ethanporcaro/eric-fulltext-meta huggingface dataset:
No Middle Ground: Advancing Equity through Practice
Author: Complete College America (CCA)
Date: 2022-06-00
Type: Guides - Non-Classroom
Subjects: Higher Education,Equal Education,Educational Policy,Evidence Based Practice,Academic Persistence,Educational Practices,Program Descriptions,Language Usage,Intention,Program Development,Minority Group Students,Social Support Groups,Student Needs

Successful higher education systems are student centered and constantly improving. They also are committed to addressing long-standing policies, perspectives, and practices that--intentionally or not--marginalize Black, Indigenous, Latinx, and/or People of Color (BILPOC) students, students from under-resourced families, and others who were not well served by their earlier education. &quot;No Middle Ground&quot; helps colleges assess their practices so they can find ways to improve--to identify inequities, address them, and bring everyone at the college into this essential work. It provides a guide for incorporating equity into Complete College America (CCA)'s evidence-based strategies for college completion. The report outlines the importance of language and intentionality in creating programs and policies to disrupt dysfunctional systems and pave the way for all students to complete college.
Labor, Health and Human Services, and Education: FY2022 Appropriations. CRS Report R47029, Version 5. Updated
Author: Tollestrup, Jessica
Date: 2022-09-13
Type: Reports - Evaluative
Subjects: Federal Government,Public Agencies,Federal Aid,Budgets,Federal Legislation,Educational Legislation,Disadvantaged,School Safety,Citizenship Education,Higher Education,Educational Improvement

This report offers an overview of actions taken by Congress and the President to provide FY2022 appropriations for accounts funded by the Departments of Labor, Health and Human Services, and Education, and Related Agencies (LHHS) appropriations bill. This bill includes all accounts funded through the annual appropriations process at the Department of Labor (DOL) and Department of Education (ED). It also provides annual appropriations for most agencies within the Department of Health and Human Services (HHS), with certain exceptions (e.g., the Food and Drug Administration is funded via the Agriculture bill). The LHHS bill also provides funds for more than a dozen related agencies, including the Social Security Administration (SSA). This report primarily focuses on regular FY2022 LHHS discretionary funding enacted during the annual appropriations process. This report is divided into several sections. The opening section provides an explanation of the scope of the LHHS bill (and hence, the scope of this report) and an introduction to important terminology and concepts that carry throughout the report. Next is a series of sections describing major congressional actions on FY2022 appropriations and (for context) a review of the conclusion of the FY2021 appropriations process. This is followed by a high-level summary and analysis of appropriations for FY2022, compared to FY2021 funding levels. The body of the report concludes with overview sections for each of the major titles of the bill: DOL, HHS, ED, and Related Agencies (RA). These sections provide selected highlights from FY2022 proposed funding levels compared to FY2021.
Veterans-Related Education Legislation Enacted in the 117th Congress. CRS Report R47301, Version 2
Author: Dortch, Cassandria
Date: 2022-11-03
Type: Reports - Research
Subjects: Veterans Education,Educational Legislation,Federal Legislation,Veterans,Student Financial Aid,COVID-19,Federal Aid,Emergency Programs,Pandemics,Program Evaluation,Information Dissemination

Veterans' educational assistance programs provide financial assistance to individuals, whose eligibility is based on their or a family member's experience in the uniformed services, while they are enrolled in approved programs of education. The GI Bills--particularly the Post-9/11 GI Bill--are the most popular veterans' educational assistance programs. In FY2022, the U.S. Department of Veterans Affairs (VA) estimated that over 800,000 participants received $10.2 billion in benefits. Congress and the Biden Administration have considered expanding the benefits, facilitating benefit use, and reinforcing program integrity. This report describes statutory provisions enacted in the 117th Congress affecting veterans' educational assistance programs.
Building Authentic School-Family Partnerships through the Lens of Social and Emotional Learning. Social and Emotional Learning Innovations Series
Author: Skoog-Hoffman, Ally
Date: 2023-01-00
Type: Reports - Descriptive
Subjects: Family School Relationship,Partnerships in Education,Social Emotional Learning,Influences,Affordances,Family Involvement,Family Needs,Capacity Building,Cooperation,Change Strategies,Parent Participation

The SEL Innovations series aims to help the field imagine new, more expansive and equitable approaches to SEL and wellness to ensure that all children, adolescents, and adults feel safe, supported, and seen so that they can thrive. This report focuses on the conditions and guiding actions to foster authentic school-family partnerships. Research confirms that school-family partnerships are crucial. While much attention has been given to the core competencies, our new innovations series digs deeper into the &quot;rings&quot; of CASEL's SEL Framework where young people live and learn, beginning with school-family partnerships. The report offers case studies illustrating four guiding actions in practice, featuring Communities in Schools of Michigan, The Allegheny County Family Center Network's Parent Advisory Council, Village of Wisdom, and Minneapolis Public Schools Parent Participatory Evaluation Initiative. The report includes these guiding actions for school staff: (1) Begin with family priorities, interests, concerns, knowledge, and resources to create opportunities for building trust and genuine relationships; (2) Transform power dynamics by increasing the capacity of both families and staff around knowledge and confidence; (3) Build reciprocity and agency between school staff and families by setting up systems and structures that foster a sense of camaraderie and collaboration; and (4) Undertake change as collective inquiry together using the relationships that are built as a way to collaboratively problem-solve.
An Overview of Arabic Translation and Interpreting Programs in Turkish Higher Education
Author: Dagbasi, Gürkan
Date: 2023-00-00
Type: Journal Articles
Subjects: Arabic,Translation,Interpretive Skills,Foreign Countries,Higher Education,College Students,Program Evaluation,Departments,Scores,Language Tests,Language Skills

Although the history of translation is almost as old as the history of humankind, it was not until the second half of the twentieth century that translation studies were recognized as an independent discipline. Perhaps due to this fact, translation and interpreting programs at the higher education level started to be introduced in Turkey in the 1980s. These programs were English translation and interpreting programs. The first program to train Arabic translators and interpreters was opened at Kirikkale University in 2011 and remained the only program in its field until 2017. Between 2017 and 2023, nine more Arabic translation and interpreting programs, six at public universities and three at private universities, started actively admitting students. In this study, Arabic translation and interpreting programs in Turkey are examined from various angles. At the end of the study, it was concluded that the demand for the departments at state universities was higher, the students with the highest scores preferred Istanbul University. Interpreter and translator students scored an average of forty-two points in the eighty-question foreign language exam and there were an average of 3.8 faculty members in these programs. Eight faculty members work in these programs and the students who are admitted to them are mostly placed in universities in their home cities. The total capacity of the programs is sufficient and, although there is no unity in the curriculum of the programs, similar courses are offered in different classes. The programs focus on language skills for the first two years and, subsequently, focus on translation-oriented courses. At the end of the study, we make some suggestions for translation and interpreting programs by making associations with the findings of the related literature.
Inter-Rater Reliability in Comprehensive Examination Scoring: The Case for Consistent and Collaborative Rater Training and Calibration
Author: Saenz, David Arron
Date: 2023-02-15
Type: Reports - Research
Subjects: Interrater Reliability,Scoring,Training,Scoring Rubrics,Graduate Students,Student Evaluation,Scores,Testing,Action Research

There is a vast body of literature documenting the positive impacts that rater training and calibration sessions have on inter-rater reliability as research indicates several factors including frequency and timing play crucial roles towards ensuring inter-rater reliability. Additionally, increasing amounts research indicate possible links in rater-reliability and grade inflation pertaining to faculty status and length of employment. This research study analyzed the impact that consistent and collaborative training and rubric calibration, or the lack thereof, has on inter-rater reliability. Additionally, this study investigated whether faculty status and faculty length of employment has an influence on scoring reliability. Finally, participatory action research was planned to assist in the creation of a formal training policy and processed that could then be tested to explore the impact that such training would have on future examination rater-reliability. Five years of examination scoring data was utilized from a small Midwest region private graduate school. Intraclass correlation coefficient statistical analysis was employed to determine inter-rater reliability along with independent samples t-test to determine statistical significance the faculty groups. Mean scoring differences outputs were then tested utilizing a Likert-type scale to evaluate scoring gaps amongst faculty. The findings within this study indicate that inter-rater reliability is negatively impacted when no formal or consistent training. However, no significant differences between the mean scores were found based on faculty status nor between faculty length of employment. The hypothesis testing yielded support of the main hypothesis within this research study and the current literature in which inter-rater reliability is negatively impacted when no formal or consistent rater-training and rubric calibrations are performed for raters of examinations. The implications for practice resulting from this study display the need for formal training policy and processes be created, and consistently completed to ensure inter-rater reliability will be positively impacted.
CCSSO Principles of Effective School Improvement Systems
Author: Council of Chief State School Officers (CCSSO)
Date: 2017-06-00
Type: Reports - Descriptive
Subjects: Educational Improvement,Program Improvement,Accountability,Low Achievement,Institutional Characteristics,Program Effectiveness,Educational Principles,Educational Assessment

This memorandum introduces a set of 10 principles--&quot;from&quot; states and &quot;for&quot; states--to inform the design and management of effective systems to improve or replace low-performing schools. The principles are derived from what is known based on current research, evidence, and experience, and the input of state leaders, key stakeholders, and other experts. To identify the principles, the Council of Chief State School Officers (CCSSO) began with what must be true at each level of the public education system--from what students must experience as learners to the critical roles played by schools, districts, authorizers, partners, and states. The principles also build on the CCSSO next-generation state accountability system principles that highlight the inextricable link between accountability and school improvement, including a focus on diagnostic reviews, targeted support for the lowest-performing schools (and their districts), and systems of continuous improvement to sustain progress over time.
Taking Initial Steps: A Path for Rethinking Accreditation and Quality Assurance. Inside Accreditation
Author: Eaton, Judith
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Quality Assurance,Accreditation (Institutions),Educational Quality,Educational Change,COVID-19,Pandemics,Higher Education,Academic Achievement,Accountability

Beyond the opportunity of crisis, the climate is favorable for major change in quality review. This report presents five specific steps that can lead to reinventing review of quality in higher education, a post-COVID redesign of accreditation and quality assurance that, if effective, will establish a foundation for the next era of these important efforts. The following five steps are presented: (1) Sustain the fundamental value commitments of higher education; (2) Expand the range of activity and scrutiny of quality review; (3) Modify the primary purposes of accreditation and quality assurance; (4) Enlarge the universe of accreditation/quality assurance providers themselves; and (5) Redesign the accreditation/quality assurance review process.
Importance of Rankings in Academia
Author: Kayyali, Mustafa
Date: 2023-01-00
Type: Journal Articles
Subjects: Reputation,Higher Education,Institutional Evaluation,Educational Quality,Institutional Characteristics,Universities,College Choice,Criticism,Educational Indicators,Organizational Effectiveness,Scientific Research,Comparative Analysis

University rankings have become an increasingly important aspect of academia in recent years. These rankings, which evaluate universities based on a variety of factors such as research output, graduation rates, and reputation, provide valuable information for students, educators, and policymakers alike.
University Rankings as a Tool to Fight Diploma Mills
Author: Kayyali, Mustafa
Date: 2022-05-00
Type: Journal Articles
Subjects: Universities,Reputation,Institutional Evaluation,Institutional Characteristics,Educational Quality,Academic Degrees,Accreditation (Institutions),Fees,Outcomes of Education,Distance Education,Quality Assurance,Deception,Consciousness Raising,Access to Education

Diploma mills, also known as fake universities or degree mills, are organizations that offer unaccredited degrees for a fee. They exploit the value and prestige associated with a university degree, often without offering any meaningful education or qualifications. In recent years, the rise of online education and the increasing importance of a university degree has led to significant growth in the number of diploma mills, which can be harmful to both individuals and society as a whole.
International Student Needs: A Snapshot in Time
Author: Markedonova, Yana
Date: 2023-01-11
Type: Reports - Research
Subjects: Foreign Students,College Students,Educational Practices,Educational Policy,Student Attitudes,Student Needs,College Role,Adjustment (to Environment),Housing,Transportation,Acculturation,Well Being,Cultural Differences,Mental Health,Friendship

Using a survey of international students from three different IHEs across the United States and follow-up focus groups, we gathered feedback directly from current international students studying in the United States on the practices and policies they have found most and least helpful in terms of supporting them in their studies and their suggestions for additional ways IHEs might better support their international students. Our findings suggest that international students are generally satisfied with the support provided by their international student offices at their institutes of higher education, although they also identified several areas for improvement. In both the surveys and the focus groups, participants emphasized the need for practical assistance with finding housing in the United States and navigating the complexities of attaining a social security number so they can open bank accounts, buy cell phones, and apply for leases on apartments. They also discussed the need to foster the development of meaningful friendships with other international students as well as students from the United States and for ensuring that the mental/emotional health of students, as well as their academic progress, are looked after. Suggestions for ways IHEs might address these identified needs are discussed.
Public Safety Officers&apos; Benefits (PSOB) and Public Safety Officers&apos; Educational Assistance (PSOEA) Programs. CRS Report R45327, Version 11. Updated
Author: Szymendera, Scott D.
Date: 2022-08-23
Type: Reports - Research
Subjects: Police,Government Employees,Fire Protection,Emergency Medical Technicians,Professional Personnel,Public Agencies,Emergency Programs,Death,Disabilities,Injuries,Federal Programs,Federal Legislation,Federal Aid,Compensation (Remuneration),Fringe Benefits,Spouses,Children,Higher Education,Student Financial Aid,Mental Health,COVID-19,Eligibility,Grievance Procedures

The Public Safety Officers' Benefits (PSOB) program provides cash benefits to federal, state, and local law enforcement officers; firefighters; employees of emergency management agencies; and members of emergency medical services agencies who are killed or permanently and totally disabled as the result of personal injuries sustained in the line of duty. The Public Safety Officers' Educational Assistance (PSOEA) program, a component of the PSOB program, provides higher-education assistance to the children and spouses of public safety officers killed or permanently disabled in the line of duty. The PSOB and PSOEA programs are administered by the Department of Justice (DOJ), Bureau of Justice Assistance (BJA). Claimants dissatisfied with denials of benefits may pursue administrative appeals within DOJ and may seek judicial review before the United States Court of Appeals for the Federal Circuit. Each year, Congress appropriates funding for PSOB death benefits, which is considered mandatory spending, and for PSOB disability benefits and PSOEA benefits, which is subject to annual appropriations. For FY2022, the one-time lump-sum PSOB death and disability benefit is $389,825 and the PSOEA monthly benefit for a student attending an educational institution full-time is $1,298. Public safety officers who contract Coronavirus Disease 2019 (COVID-19) in the line of duty may be eligible for PSOB benefits. The Safeguarding America's First Responders Act (S. 3607, P.L. 116-157) provides a presumption of PSOB eligibility for public safety officers who were on duty beginning January 1, 2020. On November 18, 2021, President Joe Biden signed into law the Protecting America's First Responders Act of 2021 (P.L. 117-61) which made numerous amendments to the PSOB and PSOEA programs as indicated in various places in this report. On August 16, 2022, President Biden signed into law the Public Safety Officer Support Act of 2022 (P.L. 117-172), which expanded PSOB coverage to include, in certain cases, mental health conditions such as post-traumatic stress disorder (PTSD), disabilities caused by attempted suicides, and deaths caused by officer suicides.
Are the Urgent Issues of Today Driving a Rethinking of What &quot;Quality&quot; Means for Accreditation and Higher Education? Inside Accreditation
Author: Eaton, Judith
Date: 2020-07-00
Type: Reports - Descriptive
Subjects: Higher Education,Accreditation (Institutions),Distance Education,COVID-19,Pandemics,Equal Education,Standards,Educational Change,Educational Finance,Race,Futures (of Society),Educational Quality

COVID-19 has been powerful as a driver of the expanded reliance on distance learning and the concern about financial viability. Race has been the primary driver of greater attention to equity. Three issues -- large-scale distance learning, financial fragility and race and equity -- are driving the immediate future of accreditation, perhaps leading to a rethinking of what &quot;quality&quot; means. There has been an unparalleled scale of distance learning offerings, growing numbers of institutions that are financially fragile now and that are likely to be in the future and an intensification of attention and needs in relation to race and equity. This newsletter examines how accreditation standards are being interpreted and applied as well as the importance that there is a need to invest in these issues: (1) Quality and distance learning; (2) Financial scrutiny of institutions and programs; and (3) Race and equity.
Bridging the Energy Industry and Education to Meet Workforce Skill and Credential Needs. A Case Study of the Energy Providers Coalition for Education (EPCE)
Author: Council for Adult and Experiential Learning (CAEL)
Date: 2022-00-00
Type: Reports - Research
Subjects: Education Work Relationship,Occupations,Energy,Partnerships in Education,Labor Force Development,Credentials,Tuition,Apprenticeships,Postsecondary Education,Industry

Since 2000, more than 46,000 job-seeking and working adult learners have enrolled in industry-vetted courses sponsored by the Energy Providers Coalition for Education (EPCE), a talent development initiative created by CAEL that has played a pivotal role in meeting the needs of the energy sector nationwide. EPCE's 3,500-plus members represent private and public utilities, energy contractors and suppliers, industry associations, unions, and workforce investment boards. The coalition partners work with four higher education institutions to develop and offer a suite of online courses and credential programs for incumbent and future employees. These programs help prepare workers for careers needed in the generation, distribution, and transmission of utility services to customers as substation technicians, lineworkers, nuclear reactor operators, systems operators, electrical engineers, project managers, and more. The programs range from short-term certificates to associate degrees, and from bachelor's to master's degrees, with many of these programs building upon each other in an incremental, stackable way.
Learner Autonomy and Learning Strategy Use before and during the COVID-19 Pandemic
Author: Irgatoglu, Aydan
Date: 2022-00-00
Type: Journal Articles
Subjects: Personal Autonomy,Learning Strategies,COVID-19,Pandemics,Electronic Learning,English (Second Language),Second Language Learning,Foreign Countries,College Preparation,Second Language Instruction

This study aims to explore the autonomy level and use of language learning strategies in a preparatory school of a state university before and during the COVID-19 pandemic. One hundred fifty-five preparatory school students from a state university participated in the research. For the data collection, Oxford's Language Learning Strategy (LLS) and a learner autonomy questionnaire developed by Zhang and Li were used. Means, standard deviation, t-test, and Pearson's r-correlation were used to analyze the data. The results showed that while participants' level of learner autonomy before the pandemic was high, during the pandemic it was moderate. Additionally, the results from the LLS questionnaires showed that students used a moderate proportion of language learning strategies before and after the pandemic. Finally, the correlation analysis used to determine the relationship between the level of learner autonomy and LLS use before and during the COVID-19 pandemic indicated that there is a positive and linear relationship between the level of learner autonomy and LLS use.