questioning, listening, and participation within a discourse community-behaviors which would facilitate understanding of specific writing genres, conventions, and community ideologies, beliefs, and interests; (2) understand that transfer is likely to happen when students have positive attitudes towards both theoretical knowledge and specific behaviors, given Fishbein and Ajzen's Theory of Planned Behavior, which suggests behavior is more likely when individuals believe in the positive consequences of the behavior, the subjective norms of such behavior, and also, in their self-efficacy in overcoming potential obstacles when engaging in the behavior; and (3) encourage students to have positive attitudes by showing how theoretical knowledge and transfer behavior fulfill values. Invoking values (for example, by exemplifying how learning our knowledge and engaging in information-seeking and community participation may contribute to effective writing for one's families, cultures, and communities, thus fulfilling values of security and benevolence from Schwartz's model), may provide students motivation for elaboration and opportunities for self-affirmation, as we encourage positive attitudes and beliefs towards writing theory and transfer behavior. [For the complete proceedings, see ED625798.]
Examining the Policies and Priorities of the Office of Federal Student Aid. Hearing before the Subcommittee on Higher Education and Workforce Investment of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (October 27, 2021). Serial No. 117-32
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Federal Government,Federal Legislation,Public Agencies,Student Financial Aid,Federal Aid,Educational Legislation,Educational Policy,Public Policy,Labor Force Development,Higher Education,Needs Assessment,Hearings

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine the policies and priorities of the Office of Federal Student Aid. Member statements were provided by: (1) Honorable Frederica S., Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statement was provided by: Honorable Richard Cordray, Chief Operating Officer, U.S. Department of Education Office of Federal Student Aid. Additional submissions include questions submitted for the record by: (1) Chairman Scott; (2) Chairwoman Wilson; (3) Honorable Joaquin Castro, a Representative in Congress from the State of Texas; (4) Ranking Member Foxx; (5) Honorable Jim Banks, a Representative in Congress from the State of Indiana; (6) Honorable Marianette Miller-Meeks, a Representative in Congress from the State of Iowa; (7) Honorable Lisa C. McClain, a Representative in Congress from the State of Michigan; and (8) Honorable Juia Letlow, a Representative in Congress from the State of Louisiana. Response to question submitted for the record by: Mr. Cordray.
Protecting Students and Taxpayers: Improving the Closed School Discharge Process. Hearing before the Subcommittee on Higher Education and Workforce Investment of the Committee on Education and Labor. U.S. House of Representatives, One Hundred Seventeenth Congress, First Session (September 30, 2021). Serial No. 117-29
Author: US House of Representatives. Committee on Education and Labor
Date: 2022-00-00
Type: Legal/Legislative/Regulatory Materials
Subjects: For Profit Colleges,School Closing,College Students,Taxes,Student Loan Programs,Debt (Financial),Transfer Programs,Consumer Education

This document records testimony from a hearing before the Committee on Education and Labor that was held to examine the protection of students and taxpayers by improving the closed school discharge process. Member statements were provided by: (1) Honorable Frederica S. Wilson, Chairwoman, Subcommittee on Higher Education and Workforce Investment; and (2) Honorable Gregory F. Murphy, Ranking Member, Subcommittee on Higher Education and Workforce Investment. Witness statements were provided by: (1) Preston Cooper, Research Fellow, The Foundation for Research on Equal Opportunity; (2) Melissa Emrey-Arras, Director, Education, Workforce and Income security, U.S. Government Accountability Office; (3) Karyn Rhodes, Student Borrower; and (4) Robyn Sith, Senior Attorney, Legal Aid Foundation of Los Angeles. Additional submissions include: (1) Honorable Mark, Takano, a Representative in Congress from the State of California: Prepared Statement of Veterans Education Success; (2) Questions submitted for the record by: (a) Chairman Scott; and (b) Honorable Suzanne Bonamici, a Representative in Congress from the State of Oregon; and (3) Response to question submitted for the record by: (a) Ms. Emrey-Arras; and (b) Ms. Smith.
Six Things You Should Know about ACT Score Gains from Retesting. ACT Research. Issue Brief
Author: Allen, Jeff
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: College Entrance Examinations,Testing,Repetition,Scores,Student Characteristics,Achievement Gains,Achievement Gap,Family Income,Racial Differences,Ethnicity,Academic Achievement,Grade Point Average,High School Students,Time

ACT retesting occurs when students take the ACT® test multiple times with the goal of improving their scores and postsecondary credentials. In this paper, the author examines preliminary data for the 2022 ACT-tested graduating cohort to better understand the ACT score gains that occur with retesting. The author presents the following six things to know about ACT score gains from retesting: (1) Average score gains are modest (about 1 score point); (2) Score gains increase with more time between tests; (3) Higher-achieving students tend to have larger score gains; (4) Differences in score gains across demographic groups are small but consistent with long-standing achievement gaps; (5) ACT scores tend to increase with additional retesting, but there are diminishing returns; and (6) ACT Superscore gains are substantially larger than ACT Composite score gains.