ethanporcaro/eric-fulltext-meta huggingface dataset:
Does Taking a Few Courses at a Community College Improve the Baccalaureate, STEM, and Labor Market Outcomes of Four-Year College Students? CCRC Working Paper No. 122
Author: Liu, Vivian Yuen Ting
Date: 2020-07-00
Type: Reports - Research
Subjects: Community Colleges,Bachelors Degrees,STEM Education,Labor Market,Outcomes of Education,College Students,Enrollment Trends,Educational Attainment,College Credits,Employment Level,Low Income Students,Females,Gender Differences,Socioeconomic Influences

Nationally, 38.5% of the students who began at a four-year college in 2011-12 attended another college within the first six years of college entry, and more than half of these students attended a community college. Eight percent of students who began at a four-year institution took up to 10 credits at a community college during the same period. Given the number of students involved, it is helpful to better understand how this kind of postsecondary enrollment pattern affects students. This paper considers a sample of &quot;supplementally enrolled&quot; students who began in and primarily enrolled in four-year colleges but who also earned limited numbers of credits at community colleges. We use student data from the Education Longitudinal Study of 2002 and a propensity score matching approach to compare key outcomes of four-year college students who earned 1 to 10 credits at two-year colleges during their first three years at college with those of four-year college students who never earned credits in a two-year college. Many of the supplementally enrolled students took STEM courses at a two-year college. We find that the supplementally enrolled students had higher STEM and total credits earned, higher bachelor's degree attainment, and better employment outcomes than the students who never earned credits from a two-year college. Subgroup results also suggest that supplemental enrollment can potentially improve STEM degree attainment outcomes, particularly for low-socioeconomic-status and female students.
Providing Emergency Aid to College Students in a Time of Crisis. Issue Focus
Author: Weissman, Evan
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Disease Control,Crisis Management,Emergency Programs,College Students,Financial Support,Needs Assessment,Identification,Nontraditional Students,Eligibility,Communication (Thought Transfer),Student Personnel Services,Federal Legislation,Federal Aid,COVID-19,Pandemics

The U.S. Department of Education is currently providing more than $6 billion for colleges to disburse directly to students as flexible emergency aid under the federal Coronavirus Aid, Relief, and Economic Security (CARES) Act of 2020. At the same time, other public and private funds are becoming available to assist students affected by the COVID-19 pandemic. This Issue Focus highlights lessons from prior evaluations of emergency aid programs to help colleges identify students in need and allocate resources equitably, with the goal of enabling their students to navigate the current crisis and ultimately succeed in college and beyond.
Addressing Shortages of Educators in an Uncertain COVID-19 Landscape: Viewing Teacher Candidates as Assets
Author: Mason-Williams, Loretta
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Teacher Shortage,Public Health,Crisis Management,Preservice Teacher Education,Student Teachers,Electronic Learning,Student Developed Materials,Classroom Techniques,Small Group Instruction,Teaching Skills,Skill Development,COVID-19

Districts trying to address budgets and service delivery uncertainties posed by the COVID-19 crisis may minimize priority on collaborations with local educator preparation programs (EPPs). In fact, school districts may shy away from welcoming preservice teacher candidates, avoiding what they perceive as an added burden on overtaxed teachers and overwhelmed administrators. However, collaborations between school districts and EPPs on teachers' initial preparation and ongoing professional development can leverage resources and expertise to achieve outcomes that would not be realized without productive cooperation. Published as a collaboration across the Great Teachers and Leaders (GTL) Center, Collaboration for Effective Educator Development, Accountability and Reform (CEEDAR) Center, and American Association of Colleges for Teacher Education (AACTE), this paper argues that teacher candidates should be considered an asset in school buildings, and may help to alleviate potential and ongoing teacher shortages in many content areas.
Stuck in the Middle Grades
Author: Villanueva, Chandra
Date: 2017-03-09
Type: Reports - Descriptive
Subjects: Middle School Students,Dropouts,Dropout Prevention,Pilot Projects,Dropout Characteristics,At Risk Students,Early Adolescents,Mentors,School Community Programs,Best Practices,Community Schools,State Legislation,State Policy,Graduation Rate,Dropout Rate,Data Use,After School Programs,Educational Finance,Reentry Students,Nontraditional Education

Roughly defined as grades four through eight, the middle grades are a known pressure point in the educational pipeline -- a make or break period for determining future academic success. Research has shown that students who are not proficient in reading by the beginning of fourth grade are four times more likely to drop out of school. Similarly, sixth graders have only a 15-25 percent chance of graduating high school on time if they are failing math or English, if they have an attendance rate of less than 85 percent, or if they have exhibited unsatisfactory behavior in a core course. During the 2014-15 school year, the Texas Education Agency (TEA) estimates that eight percent of Texas dropout students left school in the seventh or eighth grade. That assessment does not include the number of students who are falling behind their peers and are likely to drop out once they get to high school, nor does it include anyone who leaves school before the seventh grade. To keep students in the middle grades on the path to graduation, the Center for Public Policy Priorities (CPPP) recommends that the state: (1) create an early warning data system pilot program that begins in sixth grade; (2) strengthen academic and social supports for students at risk of dropping out, including out-of school time and mentoring programs; and (3) study best practices for dropout recovery in Texas.
Investing in Failure: Proposition 20 Would Come at a High Cost to Californians
Author: Males, Mike
Date: 2020-06-00
Type: Reports - Evaluative
Subjects: State Legislation,Institutionalized Persons,Correctional Institutions,Justice,Voting,Crime,Economic Impact,Social Change,Tax Allocation,Crowding,Minority Groups,Family Life,Recidivism

In November 2020, Californians will vote on Proposition 20 (&quot;Prop 20&quot;), a ballot initiative that would roll back key elements of the state's recent justice reforms, including Public Safety Realignment, Proposition 47, and Proposition 57 (AB 109, 2011; Prop 47, 2014; Prop 57; 2016; SOS, 2018). In recent years, the Center on Juvenile and Criminal Justice (CJCJ) has analyzed the effects of other major reform initiatives, including the &quot;Three Strikes&quot; law reform, Proposition 47, and Proposition 57 (CJCJ, 2008; 2011; 2014; 2014a; 2014b; Ridolfi et al., 2016; 2016a). This report considers Prop 20's effects on budgets, jail and prison populations, and crime rates. The authors' analysis suggests that the initiative's passage could siphon scarce state resources and increase populations in jails and prisons to critical levels.
Rethinking College Course Placement during the Pandemic: Three Insights from Research. Issue Focus
Author: Cullinan, Dan
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: Student Placement,Two Year College Students,Tests,Disease Control,Crisis Management,Remedial Instruction,Grade Point Average,Predictor Variables,Academic Achievement,Measures (Individuals),Community Colleges,COVID-19,Pandemics

Most community college students take in-person placement tests in English or math to determine whether they are required to take developmental (or remedial) courses, which are prerequisites for the college-level courses in those subjects. However, the COVID-19 pandemic has forced colleges to close their campuses, making in-person testing impossible. Some colleges are offering remote placement testing for students applying to enroll this summer and fall. But other colleges may not be able to surmount the technical obstacles involved in remote testing in the short term, leaving students and advisers without the test scores they would usually use to make course-placement decisions. Even before the pandemic, many colleges were using multiple pieces of information to determine course placement, rather than a single test score. Research on these multiple measures assessment placement systems offers three important insights that might help colleges navigate their new circumstances today.
Implementing an Innovative Parenting Program for Fathers: Findings from the B3 Study. The Building Bridges and Bonds Study. OPRE Report 2019-111
Author: Manno, Michelle S.
Date: 2019-12-00
Type: Reports - Research
Subjects: Fathers,Parent Education,Parenting Skills,Job Skills,Community Programs,Skill Development,Parent Child Relationship,Play,Interaction,Program Effectiveness,Barriers,Low Income Groups,Parent Participation,Self Esteem,Money Management,Job Training,Peer Teaching

The Building Bridges and Bonds (B3) evaluation, a federally funded study of Responsible Fatherhood programs, is testing a set of three innovative approaches to help fathers with low income improve their parenting and employment skills. One innovation, Just Beginning (JB), was added to the existing fatherhood services at three community-based organizations. JB is a one-on-one parenting program that incorporates engaging skill-building videos and father-child play activities. In each of five JB sessions, fathers learn and try out one new strategy for interacting with their child to enhance the quality of the father-child relationship. The evaluation, which is using a random assignment design, will assess outcomes including improved quality of father-child engagement, increased parenting efficacy, and increased father-child contact to determine whether JB is effective. As part of a series of publications from the B3 evaluation, this brief presents the first systematic analysis of how the JB innovation was implemented. Based on data from the three implementing organizations' management information system records, this brief describes how an initial sample of fathers who were enrolled in the study engaged in the JB component and each organization's usual menu of services. The study finds that the three organizations were able to incorporate JB into their existing menu of services but faced challenges to get fathers to engage in JB. In this early sample, 55 percent of fathers completed at least one JB session, and those fathers typically progressed through most of the curriculum.
MDRC&apos;s Research Agenda for Families &amp; Children: Home Visiting and Coordinated and Integrated Early Childhood Systems
Author: MDRC
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Research Needs,Home Visits,Integrated Services,Young Children,Family (Sociological Unit),Delivery Systems,Identification,Program Effectiveness,At Risk Persons,Child Welfare,Enrollment,Child Health

The skills and abilities children develop in their earliest years lay the foundation for their future well-being. Likewise, early negative experiences can undermine them in later life. Parents play a central role in shaping their children's development, so helping them overcome their own sources of stress is a powerful way to improve how families function and support young children. It is also not always obvious which ones will best support the needs and strengths of different families. Making sure families get the right services is still complicated as a result, especially on a large scale. MDRC is focusing on addressing these questions that are at the forefront of the field: (1) how should local, integrated early childhood systems be structured to take full advantage of promising programs and available services; (2) how can communities target, triage, and coordinate services to make sure that families get the right support: all of the services they need and not the ones they don't; and (3) what individual program models are effective, for whom, and under what circumstances? Which ones are effective on a large scale?
Talent Development Framework: Improving Access to Excellent Educators for All Students
Author: Center on Great Teachers and Leaders at American Institutes for Research
Date: 2020-05-00
Type: Guides - Non-Classroom
Subjects: Talent Development,Access to Education,Equal Education,State Policy,School Districts,Policy Formation,Administrator Effectiveness,Teacher Effectiveness,Principals,Recruitment,Labor Turnover,Teacher Education,Professional Development,Professional Recognition,Data Use,Standards,Certification,Compensation (Remuneration),Work Environment,Personnel Selection

Highly effective teachers and school leaders are of utmost importance to improve student achievement and ensure the success of the education system. Unfortunately, students in underserved schools are not provided equitable access to effective teachers and leaders. For this reason, many states and districts have implemented evidence-based talent management strategies at various points across the full educator career continuum to strengthen the quality of the educator workforce. The Center on Great Teachers and Leaders (GTL Center) at the American Institutes for Research (AIR) has developed the &quot;Talent Development Framework,&quot; which provides an opportunity and a roadmap for state- and district-level policymakers to systemically address and improve educator quality. Beyond promoting a comprehensive, systemic approach to improving educator quality, the &quot;Talent Development Framework&quot; aids state and district leaders in proactively and purposefully addressing talent challenges per local context. It also helps policymakers make sense of talent challenges across the educator career continuum by illustrating and systematizing the complexity of developing human talent in education.
How Did Six Community Colleges Design Supports for Part-Time Faculty? A Report on Achieving the Dream&apos;s Engaging Adjuncts Project
Author: Bickerstaff, Susan
Date: 2020-07-00
Type: Reports - Research
Subjects: Community Colleges,College Faculty,Adjunct Faculty,Part Time Faculty,Faculty Development,Educational Strategies,Instructional Design,Instructional Improvement

This report describes findings from a study of the Engaging Adjunct Faculty in the Student Success Movement project, a two-year initiative led by Achieving the Dream to develop and implement strategies to support adjunct faculty in improving student outcomes. Work in the project--guided by design principles related to classroom activities, professional development, employment policies, and the use of data--was led by teams of full- and part-time faculty and administrators at six participating community colleges. A key objective of the project was to generate information about promising, scalable, and sustainable engagement strategies that could be shared across the national network of Achieving the Dream colleges. Using survey, interview, and student transcript data, CCRC documented a range of strategies that colleges designed to support and engage their adjunct faculty, examined how the strategies were implemented, and measured the effects of a set of selected activities on faculty and students. Drawing on implementation findings presented in this report, the authors offer four recommendations for colleges seeking to provide supports for part-time faculty: (1) Ground decisions on adjunct faculty supports in local data on adjunct faculty needs; (2) Embed adjunct faculty supports into existing institutional infrastructure and initiatives; (3) Examine college policies and practices that impact the working lives of adjunct faculty; and (4) Consider intended outcomes for faculty engagement strategies and create a plan for measurement.
Connecting Staff and Strengthening Training with Remote Learning Communities. In Practice. Lessons for and from Practitioners
Author: Wulfsohn, Samantha
Date: 2020-02-00
Type: Reports - Descriptive
Subjects: Distance Education,Staff Development,Communities of Practice,Computer Mediated Communication,Synchronous Communication,Interprofessional Relationship,Nonschool Educational Programs

Remote learning communities are peer groups that meet regularly by connecting online and via video and telephone conferencing, to work toward shared learning objectives in a structured virtual environment. Led by skilled facilitators who act as guides and sounding boards for these groups, the ongoing discussions may help staff incorporate new ideas into their work. These communities are an economical way for organizations operating in multiple locations or running on tight budgets to reinforce learning and foster peer-to-peer connections. In this post, the authors share what they have learned about organizing successful remote learning communities through the &quot;Building Bridges and Bonds (B3)&quot; and the &quot;Procedural Justice-Informed Alternatives to Contempt (PJAC)&quot; projects.
Selecting Career Changers with Real Potential for Teaching and Designing a Program to Meet Their Needs
Author: Kimmel, Lois
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: Career Change,Teaching (Occupation),Career Choice,Alternative Teacher Certification,Teacher Shortage,Teacher Selection,Guidelines,Program Design,Teacher Education Programs

The COVID-19 crisis is certain to have significant and enduring consequences for all sectors of public education. Although most of these consequences are negative and dire, at least two offer hope. First, appreciation for the work teachers do has grown; second, for the recently unemployed, teaching may become a more desirable occupational option. Most states offer alternative route preparation programs to attract career changers into teaching. Such programs now offer real promise as a means of addressing teacher shortages, and programs may now need to be more selective than ever before. As more career changers seek careers in teaching, the pool is larger and programs may be able to recruit more capable candidates. Because not all career changers have the same potential for teaching, and because programs know very little about candidates' potential, we offer these guidelines to help with candidate selection. Published in collaboration with the CEEDAR Center, these guidelines are based largely on an economic analysis of candidate selection.
Early Childhood Program Participation: 2019. First Look--Summary. NCES 2020-075
Author: Cui, Jiashan
Date: 2020-08-00
Type: Reports - Descriptive
Subjects: Early Childhood Education,Child Care,Young Children,Family Role,Child Care Centers,Barriers,Family Environment,Family Life,Emergent Literacy,Numeracy,Learning Activities,Preschool Education,Costs,Decision Making,Family Characteristics,Individual Characteristics

This report provides a summary of the full &quot;First Look&quot; report, which presents data on the early childhood care and education arrangements for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2019. The report also presents data on selected family activities. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Early Childhood Program Participation (ECPP) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). This summary report also presents selected findings from the study. [For &quot;Early Childhood Program Participation: 2019. First Look. NCES 2020-075,&quot; see ED607039.]
Early Childhood Program Participation: 2019. First Look. NCES 2020-075
Author: Cui, Jiashan
Date: 2020-08-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Young Children,Family Role,Child Care Centers,Barriers,Family Environment,Family Life,Emergent Literacy,Numeracy,Learning Activities,Preschool Education,Costs,Decision Making,Family Characteristics,Individual Characteristics,Geographic Regions,Family Income,Poverty,Welfare Services,Financial Support

This report presents data on the early childhood care and education arrangements for children in the United States from birth through the age of 5 who were not yet enrolled in kindergarten by 2019. The report also presents data on selected family activities. These data represent circumstances before the implementation of coronavirus pandemic restrictions. The data for this report come from the Early Childhood Program Participation (ECPP) Survey, administered as part of the 2019 National Household Education Surveys Program (NHES:2019). The ECPP asks detailed questions about children's participation in relative care, non relative care, and center-based care arrangements. It also asks about the main reason for choosing care; what factors were important to parents when choosing a care arrangement; the primary barriers to finding satisfactory care; what activities the family does with the child, such as reading, singing, and arts and crafts; and what the child is learning, such as counting, recognizing the letters of the alphabet, and reading. This &quot;First Look&quot; report presents selected descriptive information. The variables examined here are just a few of the variables that can be examined in these data; they were selected to demonstrate the range of information available from the study. The release of this report is intended to encourage more in-depth analysis of the data using more sophisticated statistical methods. [For &quot;Early Childhood Program Participation: 2019. First Look--Summary. NCES 2020-075,&quot; see ED607038.]
Real-Time Scoring of an Oral Reading Assessment on Mobile Devices
Author: Cheng, Jian
Date: 2018-00-00
Type: Speeches/Meeting Papers
Subjects: Scoring,Oral Reading,Reading Fluency,Reading Comprehension,Self Evaluation (Individuals),Computer Oriented Programs,Handheld Devices,Elementary School Students,Prompting,Natural Language Processing,Scores,Semantics

We discuss the real-time scoring logic for a self-administered oral reading assessment on mobile devices (Moby.Read) to measure the three components of children's oral reading fluency skills: words correct per minute, expression and comprehension. Critical techniques that make the assessment real-time on-device are discussed in detail. We propose the idea of producing comprehension scores by measuring the semantic similarity between the prompt and the retelling response utilizing the recent advance of document embeddings in natural language processing. By combining features derived from word embedding with the normalized number of common types, we achieved a human-machine correlation coefficient of 0.90 at the participant level for comprehension scores, which was better than the human inter-rater correlation 0.88. We achieved a better human-machine correlation coefficient than that of the human inter-rater in expression scores too. Experimental results demonstrate that Moby.Read can provide highly accurate words correct per minute, expression and comprehension scores in real-time and validate the use of machine scoring methods to automatically measure oral reading fluency skills.