ethanporcaro/eric-fulltext-meta huggingface dataset:
BC Student Outcomes: The 2018 Highlights
Author: BC Student Outcomes (Canada)
Date: 2018-00-00
Type: Numerical/Quantitative Data
Subjects: Foreign Countries,Outcomes of Education,Student Surveys,Postsecondary Education,Associate Degrees,Bachelors Degrees,Certification,Apprenticeships,Vocational Education,College Graduates,Employment Level,Unemployment,Job Skills,Educational Attainment,Intellectual Disciplines,Educational Finance,Paying for College,Student Satisfaction,Debt (Financial),Workplace Learning,Wages

Student feedback is essential to ensure continued quality and relevance in the education system. Through surveying former students, British Columbia (BC) Student Outcomes provides the information needed to help shape post-secondary education in British Columbia. In 2018, 92 percent of the former post-secondary students surveyed were satisfied or very satisfied with the education or training they received. Every year, BC Student Outcomes collects feedback from former students who took: (1) post-secondary programs, including associate degree, diploma, or certificate programs; (2) baccalaureate programs; and (3) apprenticeship, trades foundation or trades-related vocational training. In 2018, almost 29,000 former students were surveyed; key results from those surveys are presented in this report. [The outcomes surveys are conducted with funding from the Ministry of Advanced Education, Skills and Training, the Industry Training Authority, and from B.C.'s public post-secondary institutions. For &quot;BC Student Outcomes: The 2017 Highlights,&quot; see ED590477.]
Informing Improvement: Recommendations for Enhancing Accreditor Data-Use to Promote Student Success and Equity
Author: Arnold, Nathan
Date: 2019-06-00
Type: Reports - Research
Subjects: Educational Improvement,Accreditation (Institutions),Data Use,Academic Achievement,Equal Education,Higher Education,Educational Quality,Quality Assurance,Evidence Based Practice,Accountability,Decision Making,Evaluation Methods,Benchmarking,Data Collection

As the higher education landscape has expanded beyond issues of access and affordability to include an emphasis on student completion and employment outcomes, accreditors can play a leadership role in advancing this important change. A shift to student success that rightfully centers in part on closing equity gaps between low-income students and students of color and their peers ensures that students from all backgrounds have a genuine opportunity to thrive in and after college. The institutions that have progressed the most have done so through concerted, systemic, and equity-minded use of data to shine a light on those areas where focus and resources are most needed. For institutions today, data-use is a prerequisite to making institutional improvement, especially in unpacking and addressing the systemic racial and economic inequities that continue to undermine justice and opportunity within our higher education system. Accreditors, who hold primary responsibility for assuring quality and continuous institutional improvement, possess enormous power in the drive to improve student success at more institutions by using data to shape their conversations with and evaluations of colleges and universities. Based on a review of accreditor materials and interviews with 10 high-level commission staff from regional, national, and programmatic accreditors, this report seeks to identify current practices, challenges, and opportunities with respect to data-use in accreditation. Three recommendations are offered for proactive steps that accreditors can take to incorporate outcomes-focused, equity-minded data into the entire review cycle to spur more evidence-driven institutional improvement: (1) Embed data-use into routine practice; (2) Emphasize equity; and (3) Increase transparency about data-use practices. In discussions with accreditors, many voiced an interest in using data, and this paper profiles promising ways that four accreditors have incorporated data into their work. Building on such examples, accreditors could embed data more thoroughly into continuous institutional improvement efforts to demonstrate their collective commitment to evidence-based decision making. A more thorough focus on data also would demonstrate to policymakers and policy experts that both accreditors and institutions are willing and able to identify and address many of the shortcomings within our higher education system.
Innovative Strategies to Close Postsecondary Attainment Gaps: Four Regional Approaches to Support Rural Students
Author: Davis, Leanne
Date: 2019-10-00
Type: Reports - Descriptive
Subjects: Postsecondary Education,Rural Areas,Educational Innovation,Educational Strategies,Achievement Gap,Access to Education,College Students,Barriers,Student Recruitment,Partnerships in Education,Acceleration (Education),Dual Enrollment,Credentials,Adult Education,School Business Relationship

Nearly 41 million American adults live 25 miles or more from the nearest university or college, or in areas where only a single community college offers accessible public higher education. This physical isolation leads to stark economic inequities, where the wealthiest 10 percent of the nation's zip codes are considered &quot;college-rich&quot; metro areas while a majority of the poorest zip codes are classified as rural. As employers across the country continue to struggle to fill vacancies with a workforce that does not have the postsecondary training required for the majority of the nation's future jobs, rural residents in particular face significant challenges in achieving upward economic mobility. Furthermore, the restricted access to educational opportunity impacts rural communities' economic development as they lack the business and cultural amenities that higher education institutions often generate in more densely-populated areas. Fortunately, there are several rural communities across the nation that have more recently committed to expanding postsecondary opportunities for their residents and are seeing early and exciting success due to their innovative strategies. This guidebook outlines three leading strategies that have yielded promise in four such communities--Columbus, IN; Elkhart County, IN; Rio Grande Valley, TX; Shasta County, CA--that have been designated as &quot;Talent Hub&quot; Communities primarily for their ability to truly work across different sectors to significantly increase college-level learning among residents of all backgrounds. Each community emphasized: (1) the importance of understanding the specific postsecondary barriers their respective populations faced; (2) the critical need for higher education to be creative in challenging its traditional methods of recruiting and serving students; and (3) needing to intentionally form partnerships between education and workforce stakeholders to lead to more positive outcomes for not only students but the community at large. This guidebook outlines these three strategies, with excerpts from in-depth conversations with each community, and concludes by sharing key recommendations and advice from these four Talent Hubs for likeminded rural communities who are interested in raising their attainment rates and revving their engines of economic growth.
Projected Fiscal Impact of Pennsylvania Senate Bill No. 299. EdChoice Brief
Author: Lueken, Martin F.
Date: 2019-05-14
Type: Reports - Evaluative
Subjects: State Legislation,Tax Credits,Scholarships,State Programs,Educational Finance,Cost Effectiveness,Elementary Secondary Education,Private Schools,School Choice,Public Schools,Expenditures,School Districts,Program Effectiveness

This paper reports results from a fiscal analysis of Pennsylvania SB 299, a proposal to expand the state's two tax-credit scholarship programs. Pennsylvania currently has two programs in operation, the Educational Improvement Tax Credit (EITC) Program and the Opportunity Scholarship Tax Credit (OSTC) Program. This paper is organized as follows. First, it provides context to help policy makers and stakeholders evaluate the fiscal costs and benefits of the state's two tax-credit scholarship programs and their expansion under SB 299. It then explains the data and methods used to conduct a fiscal analysis of the programs and SB 299. Next it reports results from the analysis. Finally, it provides concluding thoughts.
The Fiscal Impact of K-12 Educational Choice: Using Random Assignment Studies of Private School Choice Programs to Infer Student Switcher Rates. Working Paper 2019-3
Author: Lueken, Martin F.
Date: 2019-08-09
Type: Information Analyses
Subjects: Educational Vouchers,School Choice,Private Schools,Tax Credits,Scholarships,Minority Group Students,Institutional Characteristics,Competitive Selection,Public Schools,Educational Finance

Critics of private school choice programs argue that they drain resources from public schools and increase taxpayer costs. Supporters of these programs, on the other hand, argue that these programs save taxpayers money because the average amount of scholarships is less than per pupil spending in public schools. Given these fiscal concerns, when legislators introduce a private school choice bill in a state, policymakers want to know about the potential fiscal effects of these programs on their state and local public schools' budgets. This paper identifies 27 distinct estimates of switcher rates from nine lottery-based studies of six private school choice programs in the United States that report information about which types of schools students enroll in after they apply to a choice program and do not win a lottery.
Collecting and Reporting the New Data Elements Related to the Local Education Agency Maintenance of Effort Provisions. Version 1.0
Author: Crain, Danielle
Date: 2017-01-00
Type: Reports - Evaluative
Subjects: School Districts,Data Collection,Disclosure,Disabilities,Educational Legislation,Equal Education,Federal Legislation,Early Intervention,State Departments of Education,Compliance (Legal)

The Office of Special Education Programs (OSEP) added four new data elements related to the local education agency (LEA) Maintenance of Effort (MOE) provisions of the Individuals with Disabilities Education Act (IDEA) in the MOE Reduction and Coordinated Early Intervening Services (CEIS) data collection. This resource, produced by The IDEA Data Center (IDC) and the Center for IDEA Fiscal Reporting (CIFR), discusses each of the four new data elements and provides additional support and assistance as states prepare to collect and submit these data. It also reviews each new element and presents information about actions the SEA may take to address and answer the questions posed for each of the four data elements.
2019 Schooling in America: Public Opinion on K-12 Education, Busing, Technology, and School Choice
Author: DiPerna, Paul
Date: 2019-10-00
Type: Reports - Research
Subjects: Public Opinion,Educational Attitudes,Elementary Secondary Education,Busing,Technology Uses in Education,School Choice,National Surveys,Telephone Surveys,Online Surveys,Parent Attitudes,Public Support,Educational Vouchers,Educational Finance,Public Schools,Public School Teachers,Teacher Attitudes,Private Schools,Charter Schools,Scholarships,Educational Policy,Standardized Tests,School Effectiveness,Tax Credits,Age Groups

This is the seventh edition of EdChoice's &quot;Schooling in America Survey.&quot; Each year, researchers poll the general public on a range of issues in K-12 education. In 2019, the polling results are based on a nationally representative sample of the general public that includes 1,810 online and phone interviews. Over time, EdChoice has increasingly cast a spotlight on the opinions and attitudes of parents of school-age children and public school teachers. EdChoice continues to poll greater numbers of those stakeholders in this edition. Researchers surveyed 435 parents who currently have children in elementary or secondary schools, as well as an additional 394 parents who no longer have school-age children. They also obtained completed online surveys from 601 current public school teachers. This year, researchers collected additional interviews from those born in 1981 or later--beyond the general public sample--to obtain more robust oversamples of Generation Z (N = 637) and Millennials (N = 617). Researchers asked their standard questions about schooling experiences and educational choice reforms, but went further to learn how people feel about hot-button K-12 subjects that seem to polarize lawmakers and advocates, including busing, teacher protests, and children's use of technology. Findings reveal the following: (1) Parents' schooling preferences do not match their kids' actual educational experiences; (2) People like Education Savings Accounts (ESAs) best, especially when they are open to all families; (3) People do not know what schooling costs--public or private--but most still think public schools need more money; and (4) Younger generations are most supportive of busing students to schools outside their assigned district, and current public school teachers really oppose it. [The team at Braun Research assisted in project development. For the 2018 report, &quot;2018 Schooling in America: Public Opinion on K-12 Education, Parent and Teacher Experiences, Accountability, and School Choice,&quot; see ED600702.]
2030 Promise Plan: Action Opportunities to Realize Five Promises to Students. Phase I Community Input Report
Author: Hawaii State Department of Education
Date: 2019-09-00
Type: Reports - Descriptive
Subjects: Educational Planning,Strategic Planning,Public Education,Public Schools,Educational Objectives,Elementary Secondary Education,Equal Education,Educational Environment,Educational Facilities Design,Student Empowerment,Educational Innovation,Technology Uses in Education

The 2030 Promise Plan is shaped by the ideas, experiences, and expertise of nearly 2,800 Hawai'i stakeholders who responded to the call for equity, excellence and innovation in public schools. Feedback gathered during Board of Education (BOE) meetings and community meetings over the past two years is also reflected. This plan frames collective work in public education over the next decade by clarifying key concepts, defining priorities, and identifying action opportunities surfaced by schools and communities toward the realization of five promises to students. It builds upon past accomplishments and affirms some key targets, while also exploring new ways to pursue and assess what is truly valued in a Pre-K-12 educational experience.
Americans Deserve Bold Policy Reforms in the Reauthorization of the Higher Education Act. Backgrounder. No. 3417
Author: Amselem, Mary Clare
Date: 2019-06-20
Type: Reports - Evaluative
Subjects: Educational Policy,Public Policy,Educational Change,Educational Legislation,Federal Legislation,Higher Education,Outcomes of Education,Federal Government,Federal Programs,Student Loan Programs,Tuition,Student Costs,Debt (Financial),Loan Repayment,Financial Aid Applicants,Accountability,Accreditation (Institutions)

The Higher Education Act (HEA) of 1965 was meant to unlock the secret to upward economic mobility by granting more Americans the chance to obtain a college degree. Nonetheless, the originators failed to recognize how this dramatic shift in federal higher education policy would affect generations to come. Today the federal government originates or distributes roughly 89 percent of all student loans through its various loan programs. This near-monopoly has distorted tuition prices. As Congress considers reauthorization of the HEA, measures to curb federal spending and subsidies must be included in order to lower costs for students and unburden American taxpayers. [This report was prepared by the Heritage Institute's Center for Education Policy.]
Credentials as a Tool for Equity and Regional Economic Growth: A Funders&apos; Primer
Author: Achilles, Jenny
Date: 2019-10-00
Type: Guides - Non-Classroom
Subjects: Credentials,Equal Education,Geographic Regions,Economic Development,Educational Quality,Career Development,Certification,Educational Mobility,Educational Finance,Employment Opportunities,Philanthropic Foundations,Postsecondary Education,Standards,Labor Market

Students are juggling multiple, competing priorities such as work pressures, parenting, debt, and degree affordability, as they seek the best educational decisions for their economic mobility and life goals. Driving questions of quality has been the recent effort of states to set and increase postsecondary attainment rates. These rates typically include all types of degrees (associates or higher) and some types of non-degree credentials which can include certificates, apprenticeship certificates, industry certifications and licenses. Currently, no state has comprehensive data about all types of nondegree credentials and only 36 states report having most of the data on &quot;for-credit&quot; certificates for two-year universities in their states. This lack of data has forced states to focus on &quot;quality&quot; or to identify credentials that have an inherent value for the states. Defining what &quot;quality&quot; means in terms of credentials has not come with a uniform approach. More generally states examining quality or high quality credentials report that they are: (1) Utilizing labor market information to better understand in-demand industries and occupations; (2) Engaging employers to learn more about what they look for when hiring; and (3) Examining employment and wage outcomes of credential completers. More typically stakeholders default to industry recognized credentials or those that are recognized by multiple employers across an industry. According to the Association for Career and Technical Education, high-quality, industry-recognized credentials mean that a credential: (1) Is sought or accepted by employers within the industry or sector involved as a recognized, preferred, or required credential for recruitment, screening, hiring, retention, or advancement purposes; and (2) Where appropriate is endorsed by a nationally recognized trade association or organization representing a significant part of the industry or sector. To further guide stakeholders on high-quality credentials the American Council on Education has developed six dimensions of quality for credentials. They include transparency, modularity, portability, relevance, validity, and equity. Each dimension is meant to focus questions on the value that a specific credential brings to the field. Examples of questions associated with each dimension are provided. Additional resources to assist funders in deciding how they may might incorporate credentials into their postsecondary completion strategies are also included. [This Primer was also produced with funding by Sooch Foundation and Trellis Foundation.]
A Summary of the Research on Effects of Test Accommodations: 2015-2016. NCEO Report 412
Author: Rogers, Christopher M.
Date: 2019-11-00
Type: Information Analyses
Subjects: Testing Accommodations,Students with Disabilities,Elementary Secondary Education,Postsecondary Education,Learning Disabilities,Attention Deficit Disorders,Emotional Disturbances,Behavior Disorders,Norm Referenced Tests,Reading Tests,Mathematics Tests,Science Tests,Writing Tests,Language Arts,Social Studies,Student Attitudes,Teacher Attitudes,Test Validity,Test Format,Computer Assisted Testing

The purpose of this report is to present a synthesis of the research on test accommodations published in 2015 and 2016. We summarize the research to review current research trends and enhance understanding of the implications of accommodations use in the development of future policy directions, to highlight implementation of current and new accommodations, and seek to draw valid and reliable interpretations when accommodations are used in testing situations. The literature described here encompasses empirical studies of score comparability and validity studies as well as investigations into accommodations use, implementation practices, and perceptions of their effectiveness. As a whole, the current research body offers a broad view and a deep examination of issues pertaining to assessment accommodations.
A Review of the Literature on Computerized Speech-to-Text Accommodations. NCEO Report 414
Author: Liu, Kristin K.
Date: 2019-08-00
Type: Information Analyses
Subjects: Assistive Technology,Computer Uses in Education,Students with Disabilities,Elementary School Students,Secondary School Students,College Students,Student Characteristics,Program Implementation,Academic Achievement,Training,Student Attitudes,Visual Impairments,Learning Disabilities,Physical Disabilities,Head Injuries,Neurological Impairments,Emotional Disturbances,Intellectual Disability,Multiple Disabilities

As computerized speech-to-text (STT) technology has become more advanced over the past several years, more students with, and without, disabilities are using STT tools in the classroom and while taking assessments (Warren, Thurlow, Lazarus, &amp; Strunk, 2018). Speech-to-text tools often are installed on school-provided computers or tablets and thus may be widely available to students for instructional use. This literature review describes what research conducted between 2008 and 2018 tells the field about the use of STT tools by K-12 and post-secondary students with disabilities. First, it highlights what the available literature says about the characteristics of students who used STT for instruction and assessment, and the methodologies and outcomes variables associated with those studies. Second, it describes the implementation of STT tools (e.g., training in use of STT, student attitudes toward the tools, and comparison of different types of tools). Third, it describes the effect of the technology on academic outcomes for students with different types of disabilities.
Principles of Policy Design for Connecting Education to Work. Policy Brief
Author: Pechota, Damion
Date: 2019-11-00
Type: Reports - Evaluative
Subjects: Educational Policy,State Policy,Policy Formation,Education Work Relationship,Career Education,Vocational Education,Labor Force Development,Partnerships in Education,Needs Assessment,Federal Aid,State Aid,Data Use

In today's evolving economy, state policymakers, education leaders, workforce system leaders and employers are all looking for opportunities to meet rapidly changing workforce needs. Economists project that shortages of workers with postsecondary education -- some college, an associate degree, bachelor's degree or higher -- could lead to nearly $1.2 trillion in lost revenue over the next decade. To mitigate the shortage and avoid economic losses, both existing and future workers will need more education and training. The World Economic Forum projects that at least 54% of workers will need significant work-relevant education in the next five years -- with over half of these individuals requiring six months or more of education and training. State policymakers recognize the economic imperative to ensure that education and training are connected to jobs. In response, they are forging stronger connections between education, workforce and employers at state, regional and local levels. Policymakers are also acting to expand secondary and postsecondary career and technical education, promote access to postsecondary programs and engage employers through work-based learning and apprenticeships. Yet systems and initiatives are not always fully connected; and access to postsecondary education continues to be out of reach for many people, especially individuals from a lower socioeconomic status. This Policy Brief, informed by a group of education and workforce leaders, explores three principles to guide policy considerations for state leaders working to develop intentional, outcomes-focused connections between postsecondary education and work.