ethanporcaro/eric-fulltext-meta huggingface dataset:
Student Financial Wellness Survey: Fall 2021 Semester Results. National Aggregate Report
Author: Fletcher, Carla
Date: 2022-11-00
Type: Reports - Research
Subjects: Well Being,Paying for College,Credit (Finance),Educational Finance,Debt (Financial),Money Management,Student Needs,Child Rearing,Parents,Mental Health,Undergraduate Students,Decision Making,Income,Federal Aid,Student Loan Programs,Costs,Student Characteristics,Student Financial Aid,Two Year Colleges,Welfare Services,Medical Services,At Risk Students,Racial Differences,Ethnicity,Hunger,Housing,Homeless People,Physical Health,Gender Differences,Foster Care,First Generation College Students

The Student Financial Wellness Survey (SFWS) provides a snapshot of student financial wellbeing during the fall of 2021. Over 700,000 students were surveyed from 104 schools in 25 states and 63,751 students responded. During this period Federal stimulus funding helped stabilize finances for many students, but many still struggled to make ends meet. This report is meant to amplify the lived experience of these students. Understanding these experiences will allow college administrators and policymakers to better serve students, enabling them to reach their academic potential. The Fall 2021 SFWS questionnaire went through a thorough reassessment. To reduce survey burden, many questions were removed and others rewritten based on feedback from students, school administrators, and various experts in collegiate finances. This resulted in an instrument that was easier for students to understand and quicker to complete. The report is divided into the following sections: (1) Paying for College; (2) Student Credit Card Use and Risky Borrowing; (3) Financial Decision-Making Factors and Financial Behaviors; (4) Student Financial Security; (5) Basic Needs Security; (6) Students Who Are Parents; and (7) Mental Health Challenges.
Too Far for Comfort: The Gap between Postsecondary Students&apos; Financial Well-Being and Help-Seeking. Spotlight Report Brief
Author: Knaff, Cassandra
Date: 2022-10-00
Type: Reports - Research
Subjects: Undergraduate Students,Paying for College,Money Management,Student Loan Programs,Loan Repayment,Decision Making,Student Financial Aid,Well Being,Help Seeking,Gender Differences,Two Year College Students,First Generation College Students,Child Rearing,Parents,Peer Relationship,Debt (Financial),Parent Child Relationship,Professional Personnel,School Personnel,Student Attitudes

Postsecondary students face a myriad of complex financial decisions and tasks, such as financing their education, choosing a major with a return on investment, budgeting, and crafting repayment strategies for credit card and student loan debt(s). With respect to student loans, many borrowers feel &quot;burdened by the repayment process&quot; and express regret for having borrowed so much. Understanding students' utilization and attitudes when receiving assistance with financial decision-making can serve as a first step when evaluating on- and off-campus financial services. This brief examines data from 45,624 students at 104 higher education institutions that participated in Trellis' Fall 2021 Student Financial Wellness Survey (SFWS) with a focus on students' comfort discussing financial situations with others and students' monetary discussions with financial aid advisors. [For &quot;Student Financial Wellness Survey: Fall 2021 Semester Results. National Aggregate Report,&quot; see ED625724.]
Progress Report on the Implementation of the Federal STEM Education Strategic Plan [2021]
Author: Executive Office of the President, Office of Science and Technology Policy
Date: 2021-12-00
Type: Reports - Evaluative
Subjects: STEM Education,Federal Programs,Program Implementation,Change Strategies,Financial Support,Educational Change,Educational Improvement,Partnerships in Education,Strategic Planning,Agency Cooperation,Diversity,Inclusion,Equal Education,Technological Literacy,Employment Qualifications,Interdisciplinary Approach,Accountability

In December 2018, the National Science and Technology Council's (NSTC) Committee on STEM Education (CoSTEM) released &quot;Charting a Course for Success: America's Strategy for STEM Education&quot; (ED590474), a five-year strategic plan for STEM education. The intent of this progress report is to provide Congress and the wider science, technology, engineering, and mathematics (STEM) education stakeholder community an update on the Federal activities that occurred from June 2020 to February 2021. This progress report includes: a summary of Federal Coordination in STEM Education (FC-STEM) progress on the implementation of the STEM strategy, a description of the ways Federal agencies will work together to address common challenges, and an inventory of Federal STEM education programs. The annual report includes actual investments for FY2020, estimated investments for FY2021, and requested funding levels for FY2022. [For the 2020 report, see ED625836.]
Generating Explanations Is More Helpful than Practice Testing Alone for Improving Comprehension and Metacomprehension
Author: Guerrero, Tricia Ann
Date: 2020-04-19
Type: Speeches/Meeting Papers
Subjects: College Students,Comprehension,Metacognition,Testing,Test Preparation,Homework,Electronic Learning,Feedback (Response),Learning Processes,Online Systems,Skill Development,Self Evaluation (Individuals)

Past work has shown that generating explanations can improve both comprehension and metacomprehension outcomes. Although practice testing may sometimes improve comprehension, it is unclear if it affects metacomprehension (the ability to monitor one's understanding). The current study tested whether online homework activities involving practice testing alone might improve comprehension and metacomprehension when learning from textbook excerpts in an introductory science course, or whether engaging in explanation activities is critical for better outcomes. Results showed that practice testing did facilitate comprehension of the studied topics, but it failed to improve skills in comprehension monitoring on a new set of topics and exacerbated overconfidence. In contrast, metacomprehension accuracy increased when students generated explanations as part of online homework activities.
Will the Virginia Governor&apos;s Push for Higher Expectations on State Tests Affect Student Learning? An Essay for the Learning Curve
Author: Chingos, Matthew
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Expectation,Achievement Tests,Scores,Standardized Tests,Academic Achievement,Common Core State Standards,National Competency Tests,Mathematics Achievement,Reading Achievement

Virginia governor Glenn Youngkin and his administration want to raise the bar for students to pass the state's standardized tests &quot;from the lowest in the nation to the highest in the nation&quot; by next spring. His goal is to close the &quot;honesty gap&quot; between the 79 percent of Virginia students who pass the state's tests and the 39 percent who pass a rigorous national test. But data from 32 states that raised expectations on their tests over the past decade suggest that this change is unlikely to make much difference on its own. An analysis of National Assessment of Educational Progress (NAEP) data indicates that the 32 states that introduced new tests with much higher expectations for students did not see much change, either positive or negative, in student achievement in math and reading. In light of this finding, it may make more sense for Virginia state policymakers to make changes to passing scores in concert with the broader reforms to standards, assessment, and accountability that the Youngkin administration is planning for the coming years, rather than rushing to raise expectations on this spring's tests.
Achieving Academic and Career Success: How Six Low-Income African-American Students Defied the Odds
Author: Buckner, Sharonda LaTriece
Date: 2021-12-00
Type: Reports - Research
Subjects: College Students,African American Students,Low Income Students,Community Colleges,Academic Achievement,Careers,Success,Outcomes of Education,Family Influence,Role Models,Extracurricular Activities,Federal Programs,Student Motivation,Resilience (Psychology),Participatory Research,Action Research

Students from higher-income households have more advantages related to access to a quality education and educational opportunities. These advantages give students from higher-income households many opportunities to achieve academic and career success. Low-income African-American students, on the other hand, encounter many challenges as they aspire to achieve academic and career success, which limits their opportunities. This convergent mixed methods, interview-based, participatory action research study described factors that contribute to the academic and career success of six low-income African-American college students who were participants in the TRIO program at a community college in central Illinois. Findings of the study revealed five common themes that assisted these students in defying the odds and achieving academic and career success: (1) Family support was a determining factor for each student's academic and career success; (2) Non-family mentors served as positive role models throughout students' school years; (3) Involvement in extra-curricular activities, sports, and leadership helped students build character and develop skills; (4) Upward Bound (UB) and TRIO staff provided positive influence toward academic and career success; and (5) Personal determination empowered these students to persevere, be resilient in the face of adversity, and defy the odds.
Tuition-to-Earnings Limits: An Alternative to the Gainful Employment Rule for Higher Education Accountability. An Essay for the Learning Curve
Author: Delisle, Jason
Date: 2022-11-00
Type: Reports - Evaluative
Subjects: Employment Level,Salaries,College Graduates,Education Work Relationship,Federal Regulation,College Programs,Accountability,Debt (Financial),Student Financial Aid,Eligibility,Tuition,Program Costs,Higher Education,Educational Legislation,Federal Legislation

The Biden administration is developing regulations around gainful employment (GE) that would protect students from career-oriented college programs that don't adequately serve their students. A draft GE rule released earlier this year would require that graduates of certificate programs at public and nonprofit colleges and nearly all programs at for-profit colleges meet a debt-to-earnings test to be eligible for federal aid. Using debt to measure value involves major limitations, however, and programs with poor outcomes can pass a debt-to-earnings test if students finance their tuition with federal grant aid or out-of-pocket funds instead of loans. Using data to examine the effects of several thresholds, the authors analyze a tuition-to-earnings test for the GE rule and compare it with the effects of the Biden administration's proposed debt-to-earnings test. This test more directly measures what a program costs, is not affected by the share of students borrowing, and measures prices charged to all students regardless of the type or amount of federal aid they received. [Additional funding for this essay was provided by the Stand Together Trust.]
Juvenile Crime and the Heat of the Moment: A Proposal to Pilot Cognitive Behavioral Therapy Interventions to Reduce Youth Crime and Recidivism in Baltimore City
Author: Zuo, George Wayne
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Crime,Delinquency,Youth Problems,Recidivism,Delinquent Rehabilitation,Dropout Rate,Labor Market,Antisocial Behavior,Minority Groups,Cognitive Restructuring,Therapy,Intervention,Counseling,Correctional Institutions,At Risk Students

For youth from distressed communities, the gateway into the juvenile justice system can be the beginning of a treacherous road to adulthood. Recent studies have causally linked juvenile incarceration with higher high school dropout and adult incarceration rates, which have subsequently reduced labor market and social engagement outcomes for a population that is overwhelmingly represented by minorities. Despite extensive investment and planning by public and private stakeholders in Baltimore City, the battle to curb youth crime and recidivism has been an uphill one. In this paper, the authors propose introducing cognitive behavioral therapy (CBT) -based interventions in select Baltimore City Public Schools and the Baltimore City Juvenile Justice Center (BCJJC). In addition, they propose a &quot;demonstration and evaluation&quot; of CBT in Baltimore City, enabling a focus on resources in the highest areas of need. The proposal has two primary goals: (1) Use CBT to channel youth out of the school-to-prison pipeline; and (2) Emphasize local high-risk schools as key partners in delivering CBT-based violence prevention methods. First, the authors introduce the concept of CBT and provide a detailed literature review on its use in high-risk adolescents. This is followed by a description of the current condition of Baltimore crime and juvenile delinquency compared to the state of Maryland via an expository empirical analysis over the past four years. Next, the authors detail their policy recommendations for the proposed CBT pilot. They conclude with a discussion of limitations, barriers to entry, and mitigating factors. [For the accompanying appendices, see ED625746.]
Model Estimates of Poverty in Schools: A New School-Level Measure of Economic Need. Research Report
Author: Gutierrez, Emily
Date: 2022-06-00
Type: Reports - Research
Subjects: Poverty,Low Income Students,Urban Schools,Measurement Techniques,School Districts,Lunch Programs,Models,Family Income,Institutional Characteristics,Geographic Location,Eligibility

Most researchers and policymakers rely on the share of students eligible for free and reduced-price meals when describing student socioeconomic background in schools. But shares of students receiving free and reduced-price meals, and other measures related to the distribution of school meals, vary by state and across time because of changes in school meal eligibility criteria. In this report, the authors describe the development of a new measure: Model Estimates of Poverty in Schools (MEPS). This measure estimates the school-level share of students from households with incomes at or below the federal poverty level between fall 2013 and fall 2018. The MEPS measure aims to be comparable across states and over time and to broadly align with the school's enrolled population (as opposed to a neighborhood measure). They find that MEPS broadly aligns with aggregate state measures of student poverty and are strongly correlated with geographic district poverty as measured by the Small Area Income and Poverty Estimates (SAIPE) program. They also find that MEPS can under- or overestimate poverty shares for certain districts. In particular, they find that the model underestimates school-level poverty for districts enrolling high shares of Black students. To correct for this, they produce modified MEPS, a second measure that mechanically adjusts their estimate to align with geographic district poverty rates. Because of wider margins of error for districts with small populations in the SAIPE data, they recommend using modified MEPS only for analysis of geographic districts with more than 65,000 residents. These statistical estimates should be used primarily by researchers. MEPS could be useful for those conducting research across states or years or for policymakers who want to understand how a school's socioeconomic characteristics may have changed over time. But these estimates are not appropriate for allocating resources within a state or district or for other uses when having a true count, rather than a model estimate, is required.
User Guide to Model Estimates of Poverty in Schools
Author: Gutierrez, Emily
Date: 2022-05-00
Type: Guides - Non-Classroom
Subjects: Poverty,Low Income Students,Urban Schools,Measurement Techniques,School Districts,Lunch Programs,Models,Family Income,Geographic Location,Eligibility

The share of students eligible for free and reduced-price lunch (FRPL) via meal applications is often used as a proxy for the share of students from low-income households at a school. But the recent adoption of universal meal programs, such as the Community Eligibility Provision, make it more difficult to consistently measure student poverty within and across states. The Urban Institute's Model Estimates of Poverty in Schools (MEPS) is a school-level measure of the share of students living in poverty that is comparable across states and time. The MEPS measure reflects, as closely as possible, the students who attend each school (i.e., the measure is distinct from a neighborhood measure). The scale of the poverty measure aligns with the district-level estimates from the US Census Bureau's Small Area Income and Poverty Estimates (SAIPE), capturing students with family incomes up to 100 percent of the federal poverty level.
Juvenile Crime and the Heat of the Moment. Appendices
Author: Abell Foundation
Date: 2017-07-00
Type: Reports - Descriptive
Subjects: Crime,Delinquency,Youth Problems,Recidivism,Delinquent Rehabilitation,Antisocial Behavior,Minority Groups,Intervention,Correctional Institutions,At Risk Students,Stakeholders,Delinquency Prevention

Recent studies have causally linked juvenile incarceration with higher high school dropout and adult incarceration rates, which have subsequently reduced labor market and social engagement outcomes for a population that is overwhelmingly represented by minorities. Despite extensive investment and planning by public and private stakeholders in Baltimore City, the battle to curb youth crime and recidivism has been an uphill one; even with boosts from aggressive city and statewide initiatives, juvenile crime and recidivism rates have remained relatively steadfast over the past five years. A proposed solution is introducing cognitive behavioral therapy (CBT) -based interventions in select Baltimore City Public Schools and the Baltimore City Juvenile Justice Center (BCJJC). This document presents the following seven appendices that accompany the main report: (1) Voices of Local Stakeholders; (2) Existing Youth Violence Prevention Programs in Baltimore; (3) Sample of Nationwide CBT Interventions, via National Institute of Justice; (4) Illustrative BAM and JTDC Activities; (5) Key Tables from Heller et al.; (6) Discussion of Heller et al. Results; and (7) Description of Data Sources. [For the main report, see ED625737.]
Redefining Approaches for Engaging English Learners with Mathematical Ideas
Author: Chu, Haiwen
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Secondary School Mathematics,English (Second Language),English Language Learners,Mathematics,Vocabulary,Mathematics Curriculum,Curriculum Design,Learner Engagement,Mathematical Concepts,Definitions

The study of secondary mathematics involves many ideas, but too often high school mathematics curriculum materials and instruction begin by giving students the vocabulary first, along with definitions, before students have been able to explore the ideas. Particularly for students bureaucratically designated as English Learners, preteaching definitions can actually hinder their understanding rather than enabling them to quickly and deeply explore important mathematical ideas (e.g., de Araujo &amp; Smith, 2022). In the interest of developing a more productive approach, this brief considers how definitions are currently introduced and used in mathematics education at the secondary level. The brief addresses the following questions with the aim of helping educators ensure that English Learners can participate fully in mathematical learning: (1) What challenges do teachers need to consider for using good mathematical definitions with English Learners?; (2) How do curriculum materials currently approach the definition of key terms?; and (3) How can learning opportunities focus on ideas that enable English Learners to explore and generate their own definitions?
Equity Can&apos;t Wait: Examining Racial Disparities in K-12 Education in Washington State
Author: Kwakye, Isaac
Date: 2022-10-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Equal Education,Racial Differences,School Readiness,Kindergarten,Standardized Tests,Attendance,Mental Health,Discipline,Grade 9,Dual Enrollment,Outcomes of Education,Graduation Rate,Dropouts,College Enrollment,Educational Practices,Minority Group Students,Racial Composition,COVID-19,Pandemics,Disproportionate Representation,Educational Attainment

Racial disparities are evident across Washington's K-12 education system. This report provides an analysis of Washington K-12 education data and reveals that there are consistent opportunity gaps for students of color. The COVID-19 pandemic has emphasized the need to address racial disparities as communities of color have faced disproportionate challenges. However, many of these issues are not new--rather, the pandemic highlighted persistent racial inequities for which progress is long overdue. The state can respond to data findings by implementing effective policies and practices to address longstanding issues in K-12 education so that all students can succeed.
Negotiating the Classroom to Promote a More Gender Equitable Approach
Author: Sutherland, Scott
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: Equal Education,Gender Bias,Sex Fairness,Females,Educational Environment,Curriculum,Relevance (Education),Inclusion,Hidden Curriculum,Sex Stereotypes

The purpose of this position paper is to emphasize the importance of equity as a major focus within our educational institutions. This emphasis is based on data that supports how equity plays a major role in ensuring that all students receive an educational experience which is cognizant of their interests, backgrounds, and identities.
STEAM Education in the Middle Grades: The Impact of the Engineering Design Process vs. the Scientific Method in Content Comprehension
Author: Sutherland, Scott
Date: 2016-00-00
Type: Reports - Research
Subjects: STEM Education,Art Education,Engineering,Design,Scientific Methodology,Curriculum,Models,Physical Sciences,Grade 6,Scientific Concepts,Science Instruction,Instructional Effectiveness,Scores

My research comparing different curriculum models has confirmed the necessity of using STEAM within a science classroom to promote conceptual understanding of the content. The curriculum inquiry model of teaching science using the scientific method is insufficient to promote academic growth compared to the STEAM curriculum model that utilizes the engineering design process. In my study, I used both curriculum models while teaching two similar physical science units to a group of sixth-grade students. I found out that the STEAM curriculum model utilizing the engineering design process were much more effective in helping students understand the scientific concept. The engineering design process is essential since it reinforces the expanded use of the STEAM curriculum model within science classrooms.