ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Outcomes by State. Data Notes. Volume 5, Number 6, November/December 2010
Author: Lee, John B.
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Educational Finance,Low Income Groups,Academic Persistence,Developmental Studies Programs,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,Expenditure per Student,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" highlights some of the differences that exist between states. In addition to Achieving the Dream data, this report includes data from the U.S. Department of Education's Integrated Postsecondary Education Data System (IPEDS) for the 2008-09 academic year to describe differences among the states in which Achieving the Dream operates. The results suggest that state context is an important consideration in understanding what contributes to student success. More students in states that historically have larger proportions of low-income residents receive federal aid than do those students in states with lower proportions of low-income residents. State and local support of colleges is another factor in providing the resources necessary to educate students, with appropriations per FTE ranging from a high of $11,314 to a low of $3,507. On average, 57 percent of entering students were referred to developmental education, with a state percentages ranging from 75 percent to 47 percent of students. Overall, seven percent of students referred to developmental English successfully completed gateway English within two years of enrolling, compared with five percent of students referred to developmental math. Some states were seen to consistently lead on persistence across all three years, while others trailed the average, were below average, or showed within-year variation on persistence rates. (Contains 6 footnotes and 3 figures.)
Outcomes of First-Year Persisting Students. Data Notes. Volume 5, Number 5, September/October 2010
Author: Topper, Amy
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Majors (Students),Academic Persistence,Interaction,Enrollment,Grants,Student Characteristics,Educational Attainment,Student Financial Aid,Correlation,Predictor Variables,Low Income Groups,Developmental Studies Programs,Community Colleges,Outcomes of Education,Statistical Data,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Improvement Programs

Using data from Achieving the Dream: Community Colleges Count, this issue of &quot;Data Notes&quot; looks at three-year enrollment and attainment outcomes of students who persist through their first year. Additionally, first-year persisters (FYPs) were grouped based on the interaction of several student characteristics; analysis was conducted to determine if differences in outcomes existed between students when they were grouped based on this interaction of characteristics. The data show that FYPs who started college full-time had higher second-year persistence rates than those who started part-time, as did students who were referred to developmental education or were enrolled in terminal majors. To determine the cumulative effect of various student characteristics on student outcomes, data reflecting FYPs were first disaggregated by enrollment status, followed by developmental education referral, major field, and then Pell grant receipt. These data tell a complicated story. Each group of students, as defined by the receipt of Pell grants, starting college either full- or part-time, whether they were referred to developmental education, and their initial major fields, shows a different progression in their college work. (Contains 2 figures and 12 footnotes.)
Gender and Outcomes. Data Notes. Volume 5, Number 4, July/August 2010
Author: Lee, John
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Females,American Indians,Developmental Studies Programs,Males,Gender Differences,Introductory Courses,Racial Differences,Mathematics Instruction,English Instruction,Minority Group Students,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,Alaska Natives,Hispanic American Students,Asian American Students,Pacific Americans,African American Students,White Students

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at student developmental education and gateway course outcomes by gender. The data show that more than half of students were referred to developmental math, with female students being more likely to be referred than male students. Females were more likely to complete any or all levels of developmental math referred to, while males with developmental math needs succeeded at lower rates at each developmental referral level. Across all racial/ethnic groups, males lagged females in first developmental math class completion rates, with Native American/Alaskan Native and Hispanic males fell further behind their female counterparts. In terms of completing gateway math within two years, females in all racial/ethnic groups had a 2 to 3 percentage-point advantage over males. (Contains 4 figures and 6 footnotes.)
Returning Students. Data Notes. Volume 5, Number 3, May/June 2010
Author: Clery, Sue
Date: 2010-00-00
Type: Collected Works - Serial
Subjects: Majors (Students),Credentials,Associate Degrees,Educational Attainment,Transfer Students,Followup Studies,Low Income Groups,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Improvement Programs,Reentry Students,Terminal Students,Continuing Education

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at students who returned to their original Achieving the Dream institution after completing credentials or transferring to another institution. Forty-two percent of students who either received a degree or certificate or transferred from an Achieving the Dream college within three years of initial enrollment returned within six years of initial enrollment. More than 80 percent of students who returned after credential completion or transfer returned on a part-time basis; 17 percent returned full-time. Nearly two-thirds, 65 percent, of returning students who initially attained certificates in transfer majors persisted to complete associate degrees. Interestingly, 62 percent of the students who initially transferred and then returned transferred again. The findings highlight the variability of institutional enrollment, and the fact that despite completing credentials or transferring to other institutions, a significant portion of Achieving the Dream students who returned to their original institution continued their coursework or earned additional credentials. (Contains 4 figures and 4 footnotes.)
Gateway Coursework: Time to Completion. Data Notes. Volume 6, Number 3, May/June 2011
Author: Clery, Sue
Date: 2011-00-00
Type: Collected Works - Serial
Subjects: Introductory Courses,English Instruction,Mathematics Instruction,Gender Differences,Racial Differences,Transfer Students,Low Income Groups,Academic Persistence,Developmental Studies Programs,Community Colleges,Outcomes of Education,Statistical Data,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,Academic Failure

&quot;Data Notes&quot; is a bimonthly publication that examines data to illuminate the challenges  facing Achieving the Dream colleges and to chart their progress over time. Gateway courses generally include the first college-level English and math courses students are required to take. Increasing the number of students who attempt gateway classes is important in terms of student persistence and credential completion. And, the percentage of students who succeed when attempting gateway classes (the completions ratio) needs attention. At best, failure to successfully complete these classes slows progress toward graduation or transfer. At worst, it may trigger the decision to drop out. This analysis uses data from Achieving the Dream: Community Colleges Count to investigate the number of attempts it takes students to complete gateway coursework, and to determine if there are identifiable characteristics associated with students who pass these classes on the first attempt as compared to those who attempt the coursework multiple times. The findings indicate students with certain characteristics have higher rates of gateway course success, or require fewer attempts to succeed. (Contains 2 figures and 6 footnotes.)
A Positive Stigma for Child Labor?
Author: Patrinos, Harry Anthony
Date: 2008-07-00
Type: Reports - Research
Subjects: Foreign Countries,Developing Nations,Child Labor,Attitudes,Work Experience,Models,Heads of Households,Children,Group Membership,Indigenous Populations,Social Attitudes,Social Exchange Theory,Attendance,Expenditures

We introduce a simple empirical model that assumes a positive stigma (or norm) towards child labor that is common in some developing countries. We then illustrate our positive stigma model using data from Guatemala. Controlling for several child- and household-level characteristics, we use two instruments for measuring stigma: a child's indigenous background and household head's childhood work experience. Our approach suggests that increasing schooling options or improvements in socioeconomic status may be insufficient to eliminate child labor in households with a positive stigma for child labor. (Contains 3 tables, 2 figures, and 2 footnotes.)
Translating Data into Action: A Data Team Model as the Seed of Comprehensive District Change
Author: Ruffner, Karen Blake
Date: 2010-00-00
Type: Reports - Research
Subjects: Teacher Effectiveness,Educational Change,Principals,Urban Schools,School Districts,Data Analysis,Instructional Effectiveness,Teacher Collaboration,Instructional Leadership,Professional Development,Administrator Role,Student Participation,Academic Standards,Surveys,Teamwork,Cooperation,Student Evaluation,Teacher Leadership,Elementary Schools,Data Collection

Educational reform is not easy. As school leaders search for a format that leads to improvement on many fronts concurrently, data teams is one such promising practice. The data team design not only involves sensemaking of data as evidence of effective teaching and learning, but also builds a professional learning community, distributes leadership, enhances professional development, develops principals as instructional leaders and engages students in mastering standards. This study examines the implementation of data teams in a large urban district through surveys of 36 principals. In addition, an in-depth look at one effective data team provides insight into the implementation from the perspectives of teachers, leaders and students as well as recommendations for the future. Appended to this document are: "Appendix A: Data Team Survey Questions for Principals," "Appendix B: Data Team Interview Questions," and "Appendix C: Student Data Team Survey Questions." (Contains 2 tables and 1 figure.)
Using VoiceThread for Communication in Mathematics Writing
Author: McKane, Patricia
Date: 2011-00-00
Type: Reports - Research
Subjects: Action Research,Mathematics Tests,Program Effectiveness,Instructional Materials,Grade 4,Rural Schools,Elementary School Students,Content Area Writing,Mathematics Instruction,Scoring Rubrics,Educational Technology,Surveys,Computer Uses in Education,Faculty Development,Communication Skills,Writing Skills,Word Problems (Mathematics),Grades (Scholastic),Reading Comprehension

'This action research study was conducted on a fourth grade rural classroom in Orange County, N.Y. for the purpose of determining if the use of the VoiceThread program will affect student performance in mathematics writing. A baseline of student performance on this measure was administered in the fall of 2010 using the NYS Holistic rubric of a 3 point total value as provided from the NYS 2009 4th grade Math Test. Four questions on varying topics were pulled from the same test as the rubric mentioned here. In addition, a graphic organizer was utilized to support organization of student thoughts on the problem. A survey was administered to the students at the end of this study which demonstrated positive attitudes towards the use of graphic organizers and the VoiceThread Program to communicate in math. Other results of the data provide positive results with an increase in student performance. Implications from this study's results should lead educators to try VoiceThread as a way to increase communication in mathematics and also to increase 21st century skills in their own classrooms. Recommendations for further studies in this area include; making the sample size larger, paying more attention to the type of question the participants work on and having the parties conducting the study someone different than the teacher of the participants. (Contains 2 tables, 1 figure, and an appendix.)
Achieving the Dream Students and Financial Aid. Data Notes. Volume 2, Number 2, May/June 2007
Author: Topper, Amy
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Ethnic Groups,Student Financial Aid,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,College Students,Community Colleges,Grants,At Risk Students,Disadvantaged Youth,Academic Persistence,Part Time Students,Racial Differences

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at who receives aid, how much they receive and how financial aid relates to persistence. The data show that among full-time students in the 2003 Achieving the Dream cohort, students of color were more likely to receive grants to fund their postsecondary education than were white students. Furthermore, full-time students who received financial aid were more likely to persist, although this relationship was stronger for some racial/ethnic groups than others. (Contains 3 figures and 8 footnotes.)
When Do Students Stop-Out? Data Notes. Volume 4, Number 2, March/April 2009
Author: Topper, Amy
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Academic Persistence,Enrollment,Community Colleges,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,At Risk Students,Gender Differences,Racial Differences,Ethnicity,School Schedules,Part Time Students

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" is the first of a two-part series investigating which academic terms have the highest frequency of stop-outs at Achieving the Dream colleges. In this issue, students who stop out during high-frequency terms are examined by enrollment status, gender, and race/ethnicity. Colleges have been divided into two groups: those operating on semesters and those on quarters/trimesters. Similar to national studies on student persistence, slightly more than half of part-time students at Achieving the Dream colleges stopped out by the fall of their second academic year. Female students were significantly less likely to stop out than male students, and Hispanic students were less likely to stop out over three years than were black, non-Hispanic white, non-Hispanic; or Native American students. (Contains 7 footnotes and 3 figures.)
Changes in Cohort Composition. Data Notes. Volume 2, Number 3, September/October 2007
Author: Clery, Sue
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Intervention,Grants,Educational Trends,Hispanic American Students,Program Effectiveness,Low Income Groups,White Students,Academic Persistence,Developmental Studies Programs,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,African American Students,American Indians,Asian American Students,Pacific Americans

Using data from Achieving the Dream: Community Colleges Count, this issue looks at changes in cohort composition. The analysis addresses the changing composition of the Achieving the Dream student cohorts from 2002 to 2005. The data show that at Achieving the Dream colleges, the percentage of Hispanic students increased over the four cohorts studied, as did the percentage of students who received Pell Grants and the percentage of students referred to developmental education. Being sensitive to such variations will help colleges interpret results from their strategies, because changes in cohort composition can inform evaluations of intervention strategies over time. (Contains 6 footnotes and 2 figures.)
Institutional Size Difference at Achieving the Dream Colleges. Data Notes. Volume 1, Number 5
Author: Clery, Sue
Date: 2006-06-00
Type: Collected Works - Serial
Subjects: Community Colleges,College Students,School Size,Geographic Location,Racial Differences,Ethnicity,At Risk Students,Disadvantaged Youth,African American Students,American Indians,Asian American Students,Pacific Islanders,White Students,Hispanic American Students,Enrollment

Using data from Achieving the Dream: Community Colleges Count, this issue of "Data Notes" looks at the relationship between institutional size differences at Achieving the Dream colleges. Nearly half of Achieving the Dream colleges are classified as small, but these colleges account for only 11 percent of students in the fall 2002 cohort. Only 29 percent of colleges are classified as large, but they account for 68 percent of students. This issue makes the point that while these colleges differ in terms of size, locale and student demographics, they face the same challenges and share a commitment to improving student outcomes. (Contains 3 figures.)
Enrollment Status and Student Outcomes. Data Notes. Volume 2, Number 4, November/December 2007
Author: Clery, Sue
Date: 2007-00-00
Type: Collected Works - Serial
Subjects: Grade Point Average,Academic Achievement,Credits,Enrollment,Community Colleges,Enrollment Trends,Part Time Students,College Freshmen,Developmental Programs,Student Needs,Outcomes of Education,Academic Persistence,College Credits,Comparative Analysis

Using data from Achieving the Dream: Community Colleges Count, this issue looks at the differences between students enrolled part-time, compared with those enrolled full-time, during their first term. The analysis addresses differences in developmental needs, as well as various outcome measures -- persistence, credits completed, and accumulated and cumulative GPA. The data show that at Achieving the Dream colleges more full-time students were referred to developmental education, yet a larger portion of full-time students persisted. However, part-time students achieved slightly higher GPAs and completed slightly larger percentages of credits attempted than did full-time students. Being sensitive to such variations will help colleges develop their strategies, as interventions that help full-time students may not be suitable for part-time students. (Contains 6 footnotes and 3 figures.)
Students Earning Zero Credits. Data Notes. Volume 3, Number 5, September/October 2008
Author: Clery, Sue
Date: 2008-00-00
Type: Collected Works - Serial
Subjects: Community Colleges,Credits,Dropouts,Nontraditional Students,Gender Differences,Racial Differences,Age Differences,Correlation,Predictor Variables,Terminal Students,African American Students,American Indians,Asian American Students,Pacific Americans,Hispanic American Students,White Students,Academic Persistence,Developmental Studies Programs,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,Withdrawal (Education),Part Time Students

Nearly one-quarter of students in community colleges leave school during the first year of enrollment for reasons other than transfer or credential completion. Generally, nontraditional community college students drop out within their first year at higher rates than do traditional students. Using data from Achieving the Dream: Community Colleges Count, this analysis identifies the characteristics of Achieving the Dream students who enroll but do not earn any credits during the first term, and focuses on their persistence to the second term. The analysis revealed a set of characteristics having strong associations with earning zero credits during the first term: Being male, black, between 20 and 24, needing developmental education, or starting part-time, which was the strongest of these relationships. If a student did not earn credits, another set of characteristics was related to a greater likelihood of not persisting to the second term. The strongest relationships were being Native American, male, over 20 years old, attending part-time, or being enrolled in a terminal program. These results do not explain why students leave college, but they do help identify populations more likely to leave college early. (Contains 2 figures and 3 footnotes.)
Late Stop-Outs. Data Notes. Volume 4, Number 5, September/October 2009
Author: Topper, Amy
Date: 2009-00-00
Type: Collected Works - Serial
Subjects: Credentials,American Indians,Credits,Grants,Transfer Students,Hispanic American Students,Low Income Groups,White Students,Academic Persistence,Community Colleges,Outcomes of Education,Statistical Data,Enrollment,Student Characteristics,College Students,Evidence,Achievement Gap,National Programs,At Risk Students,Cohort Analysis,Educational Policy,Comparative Analysis,Improvement Programs,African American Students,Asian American Students,Pacific Americans,Stopouts,Graduation Rate

Using data from Achieving the Dream: Community College Count, this issue of &quot;Data Notes&quot; is the first of a two-part series investigating the characteristics of late stop-outs--students who accumulate at least 30 credits within the first two years, only to stop out without completing credentials or transferring. Seventy-five percent of students at Achieving the Dream colleges who accumulated 30 or more credits in their first two years were either still enrolled (59 percent), transferred (2 percent), or completed their credential (14 percent) by the end of their third year. Native American students had the highest stop-out rate (59 percent) by the end of year 5, while Asian/Pacific Islanders had the lowest stop out rate (44 percent). Interestingly, Pell grant recipients were slightly more likely to stop-out than non-recipients (49 percent). (Contains 12 footnotes and 4 figures.)