ethanporcaro/eric-fulltext-meta huggingface dataset:
K-12 Education Restart Plan
Author: Ministry of Education (British Columbia)
Date: 2020-07-29
Type: Reports - Descriptive
Subjects: Foreign Countries,Elementary Secondary Education,School Closing,COVID-19,Pandemics,Public Health,School Safety,Hygiene,Grouping (Instructional Purposes)

In September 2020 all schools in British Columbia will start up in Stage 2 with the goal of maximizing in-class instruction for all students within the revised public health guidelines to reduce the risk of COVID-19 transmission. Having students in the classroom helps to minimize learning gaps and provide the academic, social and emotional supports essential for learning. Schools and school districts will also have the necessary plans in place to be able to shift quickly between stages if and when required. The Ministry of Education Five Stage Framework for K-12 includes comprehensive COVID-19 health and safety measures and aligns with &quot;B.C.'s Restart Plan.&quot; Based on new public health guidance for K-12 schools from the Provincial Health Officer, the Five Stages have been updated to outline expectations for B.C. elementary, middle and secondary schools for the 2020/21 school year. This includes organizing students into cohorts (Learning Groups) to help limit contact and potential exposure. The September start-up will be supported by the four foundational principles established at the beginning of the COVID-19 pandemic: (1) maintain a healthy and safe environment for all students, families, teachers and staff; (2) provide the services needed to support the children of our essential workers (ESWs); (3) support vulnerable students who may need special assistance; and (4) provide continuity of educational opportunity for all students.
Ten Reasons to Cancel Student Loan Debt. Fact Sheet
Author: Banerjee, Asha
Date: 2021-01-00
Type: Reports - Descriptive
Subjects: Debt (Financial),Loan Repayment,Student Loan Programs,Gender Bias,Racial Bias,Ethnicity,Social Justice,Economic Factors,Age Differences,At Risk Persons,Poverty,Loan Default,Higher Education,Access to Education

Student debt cancellation must be a federal priority for the new administration. As the devastating health and economic toll of the COVID-19 pandemic deepens, millions of student borrowers are held back by high levels of debt on top of job losses and the struggle to cover their basic needs. The pause on payments is only a temporary fix. Since student loan debt disproportionately impacts Black and Latinx borrowers, especially women, cancelling student debt is a racial and economic justice issue. This fact sheet details the ten reasons to cancel student loan debt.
Institutional Transformation Reflected: Engagement in Sensemaking and Organizational Learning in Florida&apos;s Developmental Education Reform
Author: Mokher, Christine G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Educational Change,Remedial Instruction,State Colleges,Administrator Attitudes,Educational Planning,College Administration,Administrators,Organizational Learning

Following a major statewide developmental education reform in Florida, we explored institutional transformation among Florida College System institutions. We used statewide survey data to examine lead administrators' perceptions of challenges encountered during the planning process, ways in which colleges engaged in sensemaking (i.e., social processes for developing shared understanding) and organizational learning, and perceptions of the institutional transformation processes and outcomes following the reform. We found that institutions engaged in numerous types of sensemaking and organizational learning practices to promote change. Yet, despite different approaches taken to institutional transformation, almost all respondents reported that the change process was highly collaborative and involved a broad range of stakeholders. [This article was published in &quot;Innovative Higher Education&quot; (EJ1242037).]
What Happened Following Comprehensive Developmental Education Reform in the Sunshine State? The Impact of Florida&apos;s Developmental Education Reform on Introductory College-Level Course Completion
Author: Park-Gaghan, Toby J.
Date: 2020-12-00
Type: Journal Articles
Subjects: Educational Change,Remedial Instruction,Introductory Courses,Enrollment,Academic Achievement,College English,College Mathematics,College Students,Cohort Analysis,African American Students,Hispanic American Students,Achievement Gains,Racial Differences

Florida's Senate Bill 1720 allowed many students to bypass developmental education and enroll directly in introductory college-level courses. We use an interrupted time series design to introductory college-level courses enrollment and passing rates in English and math for three cohorts of college students prereform and three cohorts postreform. Based on a cohort-by-cohort comparative analysis, we find that cohorts after the reform are more likely to enroll and pass introductory college-level courses in their 1st year of college, indicating that the reform may help to accelerate student success in college. Further, we find that Black and Hispanic students experience even greater gains in passing rates than White students, effectively narrowing the racial/ethnic achievement gap. [This article was published in &quot;Educational Researcher&quot; (EJ1276508).]
Personal, Peer and Parents&apos; Psychological Factors and Higher Secondary Students&apos; Achievement in Zoology
Author: Senthuran, D.
Date: 2017-00-00
Type: Journal Articles
Subjects: Foreign Countries,High School Students,Gender Differences,Academic Achievement,Intellectual Disciplines,Private Schools,Public Schools,Mental Health,Psychological Patterns,Emotional Development,Friendship,Zoology,Science Achievement,Parent Influence,Peer Influence,Rural Schools,Urban Schools

The present study consists of 942 Higher Secondary Students undergoing Higher Secondary Course in Higher Secondary Schools in Nagappattinam, Tiruvarur and Thanjavur Districts of Tamilnadu State. The sample was selected by using simple random sampling technique. To find out the PPP Psychological factors of Higher Secondary Students 5 scales have been constructed and validated by the investigator. The findings of the present study shows that Higher Secondary Students have moderate level of Academic Achievement in Zoology. Higher Secondary Students have moderate level of PPP Psychological factors Total. There is a significant difference between male and female Higher Secondary Students with respect to their Academic Achievement in Zoology and PPP Psychological factors Total. There is a significant difference between rural and urban Higher Secondary students with respect to their Academic Achievement in Zoology and PPP Psychological factors Total. There is a significant difference between Government and Private Higher Secondary students with respect to their Academic Achievement in Zoology and PPP Psychological factors Total.
Guidance Note: &quot;Scholarship.&quot; Version 2.5
Author: Australian Government Tertiary Education Quality and Standards Agency (TEQSA)
Date: 2018-12-12
Type: Reports - Descriptive
Subjects: Foreign Countries,Scholarship,Educational Research,Standards,Evidence,Educational Quality,Program Evaluation,Evaluation Criteria,Classification,Educational Improvement

In the context of the &quot;Higher Education Standards Framework (Threshold Standards) 2015&quot; (HES Framework), 'scholarship' means those activities concerned with gaining new or improved understanding, appreciation and insights into a field of knowledge, and engaging with and keeping up to date with advances in the field. This includes advances in ways of teaching and learning in the field and advances in professional practice, as well as advances in disciplinary knowledge through original research. This guidance note discusses what scholarship encompasses, relevant standards in the HES Framework, intent of the standards, risks to quality, and what the Australian Government Tertiary Education Quality and Standards Agency (TESQA) will look for in relation to scholarship. [For &quot;Higher Education Standards Framework (Threshold Standards) 2015 -- TEQSA Contextual Overview. Version 1.1,&quot; see ED606470.]
Implementing Strategic Budgeting Models for Colleges and Universities. Research &amp; Occasional Paper Series: CSHE.14.2020
Author: Hyatt, James A.
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Program Implementation,Colleges,Universities,Strategic Planning,Budgeting,Budgets,Educational Finance,Models,Program Evaluation

This article is a follow-up to a recent ROPS [Research &amp; Occasional Paper Series] article on strategic budgeting at colleges and universities. In recent years, several colleges and universities have explored alternative strategies for developing operating budgets. In part, this exploration was driven by the desire for transparency among various constituent groups and the need to tie budgeting to campus strategic planning. While developing a new budgeting process can be a very intense and involved process, the ability to implement a new budget process requires the same level of commitment and involvement. A successful implementation process involves an effective communication process combined with training and the commitment of senior campus leadership.
Planting the Seeds: The Role of Teachers and the Union in Food Security in BC
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: Teacher Role,Unions,Hunger,Foreign Countries,COVID-19,Pandemics,Child Welfare,Teacher Attitudes,Teaching Experience,Advocacy

Among the inequities that have been exposed and amplified by the COVID-19 pandemic, access to affordable and healthy food is increasingly a crisis for many students and their families. To explore food security from the perspective of teachers, the British Columbia Teachers' Federation (BCTF) held a virtual Think Tank in Fall 2020. As a social justice union, the BCTF has prioritized healthy food for all students as a key equity issue that necessitates concrete action to benefit all students and families. The impetus for the Think Tank came from a BCTF Executive Committee motion that recommended &quot;investigating holding a Summit on Healthy Food for All Students or other teacher research process that investigates issues and solutions related to food insecurity, access to healthy food for students, and culturally relevant and place-based food.&quot; The virtual Think Tank was made up of three activities: (1) a province-wide webinar in which the union president, Teri Mooring, discussed key issues with experts in food security research, teaching, and advocacy; (2) a day-long workshop with teachers across the province engaging in food security work through teaching and advocacy; and (3) a &quot;town hall&quot; format webinar to share stories and recommendations from the Think Tank. This report (1) foregrounds key themes from the Think Tank related to principles that can guide the union's action and advocacy on food security in BC; and (2) proposes paths for the union to amplify, extend and advocate based on the rich diversity of work already occurring within the province. [This report was produced by the Information, Research and International Solidarity Division of the British Columbia Teachers' Federation.]
Poverty and Vulnerable Groups. Education Facts. Updated
Author: British Columbia Teachers' Federation (BCTF) (Canada)
Date: 2019-03-00
Type: Reports - Evaluative
Subjects: Poverty,Foreign Countries,One Parent Family,Indigenous Populations,Educational Resources,Teacher Surveys

This Education Facts looks at poverty and vulnerable groups in British Columbia (BC). The following statistics are highlighted: (1) Over one in five children in BC live in poverty; (2) Vulnerable groups are significantly more likely to be living in poverty in BC; (3) Teachers report that the proportion of students at school experiencing poverty-related issues is increasing; and (4) A significant number of teachers report inadequate resources to deal with poverty-related issues among students.
The Rise and Fall of Sino-American Post-Secondary Partnerships. Research &amp; Occasional Paper Series: CSHE.12.2020
Author: Gurtov, Mel
Date: 2020-09-00
Type: Reports - Evaluative
Subjects: Foreign Countries,International Relations,International Cooperation,Partnerships in Education,Postsecondary Education,Politics of Education,Institutional Cooperation,Program Effectiveness,Educational Trends

This article examines the rise and fall of a golden age of engagement between American and Chinese institutions of higher education. We assess the political context, examine institutional and demographic variables associated with successful initial joint efforts, and explore why current relationships are unraveling. The authors do not assume alignment in the interests promoting initial cooperation between the United States and China but a convergence of mutual interests. The paper discusses operational realities underpinning support for engagement (a need for coordination in organizational infrastructure, faculty support and what are referred to as &quot;administrative nuts and bolts&quot;) associated with meaningful and long-term agreements. We present evidence of a dramatic decline in Sino-U.S. cooperative endeavors in post-secondary education and suggest that a new paradigmatic shift is underway and consider what this might mean for future engagement efforts. Finally, the paper poses recommendations to American institutional leaders for next steps to continue engagement with China.
The Social Circuitry of High Finance: Universities and Intimate Ties among Economic Elites. Research &amp; Occasional Paper Series: CSHE.11.2020
Author: Eaton, Charlie
Date: 2020-09-00
Type: Reports - Research
Subjects: Advantaged,Finance Occupations,Governing Boards,Trustees,Academic Degrees,Social Organizations,Social Networks,Colleges

Financiers have regained preeminence among economic elites, accruing growing shares of income and wealth. Yet network analyses have shown a decline in the bank-based interlocks between corporate boards that were once thought to foster financier power and elite cohesion. We ask if social organizations parallel to the economy provide a circuitry that connects financiers to other elites, despite growing complexity and fragmentation in finance. We develop and test hypotheses that apply the theory to elite university social ties using original data on degree holding among the &quot;Forbes&quot; 400 wealthiest Americans and on the financial affiliations of all trustees on the boards of 60 top ranked U.S. universities.
Trends in Dispute Resolution under the Individuals with Disabilities Education Act (IDEA). Updated
Author: Center for Appropriate Dispute Resolution in Special Education (CADRE)
Date: 2020-11-00
Type: Reports - Evaluative
Subjects: Educational Legislation,Equal Education,Students with Disabilities,Federal Legislation,Court Litigation,Civil Rights,Conflict Resolution,Special Education,Elementary Secondary Education

The Individuals with Disabilities Education Act (IDEA) requires that States and entities receiving Part B funds offer processes to resolve disagreements arising under the IDEA. These processes include: (1) written state complaints; (2) mediation; and (3) due process complaints (which include resolution meetings). Statistics from these processes within the past 11 years are presented in this brief report.
Exploring Institutional Change in the Context of a Statewide Developmental Education Reform in Florida
Author: Mokher, Christine G.
Date: 2020-00-00
Type: Journal Articles
Subjects: Organizational Change,Higher Education,College Administration,Administrator Attitudes,Accountability,Data Use,Educational Improvement,Public Colleges,State Legislation,Program Effectiveness,Incentives,Developmental Studies Programs

We explore institutional change and organizational learning in higher education in the context of a large-scale reform of developmental education in Florida. We use statewide survey data to examine administrators' perceptions of the use and effectiveness of accountability metrics, methods to identify solutions to improve student outcomes, and challenges responding to data. We find that institutions most commonly use accountability data to track their own performance, but find it less effective for making comparisons across colleges. Institutions use a variety of methods to identify solutions for improvement; with the most common method being presentations at professional association conferences. The greatest challenges in reviewing and responding to data are finding resources to implement solutions and understanding underlying problems affecting student outcomes. We conclude with implications for policymakers and state agency staff designing large-scale reforms in order to encourage organizational learning and promote meaningful change. [This article was published in &quot;Community College Journal of Research and Practice&quot; (EJ1252880).]
The Intersection of Work and Learning: Findings from Entering Students in Community Colleges
Author: Center for Community College Student Engagement
Date: 2020-00-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,Student Employment,Teacher Student Relationship,College Faculty,Student Attitudes,Work Attitudes,Educational Attitudes,Education Work Relationship,Part Time Students,Full Time Students,College Freshmen

The majority of community college students work while attending college, and many work because their financial situations dictate that they do so. In fact, 29% (N=341,825) of 2019 Community College Survey of Student Engagement (CCSSE) cohort respondents report working for pay more than 30 hours per week. Yet, working and attending college concurrently can be a struggle for students: Sixty percent (N=338,015) of 2019 CCSSE cohort respondents report that working fulltime is an issue that could cause them to withdraw from college and 67% (N=336,193) of 2019 CCSSE cohort respondents say a lack of finances could cause them to withdraw from college. This report explores the intersection of entering students' working lives and academic lives with a special-focus module that was added to the 2019 administration of the Survey of Entering Student Engagement (SENSE), which asks students about their experiences from the time they decide to enroll in college through the end of the third week of the fall term. While entering or first-term students are less likely to work than students beyond their first term, it is worth noting that a majority of students are employed when they begin attending college. In fact, the results of the special-focus module show that 69% (N=21,476) of entering students work for pay. [Funding for this report from the Trellis Foundation.]
A Pedagogy of Preparation: Helping Underprepared Students Succeed in College-Level Coursework in Community Colleges
Author: Brower, Rebecca L.
Date: 2021-00-00
Type: Reports - Research
Subjects: College Readiness,Community Colleges,Educational Philosophy,Scaffolding (Teaching Technique),Two Year College Students,Remedial Instruction,College Faculty,Student Motivation,Learner Engagement,Coordination,State Legislation

This paper presents an overall educational philosophy of working with students underprepared for college-level work, which we term &quot;a pedagogy of preparation.&quot; We consider how instructors scaffolded instruction to foster college readiness in students who were now able to enroll in college-level work regardless of academic preparation after state-level legislation (SB 1720) that dramatically altered the delivery of developmental education in the Florida College System (FCS). We also consider how collaboration increased among campus personnel after the legislation to foster college readiness in students underprepared for college-level work. [This is the online version of an article published in &quot;Innovative Higher Education.&quot;]
Impact of COVID-19 on the Economic Well-Being of Recent Migrants to Canada. A Report on Survey Results from Permanent Residents, Temporary Workers, and International Students in Canada
Author: Atlin, Joan
Date: 2020-12-00
Type: Reports - Research
Subjects: Foreign Countries,COVID-19,Pandemics,Immigrants,Well Being,Foreign Workers,Foreign Students,Economic Impact,Employment Level,Social Services,Physical Health,Mental Health,Gender Differences,Age Differences,Place of Residence,Unemployment,Job Layoff,At Risk Persons,Income

COVID-19 has had devastating effects on the financial well-being of many recent immigrants, temporary foreign workers, and international students in Canada. Migrants--regardless of their immigration status--are overrepresented in essential roles and industries that have been hardest hit. To better understand the impact of the pandemic on these groups, WES conducted surveys in April, June, and August 2020 of applicants who received a WES credential evaluation for the purpose of immigrating to Canada. The resulting report is based on the responses of nearly 5,000 permanent residents, temporary foreign workers, and international students who resided in Canada at the time of the surveys.
Higher Education in California: An Introduction to the State&apos;s Public Colleges &amp; Universities
Author: Campaign for College Opportunity
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Public Colleges,Community Colleges,State Colleges,Governance,Budgets,Educational Finance,Costs,State Aid,Tuition,Fees,Student Financial Aid,Grants,Accountability

Since the Spring of 2020, the COVID-19 pandemic has upended the lives of billions of people worldwide. Seemingly overnight, colleges and universities transitioned their entire operations online. There is no playbook for how to best respond to this global pandemic. While it is virtually impossible to predict the lasting impact that COVID-19 will have on students and the state of California, it is imperative to collectively ensure vulnerable students do not fall off their college pathways and that state leaders understand that investing in higher education is critical, especially in times of crisis. This publication provides a summary of higher education in California with specific information on enrollment, tuition/fees and financial aid, governance, and state funding in our public community colleges and universities. Recommendations for how to strengthen college opportunity and student success are also offered. [For the 2018 edition of this report, see ED596519.]