ethanporcaro/eric-fulltext-meta huggingface dataset:
Recruiting Trends, 2016-2017. 46th Edition. Brief 3: Starting Salaries
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: College Graduates,Career Centers,Employers,Job Skills,Salaries,Majors (Students),Recruitment,Institutional Characteristics,Industry,Business,Occupations,Educational Attainment,Academic Degrees

The Collegiate Employment Research Institute (CERI) generated this sample from employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Approximately 4,350 employers provided information useful for understanding recruiting trends and practices. CERI uses information provided by those recruiting talent for full time positions, internships, and co-ops for these research briefs. This brief focuses on starting salaries, and respondents report that they will increase starting salaries by more than 4 percent. What is more impressive is that 48 percent of respondents will be raising salaries (up 9 percentage points this year). Starting salaries by academic major for which sufficient data was available have been trending upward during the past three years. Salaries for some majors for which sufficient observations are not available to provide stable data may appear to be drifting up and down. Please note that the figures provided have not been adjusted for inflation. The average starting salaries reflect base salary only and do not include commissions, stipends, bonuses, housing and moving allowances, or other incentives. Starting salaries have been broken out in several ways so that the reader can see how sector and organization size influence starting salaries. The academic major list contains degrees with sufficient reported salary offers to provide solid salary evidence.
Recruiting Trends, 2016-2017. 46th Edition. Brief 4: Hiring by Academic Degree
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2016-00-00
Type: Reports - Research
Subjects: Employers,College Students,Career Centers,Recruitment,Internship Programs,Industry,Business,Intellectual Disciplines,Personnel Selection,College Graduates,Majors (Students),Public Colleges,Private Colleges,Two Year Colleges,Proprietary Schools,Academic Degrees,Black Colleges,Hispanic Americans,Asian Americans,Geographic Location,Intention,Bachelors Degrees

The Collegiate Employment Research Institute (CERI) generated this report from employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Approximately 4,350 employers provided information useful for understanding recruiting trends and practices. CERI uses information provided by those recruiting talent for full-time positions, internships, and co-ops to provide these research briefs. CERI has been experimenting with different ways of presenting hiring information by academic major. The traditional list of hot or most requested majors is dominated by business, engineering and computer science due to heavy on-campus presence of companies seeking these majors. To gain some understanding of the composition of an organization's candidate pool, CERI asked respondents to select the percent of hires expected from different academic disciplines such as business, arts and humanities, engineering, and physical and biological sciences. Respondents could indicate that they expected to hire 100 percent from one group or spread their hires proportionally across multiple groups. This question was followed by CERI asking how willing respondents were to consider candidates regardless of their academic discipline and offered several categories from which to choose, as shown in the tables. For example, if an employer was looking for candidates with specific majors such as aerospace, child or family development, linguistics, or parks and recreation, CERI gave them a checklist from which they could choose as many specific academic majors as they wished. This exercise revealed the majority of employers come to campus seeking business, computer science, and engineering graduates; this fact is well known. Researchers were surprised however to find how diverse these employers can be as they expand recruiting to include a variety of other majors.
How to Reinvigorate Higher Education for the 21st Century: 13 Recommendations for Reauthorizing the Higher Education Act (HEA). Policy Brief
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2017-11-00
Type: Reports - Descriptive
Subjects: Educational Legislation,Higher Education,Federal Legislation,Student Financial Aid,Accreditation (Institutions),Educational Policy,Accountability,Educational Innovation,Paying for College,Access to Education,Federal Aid,Grants,Banking,Money Management,Loan Repayment,Loan Default,Information Dissemination,Quality Assurance

Today education and training beyond high school are more essential to our success as individuals and as a nation than ever before. Americans have responded to these new realities, and education beyond high school is now the norm in the US. These trends make the federal Higher Education Act (HEA), which governs federal student aid programs and accreditation rules for colleges and universities, more important than ever. This policy brief outlines recommendations for HEA reauthorization which will increase innovation, affordability, and transparency in higher education, while ensuring accountability for students and taxpayers.
Education Matters to Prevent Youth Violence
Author: Committee for Education Funding (CEF)
Date: 2015-04-29
Type: Reports - Descriptive
Subjects: Outcomes of Education,Violence,Prevention,Youth,Access to Education,Educational Strategies,Juvenile Justice,Crime,Correctional Rehabilitation,Home Visits,Incidence,After School Programs,Graduation Rate,Expenditures,Costs

Federal investments in education are crucial to preventing youth from entering the criminal justice system and to reducing youth violence and criminal activity. Promoting access to cradle-to-career education is one of the foremost strategies for preventing youth violence and delinquency. Long-term studies of programs nationwide have found that participation in education programs beginning at birth, including home visiting and high-quality preschool, results in lower rates of arrest and incarceration. Investing in strategies to reduce youth contact with the criminal justice system will help them to become productive adults rather than a financial burden on the system. This brief provides statistics demonstrating the importance of investing in education to improve public safety by preventing juvenile crime and reduce the burden on and cost to the criminal justice system.
Education Matters: Invest in Learning for Economic Prosperity
Author: Committee for Education Funding (CEF)
Date: 2015-04-29
Type: Reports - Descriptive
Subjects: Economic Factors,Labor Force Development,Career Readiness,Education Work Relationship,Job Training,Skilled Workers,Semiskilled Workers,Salary Wage Differentials,Productivity

Federal investments in education are crucial so that students are prepared for success in a 21st Century global society and workforce. Investing in education is crucial to ensuring the future health of the economy and country's global competitiveness. Many students are not prepared for success in 21st Century society and to fill current and future jobs. A robust federal investment in education is necessary to equip schools with the resources -- personnel, facilities, technology -- to position students to acquire the skills and knowledge needed for college and career success. This brief presents statistics that illustrate the importance of investing in education to prepare high school and college graduates for jobs of today and tomorrow and ensure the future of the economy, including productivity, earnings, and tax revenues.
Mobile Digest of Education Statistics, 2017. NCES 2018-138
Author: Snyder, Thomas D.
Date: 2018-08-00
Type: Reports - Evaluative
Subjects: Preschool Education,Elementary Secondary Education,Postsecondary Education,Higher Education,Statistical Data,Public Schools,Private Schools,Enrollment Trends,Racial Differences,Ethnicity,Disabilities,Academic Degrees,Colleges,Gender Differences,Age Differences,Graduate Students,Undergraduate Students,Teachers,College Faculty,School Personnel,Teacher Salaries,Teacher Characteristics,Public Colleges,Private Colleges,Reading Achievement,Mathematics Achievement,Science Achievement,Course Selection (Students),High School Graduates,Dropouts,College Graduates,Educational Attainment,Educational Finance,Expenditures,Income,Student Financial Aid,Federal Aid,Proprietary Schools

This third edition of the &quot;Mobile Digest of Education Statistics&quot; is a compact compilation of statistical information which covers prekindergarten through graduate school to describe the current American education scene. The &quot;Mobile Digest&quot; is designed as an easy mobile reference for materials found in detail in the &quot;Digest of Education Statistics, 2017.&quot; The &quot;Mobile Digest&quot; includes selections of data from many government sources, especially those of the National Center for Education Statistics (NCES). The &quot;Mobile Digest&quot; includes information on schools and colleges, enrollments, teachers, graduates, finances, and educational outcomes. Unless otherwise stated, all data are extracted from the &quot;Digest of Education Statistics, 2017&quot; (https://nces.ed.gov/programs/digest/). Unless indicated as a projection or estimate, all data presented in this report are the latest actual data available at the time of preparation of this document. Information on statistical procedures, definitions, and survey sources appears in the introduction, and appendixes A and B of the latest edition of &quot;Digest of Education Statistics.&quot;
Apprenticeship in Brief. A Discussion Paper
Author: Cheney, Gretchen Rhines
Date: 2017-12-00
Type: Reports - Descriptive
Subjects: Apprenticeships,On the Job Training,Program Effectiveness,Public Policy,State Policy,Barriers,Models,Innovation,Employers,Industry,Postsecondary Education,Job Training,Job Skills,Foreign Countries,Community Colleges,Federal Aid,Military Personnel

A growing number of U.S. companies across a range of industries are designing apprenticeship programs to give workers access to on-the-job learning opportunities that allow them to transition into in-demand jobs and careers. This discussion paper provides a snapshot of the current state of apprenticeship in the United States based on interviews with national experts and key stakeholders engaged in apprenticeship implementation, including employers, community colleges, unions, and intermediaries. It explores what is needed to build successful programs and highlights current federal and state policy efforts to encourage registered apprenticeship expansion, noting barriers and lessons learned. Four recommendations for how to grow registered apprenticeship opportunities in the United States are: (1) Provide standardized models; (2) Reduce complexity; (3) Measure Value; and (4) Learn from Innovative Models. A sidebar presents examples of state incentives and supports for apprenticeship programs in Colorado, Maryland, and South Carolina. [This paper was produced with funding from the Nestlé USA corporation.]
Federal Aid for Postsecondary Students
Author: Alsalam, Nabeel
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Higher Education,Federal Aid,Student Financial Aid,College Students,Budgets,Postsecondary Education,Government Role,Program Effectiveness,Student Loan Programs,Grants,Tax Credits,Enrollment Trends,Graduation Rate,Educational Finance,High School Graduates,Grade Point Average,Undergraduate Students,Change,Educational Attainment,Income

Higher education provides many benefits to students, including higher earnings, and to society, including increased tax receipts and reduced dependence on government assistance. But, in the Congressional Budget Office's (CBO's) view, there is no consensus on whether the current suite of federal programs and tax credits, or the amount of money devoted to them, provides too much or too little financial support for students. In this report, CBO examines some reasons why the federal government offers financial support to students and how the current system helps alleviate some of the challenges students encounter. CBO also considers several potential approaches to changing federal support. [This report was prepared at the request of the Chairman of the Senate Committee on Health, Education, Labor, and Pensions.]
Myth versus Fact on Federal Funding for Education
Author: Committee for Education Funding (CEF)
Date: 2017-03-02
Type: Reports - Descriptive
Subjects: Federal Aid,Federal Government,Misconceptions,Resource Allocation,Higher Education,Cost Effectiveness,Academic Achievement,Foreign Countries,Tuition,Public Colleges,Salaries,Employment Opportunities

The following myths on federal funding for education are debunked in this report: (1) The U.S. education system is flush with cash but leaves students deprived of knowledge; (2) Federal education funding has grown out of control; (3) Money doesn't matter in education; (4) The U.S. spends more than other countries on education; (5) A lot can be saved by just cutting out wasteful education spending; (6) There is too much financial aid--every increase just leads colleges to increase tuition; and (7) A college education is not worth the cost anymore.
Community College League of California: Fast Facts, 2018
Author: Community College League of California
Date: 2018-01-00
Type: Numerical/Quantitative Data
Subjects: Community Colleges,Expenditure per Student,Undergraduate Students,Two Year College Students,Enrollment,College Transfer Students,Public Colleges,Private Colleges,College Graduates,Fees,Bachelors Degrees,Gender Differences,Age Differences,Costs,Nursing Education,STEM Education,Security Personnel,Safety,Income,Wages,Veterans

This edition of California community colleges Fast Facts provides statistics from the 2016-2017 academic year in the following categories: (1) Per-Student Funding by Education System, 2017-18 (est.); (2) Undergraduate Student Enrollment, 2016-17; (3) Number of Student Transfers to Four-Year Public &amp; Private Institutions; (4) Percentage of Public Institution Graduates Who Started at a California Community Colleges (CCC); (5) Undergraduate Fees Baccalaureate Degree Programs; (6) CCC Students by Gender, 2016-17; and (7) CCC Students by Age, 2016-17. Brief &quot;Did You Know&quot; facts are presented in the areas of: (1) Affordability; (2) Public safety and security; (3) Nursing; (4) Science, technology, engineering, and mathematics; (5) Enrollment; (6) Job ratings; (7) Personal income; (8) Earnings; (9) Veterans; and (10) Transfer.
Assessing Board Effectiveness: Resources for Boards of Trustees Self-Evaluation. Updated
Author: Smith, Cindra
Date: 2015-06-00
Type: Guides - Non-Classroom
Subjects: Evaluation Methods,Governing Boards,Trustees,Self Evaluation (Groups),Accreditation (Institutions),Governance,Evaluation Criteria,Leadership Effectiveness,Community Colleges,Institutional Evaluation,Standards,Two Year Colleges,Institutional Mission

Successful colleges require effective leadership and governance. Effective governing boards are comprised of trustees who are committed to excellence in performing their duties. How do governing boards assure they are effective? One way is through ongoing board and trustee education and development, to provide the skills necessary to govern well. Another is through regular board self-evaluation, to assess how the board is upholding commonly accepted standards of good governance. Assessing board performance involves looking at the board as a unit. While individual trustee behavior contributes to effective board functioning, a board self-evaluation looks at how individuals collectively work together to govern the district. It focuses on board policies and practices related to the role of the board in representing the community, setting policy direction, working with the CEO, and monitoring institutional effectiveness. This resource guide is intended to help boards of trustees design a self-evaluation process that meets specific board needs and cultures. The information should help boards determine the approach they will use, which criteria will provide the best information for the board, who will be asked to evaluate the board, and how the results will be used. [For the original report published in 2009, &quot;Assessing Board Effectiveness: Resources for Board of Trustees Self-Evaluation,&quot; see ED509091.]
Early Parenting and the Reduction of Educational Inequality in Childhood and Adolescence
Author: Penner, Emily K.
Date: 2018-00-00
Type: Reports - Research
Subjects: Equal Education,Socioeconomic Status,Child Rearing,Kindergarten,Elementary School Students,Middle School Students,Learner Engagement,Parent Child Relationship,Discipline,Social Differences,Mathematics Achievement,Reading Achievement,Science Achievement,Achievement Gains,Longitudinal Studies,Surveys,Children

Socio-economic status (SES) differences in parenting are often implicated in widening the SES-achievement gap. Using nationally representative data (N = 12,887), this study tests for variation across SES in the types and intensity of parenting behaviors utilized and then examines SES differences in the relationship between parenting and student achievement growth from kindergarten through eighth grade. Exploratory factor analysis identifies three dimensions of early parenting: Educational Engagement, Stimulating Parent-Child Interaction, and Discursive Discipline. Regression results indicate that all three dimensions are used most heavily by high-SES families. However, only Educational Engagement consistently predicts achievement growth. Surprisingly, it is positively associated with achievement for lower-, but not higher-SES students in first through eighth grades. Further, Educational Engagement is beneficial for low-SES children because it is particularly beneficial for low-achieving students, consistent with a compensatory hypothesis. [This paper was published in &quot;Journal of Educational Research&quot; v111 n2 p213-231 2018 (EJ1167899).]
Education Matters: Invest in Learning for Health
Author: Committee for Education Funding (CEF)
Date: 2015-04-29
Type: Reports - Descriptive
Subjects: Health Promotion,Health Education,Literacy,Costs,Federal Programs,Physical Education,Physical Activities,Academic Achievement,Breakfast Programs,Grades (Scholastic),Standardized Tests,Scores,Attendance,Productivity,Labor Force,Employment Potential,Fringe Benefits

Federal investments in education are crucial to provide a health-literate populace, ensure student academic success, and strengthen the U.S. economy. The health and well-being of today's students is directly connected to their academic success, school completion, and their development into healthy, resilient, and productive citizens. Schools are uniquely positioned to help children and youth acquire life-long, health-promoting knowledge, skills and behaviors. Providing access to quality health education and physical education, qualified counselors and nurses, health services, and nutritious school foods will ensure that students develop these life-long skills in a safe and engaging school environment and become adults who contribute to, rather than become a burden upon the US health and welfare systems. This brief report provides statistics illustrating the need to invest in education to reduce the burden on the cost to federal health programs, improve student achievement, and strengthen the economy by increasing the productivity of the workforce, lowering unemployment rates, and improving earnings and tax revenue.
Leveraging National Service in Your Schools: A Superintendent&apos;s/Principal&apos;s Toolkit to Utilizing National Service Resources
Author: Corporation for National and Community Service
Date: 2018-01-00
Type: Guides - Non-Classroom
Subjects: Superintendents,Principals,Service Learning,School Districts,Academic Achievement,Attendance,Graduation Rate,Federal Aid,Human Capital,Guides,Partnerships in Education,Educational Resources,Nonprofit Organizations,Higher Education,Public Agencies,Tutoring,National Programs

The Corporation for National and Community Service (CNCS) and national service programs like AmeriCorps and Senior Corps want to help districts and schools -- working together with superintendents and principals, academic achievement, student attendance, and on-time graduation rates can be improved. With federal funding from CNCS, schools across the country are using this proven source of human capital to help students succeed in school and in life. This toolkit aims to help superintendents, principals, and other education stakeholders determine the best ways to leverage national service resources in their schools. This toolkit will help these professionals: (1) Determine their needs: Identify how national service resources can help meet their school's needs; (2) Select a National Service Program: Match their needs to an AmeriCorps and/or Senior Corps program; and (3) Find a partnership or apply directly: Apply for CNCS resources or partner with nonprofit organizations, institutions of higher education, city agencies, or mayors' offices.
Building Supports for Successful Transitions into the Workforce: Community Conversations with Business Leaders &amp; Parents. Executive Summary
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: High School Graduates,School Business Relationship,Occupational Aspiration,Career Readiness,Parents,Business,Administrators,Job Skills,Group Discussion,Access to Information,Parent Attitudes

In 2017, the Committee for Economic Development (CED) embarked upon a &quot;listening tour&quot; of business leaders and parents to discuss firsthand information about workplace demands and aspirations for high school graduates. With generous funding from the Carnegie Corporation of New York, the listening tour made stops in five communities over the course of a year: Oakland, California; Westfield, Massachusetts; Tupelo, Mississippi; Marysville, Ohio; and Norfolk, Virginia. In each community, 90-minute facilitated discussions were conducted to identify strategies for increasing the effectiveness of business engagement, and to identify the information and supports parents need to ensure student success in the workplace--and to leave each community with a potential path for continued dialogue. There were striking similarities across all five communities from coast to coast when examining the goals and aspirations for students shared by parents and business leaders. Strategies often aligned, as well. Yet, each group brought a distinct perspective that reflected the culture and values of the community, as well as the economic landscape. In examining the ideas shared by participants, the underlying theme is unmistakable: There is a significant gap between what parents and employers want, and what high schools are delivering. This report provides a brief overview of the importance of career readiness, describes the methodology of the listening tour, highlights the findings from each of the five communities, and concludes with recommendations for how communities nationwide can advance career readiness efforts. [For the full report, see ED586517.]