ethanporcaro/eric-fulltext-meta huggingface dataset:
Higher Education: Children&apos;s Savings Account Programs Can Help Families Build Savings and Envision College. Report to Congressional Committees. GAO-21-10
Author: Emrey-Arras, Melissa
Date: 2020-12-00
Type: Legal/Legislative/Regulatory Materials
Subjects: Paying for College,Money Management,Low Income Groups,Program Effectiveness,Academic Aspiration,Enrollment,Family Financial Resources,Participation,Academic Achievement,Social Development,Emotional Development,Well Being

Rising college costs have outpaced federal grant aid and placed more of the financial burden on students and their families. Children's Savings Account (CSA) programs help families, especially lower-income families, save for college--and other postsecondary education--by providing financial contributions and possibly other supports. A Senate Appropriations Committee report included provisions for the Government Accountability Office (GAO) to examine various aspects of college savings account programs and their effectiveness. This report examines (1) the number of CSA programs and how they use strategies to help families, especially lower-income families, save and prepare for college; and (2) what is known about the effects of these strategies on families, including lower-income families. GAO reviewed 2016-2019 annual CSA program survey data collected by the nonprofit Prosperity Now. GAO also analyzed Consumer Financial Protection Bureau (CFPB) documents and the findings of 33 peer-reviewed studies from 2010 through 2019--and one working paper from 2017--that met GAO's criteria for inclusion, for example, used data from the United States. In addition, GAO interviewed officials from CFPB, the Department of Education, and four organizations that have expertise on these programs.
Ensuring a More Equitable Future: Assessing Student Learning and Growth in Higher Education
Author: Arum, Richard
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: College Outcomes Assessment,Undergraduate Students,Student Development,Cognitive Ability,Personality,Personal Autonomy,Self Concept,Self Management,Social Capital,Citizen Participation,Mental Health

In the past decade, public sentiment has shifted increasingly to question the value of a college education. These concerns have diverse causes, including the rising cost and questions about the return on investment of higher education, the growing precariousness and insecurity of middle-class households regarding paying for higher education, and changes to the supply of and demand for highly educated workers. Recognizing that non-economic outcomes can be challenging to quantify, the authors have launched the Next Generation Undergraduate Success Measurement Project, which uses diverse forms of data (including surveys, performance assessments, administrative records, learning management system data, and experiential sampling) alongside information on students' longitudinal trajectories to define near- and long-term measures of the multifaceted benefits students derive from college attendance. In this paper, ways of conceptualizing and measuring the value of college education through longitudinal observation of undergraduate student experiences, attitudes, and behaviors are articulated. The paper begins by briefly reviewing prior work measuring higher education learning outcomes that informs the project's efforts. The sections that follow go on to discuss how to attempt to measure aspects of undergraduate student growth and development, which can provide a framework for identifying the value of attending postsecondary institutions in a manner aligned with the achievement of later life course success. The paper focuses on: (1) measuring cognitive ability and intellectual dispositions; (2) development of identity and adaptive life-course agency; (3) self-regulation skills; (4) social capital; (5) civic engagement; and (6) mental health and psychological flourishing. The paper concludes with reflections on the challenges and opportunities surrounding efforts to define and measure the value of higher education.
Ensuring a More Equitable Future: The Role of Colleges in Educating Students to Become Change Agents
Author: Elliott, Kayla C.
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: College Students,College Role,Change Agents,Social Justice,Outcome Measures,Student Surveys,Diversity (Institutional),College Environment,Inclusion,Learner Engagement,National Surveys,Test Construction

Currently, to prepare students, colleges and universities use strategies like diversity courses, hiring diverse faculty, tracking who gets access to which academic programs by race/ethnicity, and equipping faculty to re-design curricula and practices that reflect today's diverse students. Strategies for measuring higher education's success at creating a healthy racial climate and educating students on issues of race/ethnicity include curricula/syllabi reviews, climate surveys (i.e. Higher Education Research Institute's (HERI) Diverse Learning Environments (DLE) Survey, etc.), surveys of student engagement (i.e. National Survey of Student Engagement (NSSE), Faculty Survey of Student Engagement (FSSE), etc.), surveys of academic self-concept and interactions with mentorship and faculty, and studies on the impact of diversity courses. However, existing surveys are not yet sufficient to measure institutional success in this arena in a comprehensive way. Most currently available surveys address students' experiences with racial and social justice without assessing growth and learning over time. For example, existing survey items measure how often institutions expose students to experiences that encourage social justice. However, too few address how well these experiences prepare students to identify and combat injustice. These surveys measure the process of social justice preparation in higher education, but not the outcomes of social justice preparation in higher education. This paper summarizes the surveys that exist, makes recommendations for improved measurement tools, and explores the possibility of metrics that robustly measure institutional effectiveness at preparing students for justice.
A Critical Review of 11th Five Year Plan on Higher Education in India
Author: Roy, Partha
Date: 2019-10-00
Type: Journal Articles
Subjects: Foreign Countries,Educational Planning,Educational Theories,Higher Education,Strategic Planning,Educational Quality,Equal Education,Access to Education,Social Change,Educational Administration,Educational Resources,Educational Objectives,Indigenous Knowledge,Global Approach,Privatization,Educational Improvement,Educational Change

Development of any nation solely depends on the quality of human resources and good human resource is produced through quality education. Education provides people with an opportunity to reflect on the social, cultural, moral, economic, and spiritual issues and contributes towards the development through propagation of specialized knowledge and skills. Higher education is a relative term expressing that in the progression of learning, where the utility of a skill cannot be achieved without the acquisition of previous skills, or previous knowledge, which was derived, and proven through theories, to become 'higher' knowledge. Here we discuss about some past Five Year Plan and 11th FYP (2007- 2012) on Higher Education in India. And also criticize of this plans and present problems. Lastly, I suggest some point of view to overcome these problems.
Ohio School &amp; District Results, 2019-2020
Author: Ohio Department of Education
Date: 2020-00-00
Type: Reports - Descriptive
Subjects: COVID-19,Pandemics,Graduation Rate,Graduation Requirements,Dual Enrollment,Credentials,College Credits,Educational Trends,High School Graduates,College Readiness,Career Readiness

Despite the unprecedented challenges Ohio's education community faced at the end of the 2019-2020 school year, Ohio remains committed to using evidence, data and feedback from the Ohio School Report Cards to guide our continuous improvement journey toward excellence in education. This year, the Ohio School Report Cards will not feature overall grades for any district, school or career-technical planning district. There will be no individual grades for given components or measures. This is in keeping with legislation passed in the spring as a result of the coronavirus pandemic that also canceled the administration of most state tests for the 2019-2020 school year. In addition, temporary changes were made relative to the content and consequences of the report cards. This abbreviated edition of the Ohio School Report Cards only provides information about graduation rates, Prepared for Success indicators and kindergarten to grade 3 reading diagnostics. In addition, much of the usual demographic and enrollment data will be published along with other district and school operational details. This limited data still can be of value to the state, schools and districts. This report card, while not a complete picture, offers a glimpse of the ongoing commitment of Ohio's students and adults to advance achievement in pursuit of a brighter future for all Ohioans.
Recommendations for Measuring Student Investment in College
Author: Cheng, Diane
Date: 2021-05-00
Type: Reports - Evaluative
Subjects: Measurement Techniques,Student Costs,Investment,College Students,Expenditures,Data Use,Data Analysis,Postsecondary Education

There are a number of ways that student investment can be measured, including full cost of attendance (COA, also known as sticker price), net price (COA minus grant aid), and opportunity costs in the form of forgone earnings. This paper explores those options and makes recommendations for how student investment should be measured with ideal data and with data that are currently available, including U.S. Department of Education (ED) data that are available for all colleges and nonpublic data that institutions may be able to access for their own students. The recommendations in this paper are based on an extensive review of research and analyses of publicly available data, as well as discussion with staff members at the Institute for Higher Education Policy (IHEP), the Bill &amp; Melinda Gates Foundation, and members of the Postsecondary Value Commission Research Task Force. The paper also identifies issues that require more research and includes recommendations for improving publicly available data to allow colleges and policymakers to better measure student investment.
English Language Learners in Oregon. Annual Report 2018-19
Author: Oregon Department of Education
Date: 2020-06-00
Type: Reports - Descriptive
Subjects: English Language Learners,Elementary Secondary Education,Student Characteristics,Student Participation,Low Income Students,Special Education,Migrant Education,Gifted Education,Language Proficiency,English (Second Language),Second Language Learning,Mathematics Achievement,Academic Achievement,Language Arts,Attendance,Graduation Rate,Bilingualism,Enrollment,Postsecondary Education,Teaching Methods,State Aid,Income,Expenditures,Educational Finance,Elementary School Students,Middle School Students,High School Students

ORS 327.016 directs the Oregon Department of Education to prepare an annual report on English language learner program funding and student outcomes. Each year's report looks back at the prior school year, which for this year is the 2018-19 school year. The report is designed to describe the population of English Learners (ELs) and to summarize state- and district-level progress in meeting the needs and objectives of students in English language learner programs. The report also looked at the involvement of ELs in targeted federal and state programs: free or reduced-price lunch, special education, Migrant Education, and the Talented and Gifted program. This report is divided into six sections: (1) Demographics of English Learners; (2) Participation in Targeted Programs; (3) Language Development and Academic Achievement; (4) Attendance, Progress toward Graduation, Graduation, and Beyond; (5) Instructional Programming for English Learners; and (6) State Revenues and Expenditures for English Learners. Where appropriate, this report provides comparisons to never ELs (students who have never been identified as English Learners). It also includes information about instructional programs, that is, the way in which ELs are taught. Furthermore, in addition to describing statewide patterns, in some cases the report indicates which districts serve high percentages of certain types of students, such as students in Migrant Education or adolescent newcomers.
Education Leadership Brief: Examining the Evolving Digital Responsibilities of School Principals. Findings and Insights from the Speak Up Research Project
Author: Project Tomorrow
Date: 2021-00-00
Type: Reports - Research
Subjects: Principals,Administrator Attitudes,School Districts,Metropolitan Areas,Instructional Leadership,Program Descriptions,Administrator Responsibility,Distance Education,Online Courses,Educational Change,Capacity Building,Teacher Administrator Relationship,Technology Uses in Education,Futures (of Society),Teaching Methods,Administrator Role,School Administration,Program Evaluation,Technological Literacy,Self Evaluation (Individuals),School Closing

Project Tomorrow and BrainPOP have collaborated on the development of this new &quot;Education Leadership Brief: Examining the Evolving Digital Responsibilities of School Principals&quot; to examine specifically the evolving digital responsibilities of the school principal today resulting from the sudden shift to digital learning. This examination includes an evaluation of timely Speak Up Research Project data findings and the first-hand insights of principals collected through a series of interviews in February 2021. Principals interviewed included administrators from the Cleveland Metropolitan School District (Ohio), Little Lake City School District (California) and New York City Department of Education (New York). Within the Education Leadership Brief, we discuss four key findings from our research. Each finding includes foundational Speak Up data, front-line perspectives of school principals, and a thought-provoking question for district leadership to consider as they plan for the future. It is our hope that the data and insights shared through this Brief will enlighten and inform new local discussions on how to best support our school principals as they lead a new digital transformation of education at their schools. Key findings include: (1) The Tech-Savvy Principal -- The effectiveness of the school principal as the digital leader on their campus is increasingly dependent upon their own technology skills and knowledge; (2) The Principal as the Digital Instructional Leader -- Being a digital instructional leader means that the principal must role-model appropriately the use of technology to support all aspects of the school experience for teachers, students and families; (3) Principals Are Building Teacher Capacity Using Digital Tools -- Principals recognize that building teacher capacity for using digital tools today will ensure sustainability of these new practices, even when schools are back to full face-to-face instruction; and (4) Principals Envision the Future for their Schools -- Principals see how their changed roles and responsibilities will result in a positive future for their schools, especially relative to the use of technology.
Expanding Opportunity for All: How Can We Increase Community College Student Success? A Choicework Discussion Starter
Author: Public Agenda
Date: 2017-09-00
Type: Guides - Non-Classroom
Subjects: Guides,Community Colleges,Two Year College Students,Academic Achievement,Educational Policy,Decision Making,Discussion,Policy Analysis,Public Opinion,Dialogs (Language),Problem Solving,College Faculty,Student Needs,Educational Objectives,Achievement Gains,Educational Strategies,Equal Education,Educational Opportunities

Public Agenda's Choicework Discussion Starters support dialogue and deliberation on a wide variety of issues. They have been used in thousands of community conversations, discussion groups and classrooms and by journalists, researchers, policymakers, community leaders, and individuals looking to better understand and discuss solutions to a variety of public and community issues. Each guide is organized around several alternative ways of thinking about an issue, each with its own set of values, priorities, pros, cons, and trade-offs. The different perspectives are drawn both from how the public thinks about an issue and from what experts and leaders say about it in policy debates. Users of the guides should be encouraged to put additional ideas on the table or consider combining elements from different choices in unique ways. They are designed as a starting point for constructive dialogue and problem solving. This Choicework Discussion Starter aims to help by encouraging faculty and staff to reflect on these questions: (1) How are our many student success initiatives adding up? Where are we making progress? Where does progress remain slow? (2) What are our greatest strengths as a college? Where do we struggle to meet the needs of our students? and (3) What are the most important things we can be doing or working on to ensure that more of our students are able to reach their goals? [This report was created as part of the League for Innovation in the Community College's Faculty Voices Initiative.]
A Teachable Moment: Understanding the Complexities of Charter School Financing in Milwaukee
Author: Chapman, Anne
Date: 2018-08-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Charter Schools,Urban Schools,Educational Finance,Financial Support,Public Schools,Budgets,Enrollment,Administrative Organization,State Aid,Federal Aid,Resource Allocation,Government Role,Governance,Costs,Educational Facilities,College Role,Expenditure per Student,Fees,Income,State Policy

Milwaukee's system of K-12 public education is distinct from many other urban school systems in the degree of educational choices offered to students and their families. This range of options has fostered intense competition among Milwaukee's K-12 schools over the past decade. While enrollment in traditional Milwaukee Public Schools (MPS) has fallen overall since 2009-10, charter schools have seen more stability, and private schools accepting vouchers have grown substantially. Because enrollment is the primary driver of Wisconsin's system of funding K-12 schools, a shrinking student population is one of the foremost financial challenges MPS faces. The district's efforts to establish or expand charter schools have faced occasional opposition from both internal and external MPS stakeholders. This resistance has stemmed, in part, from perceptions regarding the manner in which MPS funds its charter schools. The intention of this report is to provide clarity and lend an objective voice to the facts surrounding the financial relationship between Milwaukee's charter schools and their authorizers. Specifically, the authors seek to answer the following questions: (1) What is the process and methodology under which schools chartered by MPS receive their funding, and how does this compare to the process employed by Milwaukee's two other charter school authorizers -- University of Wisconsin--Milwaukee (UWM) and the City of Milwaukee?; (2) What are the financial impacts for both MPS and its charter schools when they elect to contract with each other?; (3) What are the legal, fiscal, and administrative frameworks surrounding charter schools in comparable states and school districts?; and (4) What potential policy changes should policymakers in Milwaukee and Madison consider to improve charter school funding policies? [For the executive summary, see ED612749.]
A Teachable Moment: Understanding the Complexities of Charter School Financing in Milwaukee. Executive Summary
Author: Wisconsin Policy Forum
Date: 2018-08-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Charter Schools,Urban Schools,Educational Finance,Financial Support,Public Schools,Budgets,Enrollment,Administrative Organization,State Aid,Federal Aid,Resource Allocation,Government Role,Governance,Costs,Educational Facilities,College Role,Expenditure per Student,Fees,Income,State Policy

In recent years, competition for K-12 enrollment in Wisconsin among traditional public schools, charter schools, and private schools using the state's voucher programs has intensified. Because elementary and secondary education finance in the state primarily is driven by enrollment, this has presented increasingly difficult fiscal conditions for school districts. In no district is that more the case than in state's largest district, the Milwaukee Public Schools (MPS). This report seeks to clarify the financial relationship between Milwaukee's charter schools and their authorizers. Specifically, it explains the charter school funding process used by Milwaukee's three charter authorizers -- MPS, the University of Wisconsin--Milwaukee (UWM), and the City of Milwaukee; and it analyzes financial impacts for both MPS and its non-instrumentality charter (NIC) schools when they elect to contract with one another. [For the full report, see ED612748.]
K-12 Education: Observations on States&apos; School Improvement Efforts. Report to Congressional Committees. GAO-21-199
Author: Nowicki, Jacqueline M.
Date: 2021-01-00
Type: Reports - Research
Subjects: Elementary Secondary Education,Educational Improvement,State Programs,Resource Allocation,Educational Finance,State School District Relationship,Technical Assistance,Public Agencies,Educational Legislation,Federal Legislation,Accountability,Funding Formulas

The Elementary and Secondary Education Act (ESEA) requires states to have statewide accountability systems to help provide all children significant opportunity to receive a fair, equitable, and high-quality education, and to close educational achievement gaps. These systems must meet certain federal requirements, but states have some discretion in how they design them. For example, ESEA requires states to identify low-performing schools and student subgroups for support and improvement. Senate Report 115-289 accompanying the Departments of Labor, Health and Human Services, and Education, and Related Agencies Appropriations Bill, 2019, includes a provision for GAO to review states' school improvement activities. This report addresses (1) how states identify and allocate funds for schools identified for support and improvement; and (2) the extent to which states have capacity to support districts' school improvement activities and how helpful states find Education's technical assistance. GAO analyzed the most current approved state plans from all 50 states and the District of Columbia as of September 2020. GAO also surveyed and received responses from all 50 states and the District of Columbia. GAO also conducted follow-up interviews with officials in three states selected based on variation in reported capacity and geographic diversity.