ethanporcaro/eric-fulltext-meta huggingface dataset:
2017 Ohio Remediation Report: For 2016 High School Graduates Enrolling as First-Time Public College Students in 2016-2017
Author: Ohio Department of Higher Education
Date: 2017-12-00
Type: Reports - Evaluative
Subjects: Remedial Instruction,High School Graduates,School Districts,College Freshmen,Student Placement,Public Schools,Public Colleges,Community Colleges,Enrollment,College School Cooperation,Educational Trends,State Legislation,Educational Legislation,College Readiness,Alignment (Education),Educational Counseling,Stopouts

In fulfillment of Ohio Revised Code and 3345.061 (H), the Chancellor of the Department of Higher Education and the Superintendent of Public Instruction have submitted this 2017 Ohio Remediation Report. The report provides an overview of Ohio's Remediation-Free Guarantee, a review of the data, and recommendations for future strategies to reduce the need for remediation. The report shows that in fall 2016, the high school students enrolling in college remained steady while remediation needs decreased slightly. The positive outcomes over time indicate the multiple strategies, including enhanced advising, Ohio's uniform statewide remediation-free standards, P16 alignment initiatives, co-requisite academic support strategies, in addition to the commitment of students, families, and education, have supported the decline of remediation. The next steps should involve continuation of high school students receiving and understanding their options--including having the opportunity for intervention prior to graduation. They need to develop an understanding of the admissions process, selectivity and course placement, and what that means for potential postsecondary pathways aligned with their own educational and career aspirations. [For the 2016 report, see ED572727.]
Academy for College Excellence: Summary of Quantitative and Qualitative Analysis of Long-Term Students Outcomes. A Mixed-Methods Study
Author: Rassen, Elisa
Date: 2017-10-00
Type: Reports - Research
Subjects: Outcomes of Education,Community Colleges,Two Year College Students,College Programs,Program Effectiveness,Academic Achievement,Education Work Relationship,Income,Skill Development

This brief summarizes the key qualitative and quantitative research findings highlighting the ways in which the Academy for College Excellence (ACE) helped build the capacity of individuals facing numerous obstacles to success to thrive as students, participants in the workforce, and members of the community. The main goal of ACE is to prepare students to navigate and succeed in college, work, and life. In particular, ACE is designed to help individuals who have historically faced a wide range of challenges to academic and career success--such as underrepresented groups, foster youth, veterans, and more--achieve their educational and employment goals. The program is designed to foster intrinsic engagement and motivation among community college students, providing support through curriculum and instruction that holistically addresses students' needs (Navarro, 2017; Navarro &amp; Hayward, 2014).
&quot;Equity as a Basis for Inclusive Educational Systems Change&quot; Article in Brief. Research to Practice Brief
Author: SWIFT Education Center
Date: 2017-10-00
Type: Reports - Descriptive
Subjects: Equal Education,Inclusion,Educational Change,Disabilities,Definitions,Special Education,Specialization,Holistic Approach,Faculty Development,Access to Education,Student Placement,Instructional Innovation,Special Needs Students,Problems

Rittel and Webber (1973) wrote, &quot;The search for scientific bases for confronting problems of social policy is bound to fail, because the nature of these problems. They are 'wicked' problems, whereas science has developed to deal with 'tame problems'&quot; (p. 155). Thus, a wicked problem is one where the solution is bound up in its formulation and the context of the problem militates against its formation. Inclusion of students with disabilities in general education fits the definition of a wicked problem. Current definitions describe disability through the medical or science-based model, implying that problems can or should be addressed through diagnosis and prescriptive cure. Defining disability this way led to the development of diagnostic categories in special education. Thus, the ever-expanding categorical specialization within special education poses a direct challenge to inclusive systems of support. This article is based on &quot;Equity as a Basis for Inclusive Educational Systems Change&quot; by Wayne Sailor in the &quot;Australasian Journal of Special Education.&quot; [To view &quot;Equity as a Basis for Inclusive Educational Systems Change,&quot; see EJ1143949.]
Assessment of Birth Order on Learning Abilities among Late Adolescent
Author: Pandey, Shaivi
Date: 2018-12-00
Type: Journal Articles
Subjects: Birth Order,Females,College Students,Sibling Relationship,Intelligence,Comparative Analysis,Late Adolescents,Intelligence Quotient,Intelligence Tests

The present study assesses the intelligence of female university students in respect to the intelligence of elder and younger siblings. Based on reviews hypothesis were framed to see the significant difference between elder and younger the siblings with respect to their intelligences. Here, Intelligence has defined in ways of learning ability. The study was ex post facto research with n=20 female university students and birth order as main variable. Wechsler Adult Performance Intelligence Scale, subtest picture complication, blocks design, picture arrangement, object assembly has used to collect the score. Simple mean score and Mann Whitney U test has used to see the findings. Analysis and findings has discussed in the article.
Transforming the American High School Experience: NAF&apos;s Cohort Graduation Rates from 2011-2015
Author: Sun, Jing
Date: 2017-05-22
Type: Reports - Research
Subjects: High School Students,High School Graduates,Graduation Rate,Cohort Analysis,Career Academies,Outcomes of Education,Program Effectiveness,Longitudinal Studies,Probability,At Risk Students,Evidence,Student Participation,School Holding Power

For more than 30 years, NAF has been working to transform the American high school experience by joining the corporate and education worlds to help ensure that students graduate high school and are prepared for college and careers. NAF's education design incorporates an academy-development framework, alongside rigorous career-themed curricula and instruction, an advisory board of business and community leaders, and a continuum of work-based learning. Serving 96,741 students in 675 academies in 2016-2017, NAF works with educators, business, and industry partners to ensure successful implementation and delivery of the NAF model through professional development and continuous improvement toward greater student impact. Since 2010, NAF has annually collected student- and academy-level data from a subset of school districts across its network in an effort to continuously improve its program. Tracking student performance through their high school experience allows NAF to examine impact across nationally measured outcomes and build on the existing evidence base. This report focuses on a cohort of NAF students tracked from Grade 9 through graduation from 10 districts in the NAF network. The study includes the analysis of data from a total of 613,002 students in 2011-2012, with 171,489 being freshmen, of which 7,406 were enrolled in a NAF academy. Outcomes were also examined for full participation students who were retained in NAF at Grade 12 and those with partial participation (e.g., withdraw NAF before Grade 12). Specifically, the study examined the following research questions: (1) What is the graduation rate of NAF students compared to similar peers? How do NAF's effects differ for at-risk students? (2) To what extent does the graduation rate vary with degree of participation in the NAF program (full vs partial participation)? and (3) To what extent does the graduation rate vary with academy characteristics like theme, program length, and membership level)? Five appendices are included.
Math Pathways: Expanding Options for Success in College Math
Author: Ganga, Elizabeth
Date: 2018-10-00
Type: Reports - Evaluative
Subjects: College Students,College Mathematics,Mathematics Achievement,Relevance (Education),Mathematics Instruction,Program Effectiveness,Acceleration (Education),Developmental Studies Programs,Algebra,Prerequisites,Required Courses,Models

In an effort to make math courses more relevant and improve success rates in college math, various organizations and colleges developed a new model of math education that has come to be called &quot;math pathways.&quot; Math pathways enable students to take different paths through the math curriculum, depending on their course of study. With math pathways, college students learn math relevant to their academic and career pursuits. While only a small fraction of workers use higher-level math, employees in many occupations need data-analysis skills and an understanding of math concepts. Rethinking math in this way requires coordination between two-year colleges and their four-year transfer partners, along with changes to state and college system policies. But for many students, multiple math pathways can remove the obstacle that algebra requirements often pose. In this report, three prominent examples of math pathways are described and research evidence on their effectiveness is reviewed: (1) Dana Center Mathematics Pathways (DCMP), developed by the Charles A. Dana Center at the University of Texas at Austin; (2) Carnegie Math Pathways, developed by the Carnegie Foundation for the Advancement of Teaching and now run by WestEd; and (3) Math pathways developed by the California Acceleration Project (CAP), a faculty-led professional development network supporting California's community colleges. [This resource is the second in a series about developmental education. The first installment is &quot;Developmental Education: An Introduction for Policymakers&quot; (ED582926).]
Mapping the Transfer Landscape for California Community College Students. Through the Gate Transfer Study. Research Brief 1
Author: RP Group
Date: 2017-10-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Barriers,College Admission,Grade Point Average,Student Characteristics,Ethnicity,Hispanic American Students,Success,Associate Degrees,Racial Differences,Gender Differences,Geographic Location,African American Students,American Indian Students

One of the most promising and cost-effective strategies for improving California's production of baccalaureate holders is to increase transfer from the state's 114 community colleges to the 23 California State Universities (CSUs) and other four-year institutions. Since most of the state's underrepresented populations start their postsecondary education at community colleges, strengthening transfer will also help diversify the supply of baccalaureate holders. This research aims to identify strategies for increasing transfer among &quot;high-leverage learners&quot; in California Community Colleges -- individuals who have completed all or most of their transfer requirements, but who do not make it &quot;through the gate&quot; to a four-year institution. The study specifically focuses on the Inland Empire and Central Valley, as students in these areas of the state have lower transfer rates, suggesting that they may face unique challenges and barriers in their transition from community college to university. This brief addresses the quantitative research to better understand the transfer landscape for high-leverage learners, determining: (1) how many students in California arrived at or near the transfer gate, but did not go through; (2) who they are and where they reside; and (3) what we can glean about opportunities to increase their transfer success.
Through the Gate: Mapping the Transfer Landscape for California Community College Students
Author: Cooper, Darla M.
Date: 2017-11-00
Type: Reports - Research
Subjects: Community Colleges,Two Year College Students,College Transfer Students,Student Characteristics,Academic Persistence,Dropouts,Barriers,Gender Differences,Racial Differences

In 2016, the Research and Planning Group for California Community Colleges (RP Group) launched a two-part transfer study called &quot;Through the Gate&quot; to take a fresh look at addressing California's transfer challenges. When a more nuanced look at this population is taken, a &quot;transfer continuum&quot; emerges, revealing students at different points along a transfer path: transfer explorers, momentum students, students near the transfer gate, students at the transfer gate, and transfer achievers who made it through the transfer gate. This research aims to identify strategies for increasing transfer among &quot;high-leverage&quot; California Community Colleges (CCCs) learners--individuals who have completed all or most of their transfer requirements, but who do not make it &quot;through the gate&quot; to a university. It specifically focuses on the Inland Empire and Central Valley, as students in these areas of the state have lower college completion and transfer rates, which suggests that they may face unique challenges and barriers along their transfer journey. The report details findings from the study's first phase and maps the landscape for a sample of students who have made significant progress along the transfer continuum. It shares findings on high-leverage students who are near or at the gate, and transfer achievers who made it through the gate to university, zeroing in on: (1) how many students in California stop short of the transfer gate; (2) who they are and where they reside; and (3) what can be gleaned about opportunities to increase their transfer success.
Major Matters Most: The Economic Value of Bachelor&apos;s Degrees from The University of Texas System
Author: Carnevale, Anthony P.
Date: 2017-00-00
Type: Reports - Research
Subjects: Bachelors Degrees,Education Work Relationship,College Graduates,Intellectual Disciplines,Income,State Universities,Gender Differences,Low Income Students,Federal Aid,Grants,Racial Differences,Outcomes of Education

A college education is widely recognized as a gateway to economic opportunity and intergenerational mobility in the United States. Children from households with highly educated parents are three times more likely to get a Bachelor's degree than children from households in which the parents did not attend college. Today, at least some postsecondary education is a baseline requirement for anyone who aspires to enter the middle class. Deeper research has demonstrated that it is not just the college degree that matters; labor market outcomes also are tightly tied to what one studies and what job one gets. This report on The University of Texas System (UT System) Bachelor's degree recipients demonstrates that college, as one of the first big investment decisions a young person makes, has lifelong economic consequences. As is the case in the Center on Education and the Workforce's national research, the major that UT System graduates pursued in college is the biggest predictor of wage outcomes. Moreover, UT System graduates earn more, on average, than Bachelor's recipients nationally, as well as those currently working in Texas. Six key findings from the report are: (1) A UT System education is a worthwhile investment; (2) Major matters most; (3) Choice of major outweighs institutional selectivity; (4) All UT System graduates earned a wage premium, including students who received Pell Grants; (5) Access to particular occupations after college matters when examining earnings disparities by race or ethnicity; and (6) Women initially outearn men in majors dominated by women, but fall behind men over time. [This report was prepared in partnership with The University of Texas System.]
Rocky Mountain Divide: Lifting Latinos and Closing Equity Gaps in Colorado
Author: Carnevale, Anthony P.
Date: 2018-00-00
Type: Reports - Research
Subjects: Hispanic American Students,Equal Education,Achievement Gap,Access to Education,High School Graduates,Postsecondary Education,Educational Attainment,White Students,Socioeconomic Influences,Labor Needs,Parent Background,Ethnicity,College Attendance,Achievement Tests,Scores,Selective Admission,College Graduates,College Entrance Examinations,Dropouts,Place of Residence,Bachelors Degrees,Wages

Colorado has the second most-educated adult populace, but largely because it imports college-educated labor from other states. Almost 56 percent of Coloradans have a high-quality certificate, associate's degree, bachelor's degree, or higher. Yet at the same time Colorado has the fifth lowest high school graduation rate in the nation. The state's 77 percent high school graduation rate puts it close to the bottom--the national average is 83 percent. Because the state is committed both to improving the quality of its workforce and to improving opportunity for Coloradans born in the state, it has set an educational attainment goal that by 2025, 66 percent of state residents will have a postsecondary credential. The majority of states have set overall postsecondary attainment goals, but Colorado has gone a step further by setting 66 percent goals for each significant racial and ethnic grouping. State leaders expect each racial and ethnic group in the state individually to reach this goal, but right now only Whites are on track to do so: Latinos and Native Americans are the farthest behind in reaching the goal (29% of each have a postsecondary credential), Whites are the closest (64%), and Blacks are in between (39%). Among the racial and ethnic subgroups, Latino high school students are the most underserved. Colorado's postsecondary attainment gap between Whites and Latinos ages 25 to 34 is the highest among the nine states that have at least one million Latinos. This report is a pipeline analysis of Colorado high school students attending public colleges in the state, since that is within the purview of what Colorado leaders can address in order to meet the state's educational attainment goal. Using state administrative data, it examines the postsecondary enrollment, completion, and earnings of White and Latino Colorado public high school graduates who earned a high school diploma between 2009 and 2011.
State of the Science Conference (October 22-23, 2013, Washington, D.C.). Conference Proceedings: Abstract and Executive Summary
Author: Cornell University, Employment and Disability Institute
Date: 2014-00-00
Type: Reports - Descriptive
Subjects: State of the Art Reviews,Conferences (Gatherings),Disabilities,Educational Research,Educational Innovation,Employment Practices,Employment Potential,Employment Patterns,Barriers,Vocational Rehabilitation,Recruitment,Personnel Selection,Disability Discrimination,Equal Opportunities (Jobs),Work Environment,Wages,Salaries,Fringe Benefits,Unskilled Workers,Health Insurance,Educational Attainment,Self Disclosure (Individuals),Disadvantaged

This document provides an overview of research findings presented and audience response at the &quot;state-the-science&quot; conference conducted by Cornell University October 22-23, 2013 in Washington, D.C. on the topic of &quot;Innovative Research on Employment Practices: Improving Employment for People with Disabilities.&quot; An overview of the conference agenda, presentations, and needed next steps identified by participants are provided. An executive summary shares information from attendees about the importance of the research and of the Conference, key themes that emerged from presentations and related discussions, and needed next research and policy steps identified by panelists and participants. [This report was sponsored by the Rehabilitation and Research Training Center on Employer Practices Related to Employment Outcomes among Individuals with Disabilities at Cornell University.]
Research Brief: The Role of Tasks and Skills in Explaining the Disability Pay Gap. Research Presented at the Innovative Research on Employer Practices: Improving Employment for People with Disabilities State of the Science Conference (Washington, D.C., October 22-23, 2013)
Author: Hallock, Jin
Date: 2014-00-00
Type: Speeches/Meeting Papers
Subjects: Disabilities,Salary Wage Differentials,Job Skills,Occupations,Employees

A disparity in pay exists between workers with and without disabilities. This gap persists even in analyses that control for a variety of factors and incorporate compensation benefits other than wages and salaries. To better understand the underlying sources of these differences, occupation-level data on employee skill and task requirements are considered. Evaluating the earnings gap with this additional information provides insights regarding the economic returns to certain workplace tasks and skills that may contribute to the earnings gap that we observe for people with disabilities. [This brief was sponsored by the Rehabilitation and Research Training Center on Employer Practices Related to Employment Outcomes among Individuals with Disabilities at Cornell University. It summarizes the research article &quot;Disabilities, Occupations and Returns to Skills and Tasks&quot; by Kevin F. Hallock and Xin Jin, 2013, Cornell University Working Paper.]
A Qualitative Study of the Impact of Peer Networks and Peer Support Arrangements in Project Pilot Schools. Research Brief. Winter 2018
Author: Logsdon, Patti
Date: 2018-00-00
Type: Reports - Research
Subjects: Pilot Projects,Peer Groups,Networks,Intervention,Evidence Based Practice,Disabilities,Friendship,Identification,Social Support Groups,Peer Relationship,Program Descriptions,Program Evaluation,Administrator Attitudes,Educational Practices,Class Activities,Helping Relationship,Educational Benefits,Elementary Secondary Education

Research shows that making friends can be especially hard for students with significant disabilities. Peer support arrangements and peer networks are evidence-based interventions that involve identifying and equipping a group of peers to provide ongoing support to individual students with significant disabilities in or outside of the classroom. Within inclusive, general education classrooms, peer support arrangements train students (typically 2-3 students) to provide academic and social supports to a student with significant disabilities during ongoing classroom activities. Beyond the classroom, a group of peers (usually three to six) form a peer network together with a student with a significant disability, to help foster social connections and friendships between classes, at lunch, in extracurricular activities, and/or beyond the school day. School staff facilitate these groups to ensure their success. Based on evidence-based practices, the Kentucky (KY) Peer Support Network Project was funded by the Commonwealth Council on Developmental Disabilities (CCDD) in 2014 to work with schools throughout the state in implementing peer networks and peer support arrangements. To determine the overall impact of the project, and develop recommendations for sustaining this work in Kentucky schools, CCDD asked the project to conduct a project evaluation, including structured interviews with school pilot site coordinators. This brief describes the findings of those interviews, as well as the steps that the project is taking to ensure other schools have the tools organizations need to avail themselves of these practices.