ethanporcaro/eric-fulltext-meta huggingface dataset:
Design and Implementation: The Navigator Certificate in Human Services and Community Justice
Author: John Jay College Institute for Justice and Opportunity
Date: 2022-12-00
Type: Reports - Descriptive
Subjects: Certification,Human Services,Justice,Career Pathways,Labor Force Development,Criminals,Institutionalized Persons,Mental Health,Substance Abuse

In 2019, the John Jay College Institute for Justice and Opportunity (the Institute) launched a training program to prepare people with lived experience in the criminal legal system for employment and promotions in human services. The Institute believes that workforce and leadership development for people with lived experience in New York City's criminal legal system are crucial for reform of that system and for an equitable pandemic recovery. This report offers key learnings of the Navigator Certificate in Human Services and Community Justice (the Navigator Certificate) to others who share the Institute's commitment to leadership development and career pathways for people impacted by the legal system. The report features essential elements of program design, highlights the journeys of Navigator students, and celebrates alumni perspectives.
Chronic Absenteeism among Students Experiencing Homelessness in America. School Years 2016-17 to 2020-21
Author: National Center for Homeless Education (NCHE)
Date: 2022-00-00
Type: Reports - Research
Subjects: Homeless People,Federal Legislation,At Risk Students,Attendance Patterns,Elementary Secondary Education,Geographic Location,Student Characteristics,Rural Schools,Urban Schools,Suburban Schools,Municipalities

In the past ten years, chronic absenteeism has attracted increasing attention. Research correlates chronic absenteeism with lower standardized test scores and grade point averages. Chronic absenteeism also correlates with higher rates of grade retention and dropping out (UEPC, 2012). Being present in school is a necessary precondition to receiving instruction and needed supports to help master lessons. As a result, many states now use a measure of chronic absenteeism as a component in the accountability system they use to evaluate their public schools each year. The McKinney-Vento Homeless Assistance Act (McKinney-Vento Act) provides students who lack a fixed, regular, and adequate nighttime residence with the right to the same free, appropriate, public education that other students receive. Each year, to ensure the law is fully implemented by school districts and states, the U.S. Department of Education (ED) collects demographic and academic data on students eligible for services under the McKinney-Vento Act. This brief examines chronic absenteeism among students who experienced homelessness using data from School Years (SYs) 2016-17 through 2018-19, which are the first three years in which the data were collected.
How Florida Community and Technical Colleges Are Aligning CTE Programming to the Labor Market in a Post-COVID Era. ARCC Network Brief
Author: Terrell, Jenna
Date: 2023-10-00
Type: Reports - Research
Subjects: COVID-19,Pandemics,Community Colleges,Vocational Schools,Labor Market,Labor Needs,Job Skills,Employment Qualifications,Alignment (Education),School Business Relationship

The COVID-19 pandemic created a historic, global disruption in the labor market. In the short term, the labor force participation rate dropped precipitously as workers were laid off or furloughed, especially in sectors that were most affected by social distancing protocols, such as hospitality, travel and leisure, and retail (Lund et al., 2021). While the labor market has rebounded since 2020, the pandemic has reshaped the future of work for America. Meanwhile, community and technical colleges around the country are responding to low levels of student enrollment after the pandemic (Barrington, 2022). These institutions are often tasked with filling the skills gap in their local economies through career and technical education (CTE) programs. Furthermore, community and technical colleges are increasingly being held accountable, through state and federal policy, for ensuring that the programs and credentials that they offer are relevant to the skills demanded by the labor market. This brief describes findings from a statewide survey in Florida that sheds light on how community and technical colleges are examining student and economic data, creating processes for program review and market alignment, engaging industries and businesses, and supporting student success in CTE after the pandemic. [An additional publisher of this brief is University of Tennessee, Knoxville, Education Research &amp; Opportunity Center.]
Italian: The Italian Language in Education in Slovenia, 2nd Edition. Regional Dossier Series
Author: Zudic Antonic, Nives
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Foreign Countries,Italian,Second Language Instruction,Slavic Languages,Language of Instruction,Language Minorities,Official Languages,Preschool Education,Elementary Secondary Education,Vocational Education,Higher Education,Adult Education,Educational Research

The aim of the Regional Dossier series is to provide concise descriptions of minority languages in education, mainly in Europe but also in other parts of the world. In the Slovene Littoral, Slovene and Italian are official languages and thus they share equal status in public and private life. Learners in this region attend schools either with Slovene as the medium of instruction or with Italian as the medium of instruction, from pre-school to upper secondary education, and receive additional compulsory education in Italian as a second language (L2; Slovene schools) or Slovene L2 (Italian schools). Every Regional Dossier begins with an introduction about the region in question, followed by six chapters that each deal with a specific level of the education system (e.g. primary education). Chapters 8 and 9 cover the main lines of research on education of the minority language under discussion, and the prospects for the minority language in general and in education in particular, respectively. Chapter 10 provides a summary of statistics. Lists of (legal) references and useful addresses regarding the minority language are given at the end of the dossier. [The first edition of this Regional Dossier was published in 2012.]
Long-Term Effects of the Dana Center Math Pathways Model: Evidence from a Randomized Trial. A CAPR Working Paper
Author: Sepanik, Susan
Date: 2023-10-00
Type: Reports - Research
Subjects: Remedial Mathematics,College Mathematics,Community College Students,Vocational Interests,Educational Attainment,Mathematics Instruction,College Credits,Program Effectiveness

Following up on an individual-level randomized controlled trial of a Dana Center Math Pathways (DCMP) model, this study assessed longer-term impacts on students' math completion, academic progress, and academic attainment. The version of the DCMP that was assessed in this study diversified the developmental and college-level math course content that students take, separating it into distinct pathways that better aligned with their career interests. It also streamlined developmental math sequences into a one-semester developmental course for all students, regardless of placement level, and implemented evidence-based curricula and pedagogy to engage students in active problem solving that was pertinent to real-life situations. The study, which followed 1,411 students from four Texas community colleges and ten campuses, found that, in the five years after random assignment, program group students were consistently more likely to successfully complete their first college-level math courses than control group students. The study did not find impacts after five years on the number of overall college credits that students accrued or on the likelihood that students attained a credential or transferred to a four-year college.
ChatGPT and Education: FAQs for State Policymakers. ExcelinEd Policy Toolkit
Author: ExcelinEd
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Artificial Intelligence,Computer Uses in Education,Influence of Technology,Cheating,Safety,Privacy,Educational Improvement,Educational Change,Technological Advancement

Artificial intelligence (AI) has been a hot topic since OpenAI released ChatGPT in late 2022. Predictions on how ChatGPT will affect education have ranged from fears of rampant cheating and job displacement in many career fields to glowing predictions of a future with personalized learning for all students through AI-powered tools. People are excited about ChatGPT because it can be used to make chatbots and virtual assistants that are more helpful and natural to interact with. However, some people are also worried about the impact of AI on our jobs and privacy. In light of this rapidly evolving technology, state policymakers and education leaders have raised good questions about their role in ensuring students and teachers can use AI tools to their advantage--while avoiding potential pitfalls and dangers. This policy brief addresses common questions from policymakers about ChatGPT and similar tools with specific regard to their effect on education.
A Foundation and a Fire: Strengthening Humanities Education in Community Colleges
Author: Cho, Selena
Date: 2023-10-00
Type: Reports - Research
Subjects: Community Colleges,Humanities,Community College Students,Student Attitudes,College Faculty,Teacher Attitudes,Course Selection (Students),Academic Persistence,Critical Thinking,Cooperation,Creativity

Participation in humanities coursework is vital, both for community college students pursuing credentials considered &quot;academic&quot; and for those in career and technical education fields who may not transfer to four-year colleges. Humanities courses help students develop foundational skills; they may also light students' fire for learning as they experience opportunities to think critically and collaborate creatively with peers. In this report, the authors present findings from research on humanities coursetaking at Michigan community colleges conducted as part of the Strengthening Michigan Humanities (MiHumanities) project. The authors analyze quantitative data, including term-over-term enrollment, coursetaking, and credential completion records for students entering Michigan community colleges between academic years 2009-10 and 2017-18, and qualitative data from interviews and focus groups with faculty, administrators, and students at a number of Michigan community colleges. They find that while community college students and faculty identify benefits they associate with participation in humanities coursework, most Michigan community college students take relatively few humanities courses outside of English Composition, and the number of students taking non-composition humanities courses has declined modestly in recent years. The use of streamlined pathways to promote program completion at community colleges makes it challenging for colleges to simply increase the number of humanities courses students are able to take within a program of study. It therefore becomes important for community colleges to make the most of the opportunities that students do have to encounter the humanities. Colleges should implement strategies that position critical thinking, argumentation, and creativity as central to the student experience, regardless of intended course of study. The authors offer ideas on how states, intermediaries, and individual institutions can bolster humanities learning among community college students across all programs of study.
How Important Are Community Colleges in Promoting STEM?
Author: Belfield, Clive R.
Date: 2023-11-00
Type: Reports - Evaluative
Subjects: Community Colleges,College Role,STEM Education,College Transfer Students,Job Skills,Employment Qualifications,Career Readiness,Associate Degrees,Outcomes of Education

Although community colleges contribute to STEM education and the workforce in a variety of ways, it is impossible to determine how much they contribute--or to assess the effectiveness of policies and programs designed to strengthen STEM education in community colleges--without agreement on what constitutes STEM. In this report, the authors review the conceptual challenges of defining STEM and propose a definition that recognizes STEM-oriented contributions from the dual missions of community colleges: preparing students for transfer to a four-year institution, which the authors refer to as STEM-Transfer, and training students for technical jobs--largely unaccounted for in popular definitions of STEM education--which they call STEM-Tech. STEM-Transfer relates directly to programs of study that teach explicitly STEM subject matter (biological sciences; chemistry; earth, atmospheric, and ocean sciences; engineering; mathematics; physics; and mechanic/production technologies), while STEM-Tech encompasses a range of technical programs of study--including those in computer and information sciences and the health professions--that community colleges offer. The authors then provide an accounting of STEM within the community college sector and develop a catalog of STEM programs and awards. Broadly, community colleges appear to provide significant amounts of STEM coursework, and there are more than three times as many community college students enrolled in STEM-Tech programs than in STEM-Transfer programs; similarly, community colleges award many more associate degrees in STEM-Tech than in STEM-Transfer. The authors conclude with an analysis of how many community college graduates work in STEM and of their relative collective earnings in the workforce. Based on their findings, they argue that a broader definition of STEM is more appropriate and should be adopted by federal agencies and researchers.
Race, Elite College Admissions, and the Courts: The Pursuit of Racial Equality in Education Retreats to K-12 Schools
Author: Carnevale, Anthony P.
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: College Admission,Selective Admission,Equal Education,Elementary Secondary Education,Minority Groups,Disproportionate Representation,Court Litigation,Educational History,Educational Change,Student Diversity,Race,Ethnicity,Educational Opportunities

If the Supreme Court bans race-conscious affirmative action, as expected, selective higher education institutions almost certainly will become less diverse, reducing the rates of degree attainment among students from historically underrepresented racial/ethnic groups. &quot;Race, Elite College Admissions, and the Courts: The Pursuit of Racial Equality in Education Retreats to K-12 Schools&quot; explores the legal history of racial equity in education, evaluates alternatives to using race/ethnicity in college admissions, and considers changes to the K-12 education system that would improve educational opportunity. In the long term, the only way to ensure diversity at selective higher education institutions is to confront the segregation and inequity in K-12 education and society at large.
K-12 Federal COVID Relief: What Can We Learn from Doing School Funding Differently? Education Policy
Author: Stadler, Zahava
Date: 2023-10-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Federal Aid,COVID-19,Pandemics,Educational Finance,Grants,Emergency Programs,Resource Allocation,Investment

Between March 2020 and March 2021, Congress allocated $189.5 billion for a new Elementary and Secondary School Emergency Relief (ESSER) Fund. The arrival of this federal aid was a lifeline for schools attempting to serve students amid the COVID-19 pandemic. This funding was distributed in a very different manner, and with very different rules and requirements, than we see with other forms of federal and state education aid. This report explores the most significant ways in which this funding differed from school districts' standard funding allocations, and what those differences can teach policymakers both about how to evaluate the ESSER investment and about how to structure and manage future school funding distributions. Our conclusions are informed by in-depth interviews with a number of district and state officials involved in administering and using ESSER dollars.
Community Colleges and Apprenticeship: The Promise, the Challenge
Author: Palmer, Iris
Date: 2023-11-00
Type: Reports - Research
Subjects: Community Colleges,Apprenticeships,Community College Students,Educational Strategies,Educational Finance,Partnerships in Education,College Role,Case Studies

To better understand the challenges and opportunities facing community colleges that want to expand apprenticeship opportunities to their students, New America conducted a year-long study. We created an advisory committee to guide this work and spoke to apprenticeship, workforce development, and community college leaders about the community colleges role in expanding apprenticeship. Based on these conversations, we chose case studies and conducted in-depth interviews with leaders from the Community College System of New Hampshire's ApprenticeshipNH, Arapahoe in Colorado, San Jacinto in Texas, and Howard Community College in Maryland's programs in IT and cybersecurity, and Coastal Alabama Community College's nursing apprenticeship. Each of these colleges found a different way to fill the role of intermediary, taking on funding from different sources, using a mix of strategies for sponsorship, and finding place-based approaches to strengthening workforce partnerships. In a variety of sectors, these five colleges found ways to fill the intermediary role that worked for their context, and in doing so provided excellent programming that filled their community's needs. This mosaic of case studies demonstrates that there are some common challenges and successful strategies that colleges looking to serve as apprenticeship intermediaries can learn from.
&quot;We Shouldn&apos;t Have to Choose between Maintaining and Bettering Our Lives&quot;: An Analysis of Older and Parenting College Students
Author: Love, Ivy
Date: 2023-11-00
Type: Reports - Research
Subjects: Educational Finance,Federal Aid,State Aid,Adult Students,Parents,Student Financial Aid,Program Design,Grants

The resources that federal financial aid, state financial aid, and federal public benefits programs provide, when they operate effectively, are critical to older students and students with children. This report seeks to shed light on how these programs are functioning by analyzing data and policies across four states--Colorado, Missouri, North Carolina, and Texas. We analyzed the designs of student financial aid programs to see how many state financial aid resources older students and student parents receive. We chose these states as test cases because they had state representative data in the 2018 National Postsecondary Student Aid Study, a survey administered by the U.S. Department of Education, and they were geographically, politically, and demographically diverse. In addition to examining financial aid programs, we also looked at states' public benefit program designs and policies and we conducted focus groups with older students and student parents in each state. This additional analysis provides a view of what it is like to rely on the system meant to support students to and through college, where it is falling short, and why. We found that Colorado, while far from perfect, designed its financial aid and safety net programs to provide the most robust support for adult and parenting students to enroll in and attend its institutions of higher education. Missouri and Texas provided the weakest support. North Carolina fell somewhere in the middle. We end this report by suggesting several recommendations for policymakers and stakeholders looking to design or reform state financial aid and safety net programs. Within budget constraints, they should adjust eligibility criteria for state aid programs so older students and student parents have the same access to grant programs as students leaving high school. Where states have flexibility in administering federal public benefit programs, they should use that flexibility to ease eligibility criteria and expand access. And they should communicate opportunities and fund supports to help older students and student parents to go to college and access public benefits.
Bilingual Multicultural Education Programs Annual Report, 2021-2022
Author: New Mexico Public Education Department
Date: 2023-01-00
Type: Reports - Evaluative
Subjects: Bilingual Education,Multicultural Education,Accountability,Expenditures,Language Proficiency,Academic Achievement,Educational Legislation,Bilingualism,School Districts,Second Language Instruction,English (Second Language),Spanish,American Indian Languages,American Sign Language

The Language and Culture Division (LCD) provides accountability with support to districts that serve students participating in Bilingual Multicultural Education Programs (BMEPs) so that all participating students achieve the program goals as outlined by New Mexico statute and administrative code, which are: (1) students become bilingual and biliterate in English and a second language, and (2) students meet all academic content standards and benchmarks in all subject areas. BMEPs offer a general education experience that is provided in two languages. The purpose of the Bilingual Multicultural Education Programs Annual Report is to comply with state statute and inform stakeholders regarding the state's BMEPs. The LCD actively works to streamline and provide data that can be used in meaningful and purposeful ways. To that aim, the report focuses on the four key areas: (1) Reporting data collected on district, school, and student participation; (2) Reporting data collected on language proficiency in order to assess progress on the first goal of BMEPs for students to become bilingual and biliterate; (3) Reporting achievement data based on the Istation, New Mexico Measures of Student Success &amp; Achievement (NM-MSSA), and New Mexico Assessment of Science Readiness (NM-ASR), for relevant student groups, to assess progress on the second goal of BMEPs for students to meet all academic content standards; and (4) Evaluating and determining program effectiveness and use of funds for BMEPs. The following report provides data from the 2021-22 school year (SY), including some longitudinal data for comparison over time. Not all data is uniform, and where this may factor into the interpretation of data results, it is noted. Due to the unprecedented circumstances brought on by the COVID-19 pandemic and the closure of schools, the ED granted the PED a waiver to bypass assessment and accountability requirements under the Elementary and Secondary Education Act of 1965 (ESEA), as amended by the Every Student Succeeds Act (ESSA). Thus, the student achievement data within this report was not collected during SY 2019-20. Student data from SY 2018-19 has been repeated.