ethanporcaro/eric-fulltext-meta huggingface dataset:
Destination Integration: Perspectives of Students and Advisors about Improving Academic Advising. Part 2 of a Series on Academic Advising from the CSU Student Success Network
Author: Moore, Colleen
Date: 2019-05-00
Type: Reports - Research
Subjects: Academic Advising,Educational Improvement,State Universities,Change Strategies,Advisory Committees,College Faculty,Academic Support Services,Educational Planning,Holistic Approach,Barriers,Access to Information,Faculty Development,Faculty Advisers

In the first report in this exploratory study of efforts to improve advising, researchers at the Education Insights Center (EdInsights) interviewed administrators from five California State University (CSU) campuses and reported on the key strategies these campuses are implementing to integrate academic advising services across their colleges, divisions, and departments. This second report adds to this discussion by bringing in the voices of advisors and students at these five campuses, summarizing the perspectives of faculty advisors, professional staff advisors, and students in the context of campus efforts to improve advising. Based on the research with administrators, faculty advisors, professional staff advisors, and students at five CSU campuses, the broad strategies that the campuses are using to improve the integration and efficiency of advising appear to provide an important foundation for addressing most of the challenges found. At the same time, the perspectives of advisors and students brought to light several areas that may need more attention and targeted improvement efforts as campuses move forward. As acknowledged by the administrators, advisors, and students included in this study, students benefit from advising that responds to their needs in a holistic way, rather than placing the primary burden on them to find what they are seeking across a fragmented advising ecosystem. As campuses continue to pursue improvement strategies, the authors urge them to move beyond a narrow focus on coordinating academic planning and to consider ways to integrate the full range of academic planning and other student services to realize the vision of holistic advising to better support student success. The experiences and perspectives of students, advisors, and administrators about advising can help guide these efforts. [For the first report in this series, &quot;Destination Integration: Strategies to Improve Academic Advising. Part 1 of a Series on Academic Advising from the CSU Student Success Network,&quot; see ED593453. For &quot;Destination Integration: Perspectives of Students and Advisors about Improving Academic Advising. Technical Appendices,&quot; see ED607274.]
All Data Points for All States. 50-State Comparison: Instructional Time
Author: Education Commission of the States
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: School Schedules,Elementary Secondary Education,State Legislation,State Policy,Time Factors (Learning),School Districts

This resource provides an overview of state instructional time requirements for kindergarten through 12th grade--including days or hours/minutes per year, hours/minutes per day, and start and/or finish date parameters where they exist in state law. Education Commission of the States researched the requirements in state statute and administrative code to create this 50-State Comparison. There are many exceptions to instructional time requirements across states, and not all of them are indicated in this 50-State Comparison. Unless otherwise indicated, states that have hours/minutes per year and days per year require both. This 50-State Comparison presents data on all of the data points on instructional time policies for all states. Key takeaways include: (1) Thirty-one states plus the District of Columbia require at least 180 days of instruction; (2) Fourteen states place parameters around school start and/or finish dates; and (3) Thirty-five states differentiate the hours/minutes in a day or year, or the days in a year, based on grade levels. [View the full &quot;50-State Comparison: Instructional Time Policies&quot; here: https://www.ecs.org/50-state-comparison-instructional-time-policies/.]
What Is the State&apos;s Requirement of Minimum Number of Days or Hours/Minutes in a School Year? 50-State Comparison: Instructional Time
Author: Education Commission of the States
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: School Schedules,Elementary Secondary Education,School Districts,State Legislation,Time Factors (Learning),State Policy,Day Schools

This resource provides an overview of state instructional time requirements for kindergarten through 12th grade--including days or hours/minutes per year, hours/minutes per day, and start and/or finish date parameters where they exist in state law. Education Commission of the States researched the requirements in state statute and administrative code to create this 50-State Comparison. There are many exceptions to instructional time requirements across states, and not all of them are indicated in this 50-State Comparison. Unless otherwise indicated, states that have hours/minutes per year and days per year require both. This 50-State Comparison presents data on each state's requirement of minimum number of days or hours/minutes in a school year. [View the full &quot;50-State Comparison: Instructional Time Policies&quot; here: https://www.ecs.org/50-state-comparison-instructional-time-policies/.]
What Is the State&apos;s Requirement for Minimum Number of Hours or Minutes per School Day? 50-State Comparison: Instructional Time
Author: Education Commission of the States
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: School Schedules,Elementary Secondary Education,State Legislation,State Policy,Day Schools,Time Factors (Learning),School Districts

This resource provides an overview of state instructional time requirements for kindergarten through 12th grade--including days or hours/minutes per year, hours/minutes per day, and start and/or finish date parameters where they exist in state law. Education Commission of the States researched the requirements in state statute and administrative code to create this 50-State Comparison. There are many exceptions to instructional time requirements across states, and not all of them are indicated in this 50-State Comparison. Unless otherwise indicated, states that have hours/minutes per year and days per year require both. This 50-State Comparison presents data on each state's requirement for minimum number of hours or minutes per school day. [View the full &quot;50-State Comparison: Instructional Time Policies&quot; here: https://www.ecs.org/50-state-comparison-instructional-time-policies/.]
Destination Integration: Perspectives of Students and Advisors about Improving Academic Advising. Technical Appendices
Author: Moore, Colleen
Date: 2019-05-00
Type: Tests/Questionnaires
Subjects: Academic Advising,Faculty Advisers,College Faculty,Educational Improvement,State Universities,Course Selection (Students),Educational Planning,Holistic Approach,Teacher Attitudes,Teacher Surveys,Focus Groups

This is the technical appendices to &quot;Destination Integration: Perspectives of Students and Advisors about Improving Academic Advising. Part 2 of a Series on Academic Advising from the CSU Student Success Network.&quot; This research explores advising practices on five CSU campuses, expands on the previous report by bringing in the voices of advisors and students at these five campuses, and summarizes the perspectives of faculty advisors, professional staff advisors, and students in the context of campus efforts to improve advising. Across administrators, advisors, and students, the authors learned that advising on these campuses is largely focused on course selection and program planning. Through this research advisors and students brought to light several areas that may need more attention and targeted improvement efforts as campuses move forward to improve the integration and efficiency of advising. This appendix includes the survey questions presented to professional staff advisors and faculty advisors at five CSU campuses. The survey was administered electronically using Qualtrics survey software. [For the full report, see ED607268.]
What Are the State&apos;s Requirements for Start/or Finish Dates for Schools? 50-State Comparison: Instructional Time
Author: Education Commission of the States
Date: 2020-01-00
Type: Numerical/Quantitative Data
Subjects: School Schedules,Elementary Secondary Education,State Legislation,State Policy,Time Factors (Learning),School Districts

This resource provides an overview of state instructional time requirements for kindergarten through 12th grade--including days or hours/minutes per year, hours/minutes per day, and start and/or finish date parameters where they exist in state law. Education Commission of the States researched the requirements in state statute and administrative code to create this 50-State Comparison. There are many exceptions to instructional time requirements across states, and not all of them are indicated in this 50-State Comparison. Unless otherwise indicated, states that have hours/minutes per year and days per year require both. This 50-State Comparison presents data on each state's requirement for start/or finish dates for schools. [View the full &quot;50-State Comparison: Instructional Time Policies&quot; here: https://www.ecs.org/50-state-comparison-instructional-time-policies/.]
Youth Transitions: Creating Pathways to Success
Author: Hughes, Deirdre
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: COVID-19,Pandemics,Social Change,Education Work Relationship,Job Skills,Career Development,21st Century Skills,Economic Climate,Career Education,Foreign Countries,Vocational Education,Educational Policy,Employers,Technology Uses in Education,Labor Market,Youth Employment,Public Policy

Around the world, young people face considerable challenges. Even before the disruption of the Covid-19 crisis, policymakers were seeking to respond to rapid technological advances, climate change and -- in some countries -- an ageing population and workforce. While children and young people worldwide generally have high aspirations and ambitions for their futures, evidence shows that they often face problematic and protracted transitions into work. In this context, new pathways from school to employment are needed. In this paper, we review extensive evidence to provide guidance on how children and young people can be best prepared to succeed in their school-to-work transitions, both now and in the future.
Academic Freedom and Institutional Autonomy -- For Democracy and Quality. Policy Brief. Number 15
Author: Bergan, Sjur
Date: 2020-03-00
Type: Reports - Descriptive
Subjects: Educational Policy,Academic Freedom,Institutional Autonomy,Higher Education,Educational Quality,Foreign Countries,Political Attitudes,Democracy

Academic freedom and institutional autonomy are among the fundamental values of higher education. In Europe, they underpin the European Higher Education Area (EHEA), which was established in 1999, a decade after the launch of the profound changes in central and eastern Europe and slightly over two decades after the adoption of the Magna Charta Universitatum. While there was agreement that academic freedom and institutional autonomy are essential, there was relatively little discussion of what they entail. They were taken for granted, as was democracy. Discussions about academic freedom and institutional autonomy have resurged over the past few years, as concerns about the state of democracy have increased. In the United States, concern about academic freedom and institutional autonomy is also on the rise. These partly coincide with concerns about the state of democracy and the rule of law under the current administration but also antedate these. This brief report provides an overview of why academic freedom and institutional autonomy are essential to both democracy and the quality of education and research. While the basic principles are clear, there are at least as many gray zones as red lines.
Supporting English Learners in the COVID-19 Crisis
Author: Uro, Gabriela
Date: 2020-08-00
Type: Guides - General
Subjects: English Language Learners,COVID-19,Pandemics,English (Second Language),Second Language Learning,Access to Education,Access to Computers,Educational Cooperation,Educational Technology,Enrollment,Student Placement,Electronic Learning,Faculty Development,Student Evaluation,Formative Evaluation,Inclusion,Scaffolding (Teaching Technique),Family Involvement,Computer Mediated Communication,Cultural Relevance,Family School Relationship,Student Needs,Elementary Secondary Education

As the nation grapples with the COVID-19 pandemic, the families of English learners (ELs) have experienced disproportionate distress with the shuttering of schools and the economic crisis. The reality of what many EL and immigrant families have faced during the pandemic must be incorporated at the outset into any planning for the reopening of schools to ensure appropriate supports for English learners and their families. The failure to address the needs of these students in the reopening of schools would jeopardize the educational outcomes of a sizable portion of students and the overall recovery efforts of districts across the country. This guide is the ninth in a series developed by the Council of the Great City Schools to help districts as they prepare to reopen schools--whatever that may look like--in the 2020-21 school year. Many of these guides identify some EL-specific needs and challenges. This guide addresses the issues facing families of English learners in greater detail. It also includes some of the lessons that districts have learned while working to support their English learner and immigrant communities during school closures. The EL-focused recommendations in this report also reflect a &quot;systems approach&quot; consistent with the findings and recommendations of the Council's seminal report, &quot;Succeeding with English Language Learners: Lessons Learned from Urban School Districts.&quot; The suggestions made in this document build on the notion of shared responsibility across school district departments and the importance of a well-articulated curriculum for the success of English learners; and it covers a range of areas: screening and placement, instructional practices and technology, English language development, staffing, professional development, assessment, and family engagement. [For &quot;Succeeding with English language learners: Lessons learned from the Great City Schools,&quot; see ED508234.]
The State of Public Education in New Orleans, 2019-2020
Author: Babineau, Kate
Date: 2020-00-00
Type: Reports - Evaluative
Subjects: Public Education,Academic Achievement,Boards of Education,Governance,Teacher Effectiveness,School Districts,Educational Equity (Finance),Educational Finance,Charter Schools,Educational Quality,Public Schools,Public School Teachers,Accountability,Enrollment,Student Transportation,Financial Support,Educational History,Elementary Secondary Education,Standardized Tests,Scores,Progress Monitoring,Value Added Models,Nontraditional Education,Graduation Rate,Student Characteristics

For the past 12 years, the Cowen Institute has published the &quot;State of Public Education in New Orleans&quot; (&quot;SPENO&quot;) on a near annual basis. During that time, the purpose, content, and audience of the report have evolved. This edition of the report is a snapshot of public education in the current academic year using aggregated data from publicly available sources to inform a wide audience that includes educators, families, and students, as well as policymakers and the general public. The authors believe that there is value in summarizing data on New Orleans education from publicly available sources and putting that together in one place. Doing so on a regular basis allows to track high-level descriptive information over time and serves as an archival piece in an ever-changing landscape. [Entergy New Orleans provided support for this report. For &quot;The State of Public Education in New Orleans, 2018,&quot; see ED588875.]
Bringing Collections to Light: Using Digital Media to Strengthen Teaching and Research
Author: Hetrick, Barbara
Date: 2020-04-00
Type: Reports - Descriptive
Subjects: Open Educational Resources,Educational Technology,Technology Uses in Education,Higher Education,Small Colleges,Institutional Cooperation,Agency Cooperation,Art Products,Art History,Art Education,Electronic Libraries,Primary Sources

From 2015 through 2019, the Council of Independent Colleges (CIC) conducted a project that was intended to test the utility of Shared Shelf to the teaching and research needs of small colleges. Shared Shelf (now called JSTOR Forum) made it possible for a collection of material assembled by one faculty member--for example, butterfly specimens--to be stored electronically and made more easily available to others. With support from the Andrew W. Mellon Foundation, 42 CIC member colleges and universities were selected to participate in a project that would test Shared Shelf's use with a variety of materials--ranging from seashells to Asian art, from theatre set designs to memorabilia of President Lincoln (including a lock of his hair). Participating campuses benefited from the project in many ways. For instance, institutional advancement and alumni relations offices now use many of these collections to sustain alumni interest. Admissions departments use them to attract new students. The students who were engaged in the process acquired valuable skills. Faculty learned to re-think their teaching with use of primary sources in this digital age. Faculty and librarians worked closely together on these projects and presented their findings at many regional and national conferences. This report discusses the creation of the consortium, teaching and learning with JSTOR Forum, using JSTR Forum to improve research and administrative operations, challenges and obstacles, and sustaining the consortium's work. It concludes with case studies on Gettysburg College (Gettysburg, Pennsylvania), Guilford College (Greensboro, North Carolina), Presbyterian College (Clinton, South Carolina), St. Lawrence University (Canton, New York), and Tuskegee University (Tuskegee, Alabama).
Student Debt: Know the Facts. Seventh Edition
Author: Council of Independent Colleges
Date: 2019-11-00
Type: Numerical/Quantitative Data
Subjects: Debt (Financial),Student Loan Programs,Paying for College,Loan Default,Loan Repayment,Private Colleges,Public Colleges,Proprietary Schools,Undergraduate Students,Student Financial Aid,Tuition,Graduation Rate,Time to Degree,Family Income,Graduate Students

With student loan debt reaching approximately $1.5 trillion, many are concerned that student loans may be the next financial bubble to burst. They cite students with loans of more than $100,000 and ballooning loan default rates. They contend that borrowing for higher education may not be worth the financial risks. Some even argue that students should not incur debt to attend college. What is the truth? This presentation highlights facts about college students' indebtedness, relying on the most recent data available. [For the sixth edition, see ED593477.]
Implementation of an Early Warning Indicator and Intervention System
Author: Davis, Marcia H.
Date: 2019-00-00
Type: Reports - Research
Subjects: Program Implementation,Identification,Dropout Prevention,Intervention,High School Students,At Risk Students,Grade 9,Attendance Patterns,Student Improvement,Academic Achievement

This study focuses on the implementation of an early warning indicator and intervention system in 20 southern high schools. This model included a team of teachers, counselors, and student support services personnel who analyzed ninth grade student-level data and implemented and monitored interventions. The team was led by a half-time coach who established protocols for team operations and provided updated early warning indicator data. Findings indicated variability in the frequency and scale of the interventions initiated and monitored by the promotion coaches and early warning indicator teams. This study further demonstrates that higher levels of implementation of early warning and intervention components in the treatment schools were associated with improved levels of ninth grade student attendance and course performance even after controlling for prior attendance. [This paper was published in &quot;Preventing School Failure&quot; v63 n1 p77-88 2019 (EJ1209816). Note: The publication year of the article (2018) shown on the PDF is incorrect. The article was published in 2019.]
Improving the Organizational Process and Creating a Community-Based Program Design for Adults with Intellectual Disabilities
Author: Hatley, Issac
Date: 2016-10-00
Type: Dissertations/Theses - Doctoral Dissertations
Subjects: Community Programs,Adult Education,Self Esteem,Quality of Life,Social Integration,Inclusion,Capstone Experiences,Program Descriptions,Program Design,Interpersonal Relationship,Comparative Analysis,Reports,Severe Intellectual Disability,Moderate Intellectual Disability,Barriers,Nonprofit Organizations,Mentors,Action Research,Participatory Research,College Attendance

The purpose of the Doctoral Capstone project was to examine the effects of a community-based program on adults with disabilities. For many years, individuals with disabilities have been socially excluded from the community for many years. Individuals with scholarly handicaps are unequally defenseless against social rejection, destitution and abuse (Corbett, 2011). With the influx of adults with disabilities there is a need for social inclusion. Social inclusion is important because it enhances individuals with disabilities quality of life. Full support in the community gives people with disabilities a feeling of self-esteem. Government approaches, both broadly and globally, have embraced a dream where individuals with handicaps are esteemed, regarded and included (Johnson, Douglas, Bigby, &amp; Iacono, 2009b). The community-based program provided the participants to be fully included in the community. The program design included education, social, leisure, and volunteer opportunities in which participants in the program participated. Not only did the community-based program enhance the quality of life, it also reduced maladaptive behaviors. The research concluded that the number of Special Incident Reports (SIR) declined in the community-based program which resulted in 15 reports compared to the sited-based program 115. Overall, individuals with disabilities were satisfied with the community based program. Nearly 75% of the participants enjoyed being in the program and 78% would recommend the program to others. The research suggested the participants in the community-based program thrived in the community. The participants fostered social relationships, enrolled in college courses, and volunteered successfully in order to enhance their lives.