ethanporcaro/eric-fulltext-meta huggingface dataset:
How Reasons for Not Completing Apprenticeships and Traineeships Change with Duration. Occasional Paper
Author: Karmel, Tom
Date: 2010-00-00
Type: Reports - Evaluative
Subjects: Apprenticeships,Probability,Trainees,Persistence,Dropout Attitudes,Dropout Characteristics,Etiology,Graduation Rate,Attitude Change,Cognitive Structures,Attribution Theory,Vocational Education

This paper adds to the considerable literature on low completion rates for apprenticeships and traineeships by looking at whether the reasons given for not completing vary by how far the individual is into their contract of training. The approach the authors take is to calculate the probability of apprentices and trainees giving a particular reason as their main reason for not completing, at each point in the training contract. The results are then disaggregated into three groups: trades, non-trades (male) and non-trades (female). This paper suggests that: (1) Most of the reasons given for not completing an apprenticeship or traineeship vary by how far the individual is into their training contract, with the patterns being largely consistent between the three groups; (2) The desire to do something different (such as study at university) or better (such as getting a better-paid job) is the only reason remaining constant throughout the duration of the training contract. It appears that apprentices and trainees are always looking out for a better alternative; and (3) By contrast, poor working conditions or non-sympathetic bosses or workmates have an immediate effect for many, but then decrease in importance with duration. These patterns provide useful indications on how policy responses to low completion rates may be framed to address the different stages of the training contract. Appendices include: (1) Apprentice and Trainee Destination Survey; and (2) Probability Plots. (Contains 4 tables, 4 figures, and 1 footnote.)
A Framework for a Multi-State Human Capital Development Data System
Author: Prescott, Brian T.
Date: 2009-10-00
Type: Reports - Descriptive
Subjects: Human Capital,Outcomes of Education,Databases,Data Collection,Measures (Individuals),Academic Achievement,Longitudinal Studies,Educational Experience,Student Mobility,Database Design,Cooperation,State Agencies

The rise of a globalized knowledge economy requires nations to understand the distribution of skills and abilities in their populations. It is no longer sufficient to know how many resources are devoted to the development of nations' human capital. Today, nations also must be able to demonstrate and understand the outcomes of their educational processes. This growing need has energized interest in building longitudinal data systems capable of following individual students throughout their educational careers. Despite growing commitment and funding, significant obstacles persist. One example is the lack of coordination nationally with the assignment of unique student identifiers--one of the cornerstones of the database development framework advocated by the Data Quality Campaign (DQC). These numbers--critical to linking records for longitudinal tracking--are being put into place state by state, with different structures and attributes, despite the fact that a substantial number of students will cross state lines in the course of their careers. Excessively rapid and uncoordinated database development can and will have unforeseen negative consequences. This paper presents a framework for how a multi-sector, multi-state data resource might be designed and governed. It is based on discussions and ongoing initiatives across several WICHE (Western Interstate Commission for Higher Education) states, especially an effort involving the states of Washington, Oregon, Idaho, and Hawaii, to develop a prototype multi-state data exchange. (Contains 5 figures, 5 resources, and 2 endnotes.)
Protecting Our Priorities: 2010 WICHE Workplan
Author: Western Interstate Commission for Higher Education
Date: 2009-05-00
Type: Reports - Descriptive
Subjects: Global Approach,High School Graduates,Policy Analysis,Rural Areas,Economic Climate,Colleges,Higher Education,Academic Achievement,Access to Education,Paying for College,Accountability,Educational Policy,Educational Technology,Educational Research,State Programs,Technology Uses in Education,Mental Health Programs,Educational Finance,Labor Force,Educational Innovation,Graduation Rate,School Readiness,Enrollment Trends,Best Practices

As the nation struggles to get back on its feet economically, the colleges and universities are working harder than ever to fulfill their mission: to educate the next generation of workers and citizens. In the West that task is arguably more challenging than elsewhere. The region is highly diverse in terms of both demographics and geography, with densely packed cities and isolated, lightly populated rural areas. What's more, the success in preparing students to succeed in college and their careers varies dramatically across the region, for many reasons. In addition, the West exhibits wide variability in terms of growth: as WICHE's 2008 &quot;Knocking at the College Door&quot; shows, some of the states are anticipating enormous growth in the number of their high school graduates, while others are projecting declines or holding steady. &quot;Protecting Our Priorities,&quot; WICHE's fiscal 2010 workplan, focuses on how people can ensure that all students not only have access to higher education but are well-equipped to succeed at college and able to pay for it. That's essential today, as U.S. students need to be ready to participate in a demanding and highly competitive global economy. WICHE's four units--Policy Analysis and Research, Programs and Services, Mental Health, and WCET--work to make these priorities a reality by focusing on five areas: finance, access and success, workforce and social issues, technology and innovation, and accountability.
Unleashing Waves of Innovation: Transformative Broadband for America's Future. Version 18
Author: Western Interstate Commission for Higher Education
Date: 2009-04-18
Type: Reports - Descriptive
Subjects: Computer Networks,Futures (of Society),Economic Progress,Social Change,Innovation,Job Development,National Programs,Competition,Human Capital,Leadership,Access to Computers,Cooperation,Public Agencies,Higher Education,College Role

A forward-thinking National Broadband Strategy should focus on the transformative power of advanced networks to unleash new waves of innovation, jobs, economic growth, and national competitiveness. Such a strategy should create new tools to deliver health care, education, and a low carbon economy. The American Recovery and Reinvestment Act broadband decisions should target high-impact investments with these criteria in mind. They should seek to rebuild U.S. global leadership in networking and in the economic innovations that networking can create. Broadband investments should "pull from the future." To "pull from the future," this paper advocates (1) investing in colleges and universities and their partners to launch next-generation infrastructure for research, education and health and (2) investing in state broadband plans that build on, and take leadership from, existing state and regional networks that already connect colleges and universities, community colleges, K-12 schools, libraries, hospitals, clinics, government agencies, agricultural extension sites, and community centers. (Contains 1 footnote.)
Higher Education: The Engine of Economic Opportunity. WICHE Annual Report, 2009
Author: Western Interstate Commission for Higher Education
Date: 2009-08-00
Type: Reports - Descriptive
Subjects: Higher Education,Economic Opportunities,Unemployment,Economic Climate,Annual Reports,Access to Education,Educational Quality,Technology Education,Mental Health Programs,Interstate Programs,State Programs,Educational Finance,Adult Education,Adult Students

A year ago, the U.S. experienced the first symptoms of economic unrest--a sharp spike in fuel prices, rising costs and rising debt, and a jump in foreclosures. Between May and June 2008, unemployment rose a half-point to 5.5 percent and 49,000 jobs were lost. American higher education has been on a collision course with financial reality for more than 25 years. This unprecedented economic downturn gives everyone a chance to finally find new models that will preserve quality and access, but within a less expensive paradigm. This paper reports the efforts made by the Western Interstate Commission for Higher Education (WICHE) in 2009 to help states handle their challenges.
Western Policy Exchanges
Author: Western Interstate Commission for Higher Education
Date: 2009-03-00
Type: Reports - Descriptive
Subjects: Elementary Secondary Education,Partnerships in Education,Privacy,State Agencies,Higher Education,Information Dissemination,Information Systems,Database Management Systems,Databases,Labor Force

In December 2008, with funding from the Bill and Melinda Gates Foundation and in partnership with the Data Quality Campaign, the Western Interstate Commission for Higher Education (WICHE) hosted a meeting of the West's key leaders in building state-wide integrated longitudinal data systems. Such data systems are essential to developing a better understanding of the mobility of individuals through K-12, postsecondary education settings, and into the workforce. Many states are engaged in or considering ways to build or enhance their education databases, but fewer are including workforce information in that effort. While there are many reasons for this, one of the biggest impediments is an incomplete or inaccurate understanding of legal privacy restrictions. Thus, a central purpose of the meeting was to address how states and state agencies can share data while remaining fully compliant with the Family Educational Rights and Privacy Act (FERPA). (Contains 2 figures.)
Using Regression Analysis in Departmental Budget Allocations. IR Applications, Volume 24, November 1, 2009
Author: Luna, Andrew L.
Date: 2009-00-00
Type: Reports - Evaluative
Subjects: Budgeting,Resource Allocation,Multiple Regression Analysis,Departments,Predictive Validity,Predictor Variables,Models,Budgets,Educational Finance,Operating Expenses,Higher Education,Institutional Research,Prediction

This study uses a regression model to determine if a significant difference exists between the actual budget allocation that an academic department received and the model's predicted budget allocation for that same department. Budget data from a Southeastern Master's/Comprehensive state university were used as the dependent variable, and the budget for each department consists of money used for salaries (personnel) and money used for equipment, travel, and other expenditures (nonpersonnel). Independent variables included in the model were the number of professors, credit-hour production, number of degrees conferred, and a market ratio variable. (Contains 4 tables, 1 figure, and a bibliography.)
Boosting Student Comprehension of Informational Materials at the Secondary Level at Benjamin Holt College Preparatory Academy
Author: Sampley, Jolyne K.
Date: 2008-04-28
Type: Dissertations/Theses
Subjects: Journal Writing,Intervention,Independent Reading,Content Area Reading,Action Research,Reading Strategies,Metacognition,Grade 7,Reading Skills,Reading Comprehension,Inferences,Nonfiction,Student Attitudes,Student Surveys,Attitude Change,Drills (Practice),Teacher Surveys,Teacher Attitudes,College Preparation

Without proficiency in content reading skills, seventh grade students were at risk of not being able to achieve understanding of what they read in non-fiction texts, a skill that is absolutely necessary for college-bound students. The purpose of this action research study was to investigate whether an approach that involved specific and focused instruction in content reading skills would boost student comprehension of subject-area texts. The research question was: Would students who were scoring below proficiency in comprehending non-fiction subject-area texts be able to increase their understanding of informational materials after participating in ten weeks of content-reading intervention instruction? Two sub-questions helped to further explore the problem: Did students know how to infer and make meaning from non-fiction texts? Would more experience with reading and responding to informational materials boost student understanding of non-fiction texts? Bloom's Taxonomy was used as a guide in creating pre- and post-assessments, and students were taught reading strategies. Surveys were administered to monitor changes in attitude towards reading non-fiction along with monitoring use of strategies. A daily reading requirement and weekly journal writing rounded out the methodology. Research findings suggested that when students were provided with frequent opportunities to learn, practice, and apply reading strategies, their ability to comprehend and understand non-fiction texts increased. The researcher recommended that subject-area teachers model their own metacognition and provide students with the opportunity and time to learn, practice and apply reading strategies through cycles of learning, revisiting each strategy on a regular basis. School administrators were urged to investigate the level of involvement of their teaching staff in ensuring that students understand how to &quot;unpack&quot; or access informational texts, making comprehension of non-fictionals a schoolwide priority. The following are appended: (1) Action Research Project Timeline; (2) Study History Questionnaire; (3) Content-Area Teacher Survey; (4) Content Reading Pre-Test; (5) Example of a Weekly Reading Log with Non-Fiction as the Requirement; (6) Reading Journal - Non-Fiction Independent Reading; (7) Photo: The Structure and Features of Texts; (8) Photo: Reading Strategies; (9) Content Reading Post-Test; (10) Action Research Intervention Journal Excerpts; (11) Reading Log Tally &amp; Reflection; (12) Reading Journal Tally; and (13) Reading Response Journal Rubric (for 7th Grade). (Contains 71 figures and 6 tables.)
Research Report for GeSci Meta-Review of ICT in Education: Phase Two
Author: LeBaron, John
Date: 2009-11-12
Type: Information Analyses
Subjects: Research and Development,Information Technology,Foreign Countries,Research Reports,Educational Practices,Educational Research,Literature Reviews,Meta Analysis,Access to Computers,Leadership Effectiveness,Trend Analysis,Bibliometrics,Innovation

This second phase of a comprehensive meta-review of educational ICT research and practice addresses global developments reflected in the research and development literature appearing since 2006. Completed in April 2009, the Phase One (P1) report comprised a synopsis of research related to GeSci's five thematic inquiry priorities. Preliminary findings identified in the initial P1 report were presented by Dr. Patti Swarts, Manager of the GeSci Africa Regional Programme, in the GeSci-facilitated North-South Research Partnerships in ICT Education workshop conducted in the Irish Aid Centre, Dublin, on 21 April 2009. This Phase Two (P2) narrative builds upon the P1 report and responds to several refined GeSci declarations of purpose and mission. (Contains 1 table.)
Choosing Schools, Building Communities? The Effect of Schools of Choice on Parental Involvement
Author: Buckley, Jack
Date: 2007-02-08
Type: Reports - Evaluative
Subjects: Private Schools,School Activities,School Choice,Parent Participation,Parent School Relationship,Public Schools,Family Income,Family Structure,Racial Differences,Siblings,Geographic Location,Disabilities,English (Second Language),Parent Influence,Educational Attainment,Hispanic Americans,Asian Americans,Pacific Islanders,African Americans,Whites,Gender Differences

Proponents of school choice argue that schools of choice build stronger parent communities. Using data from the National Household Education Surveys Program, a nationally-representitive cross-section of U.S. households, I examine the empirical evidence for this claim. To account for the difficulties in identifying causal effects in cross-sectional observational data, I estimate a model that includes the parent's unobserved propensity to both participate in school activities and to choose a public or private school other than their geographically assigned public school. (Contains 3 tables and 5 footnotes.)
Bottom-Up Structure: Collective Bargaining, Transfer Rights, and the Plight of Disadvantaged Schools
Author: Moe, Terry M.
Date: 2006-09-14
Type: Reports - Evaluative
Subjects: Disadvantaged Schools,Public School Teachers,Collective Bargaining,Teacher Transfer,Transfer Policy,Unions,Expectation,Teacher Distribution,Institutional Characteristics,Predictor Variables,Structural Equation Models,Content Analysis,Teacher Rights,Participative Decision Making,Power Structure

In the positive theory of public bureaucracy, the prevailing view is that the structure of public agencies is designed from the top down by political superiors. Faced with bureaucrats who may disagree with them on policy and who are advantaged by private information, superiors choose rules and procedures to try to ensure that agencies do what they are supposed to do. At least some portion of bureaucratic structure, however, cannot be explained in this way. It emerges from the bottom up through collective bargaining, it is driven by the organizational power of ordinary bureaucrats rather than by their information power, and it results in work rules intended to promote their occupational interests rather than to have any specific effects on implementation or policy--although the unintended consequences for the latter may be significant. When this happens, the theory overlooks an aspect of structure that is essential for understanding the way government operates. This paper begins to explore the connections between collective bargaining, bottom-up structure, and bureaucratic behavior. The empirical focus is on the public schools, the bureaucrats are public school teachers, and the analysis shows that a very common type of contract rule--which gives senior teachers transfer rights over jobs--affects the way teachers distribute themselves across schools, and leads to a situation in which disadvantaged schools (those with high percentages of minorities) find it especially difficult to attract quality teachers. What the analysis shows, more generally, is that even very simple types of bottom-up structure can have significant effects on bureaucrats and their agencies--and the current theory needs to recognize as much. (Contains 5 tables and 23 footnotes.)
The Effect of Black Peers on Black Test Scores
Author: Armor, David J.
Date: 2007-09-12
Type: Reports - Evaluative
Subjects: Testing,Mathematics Achievement,African American Students,Peer Influence,Scores,Effect Size,Racial Composition,Reading Achievement,Racial Differences,Family Income,Parent Influence,Educational Attainment,Teaching Experience,Family Structure,Siblings

Recent studies have used increasingly complex methodologies to estimate the effect of peer characteristics--race, poverty, and ability--on student achievement. A paper by Hanushek, Kain, and Rivkin using Texas state testing data has received particularly wide attention because it found a large negative effect of school percent black on black math achievement. This paper replicates the HKR models using state testing data from North and South Carolina and national testing data from the Early Childhood Longitudinal Study. The replications fail to support the Texas results. In most models tested, black peer effects are small and not statistically significant, and in the few instances where effects are significant, they are much weaker than those found in Texas. Moreover, it appears that computational problems in the HKR study led to incorrect estimates for black peer effects. An appendix is included. (Contains 8 tables, 5 figures and 15 footnotes.)
School Quality and the Black-White Achievement Gap
Author: Hanushek, Eric A.
Date: 2007-01-08
Type: Reports - Evaluative
Subjects: Grade Repetition,Academic Achievement,Racial Differences,African American Students,White Students,Achievement Gap,Age Differences,Teaching Experience,Student Attrition,Special Education,Special Needs Students,Disproportionate Representation,Educational Quality,Elementary School Students,Middle School Students,Gender Differences,Peer Influence,Educational Environment,Educational Attainment,Employment Level,Scores,Mathematics Achievement,Reading Achievement

Substantial uncertainty exists about the impact of school quality on the black-white achievement gap. Our results, based on both Texas Schools Project (TSP) administrative data and the Early Childhood Longitudinal Survey (ECLS), differ noticeably from other recent analyses of the black-white achievement gap by providing strong evidence that schools have a substantial effect on the differential. The majority of the expansion of the achievement gap with age occurs between rather than within schools, and specific school and peer factors exert a significant effect on the growth in the achievement gap. Unequal distributions of inexperienced teachers and of racial concentrations in schools can explain all of the increased achievement gap between grades 3 and 8. Moreover, non-random sample attrition for school changers and much higher rates of special education classification and grade retention for blacks appears to lead to a significant understatement of the increase in the achievement gap with age within the ECLS and other data sets. (Contains 20 tables, 2 figures and 42 footnotes.) An appendix is included which develops the decomposition presented in equation (1). [Support for this work has been provided by the Packard Humanities Institute.]