ethanporcaro/eric-fulltext-meta huggingface dataset:
Tennessee Historically Black Colleges &amp; Universities Success. Strategic Plan 2022-2025
Author: Tennessee Higher Education Commission (THEC)
Date: 2022-10-00
Type: Reports - Descriptive
Subjects: Black Colleges,Educational Quality,Success,Strategic Planning,College Students,African American Students,Geographic Location,Educational Policy,Advocacy,Information Dissemination,College Administration,Partnerships in Education,Government School Relationship,Access to Education,Marketing,Capacity Building,Consortia,Networks

The Historically Black Colleges and Universities (HBCU) Success initiative at the Tennessee Higher Education Commission (THEC) is dedicated to strengthening the capacity of Tennessee's seven historically Black colleges and universities to provide the highest quality education; increasing opportunities for these institutions to participate in and benefit from State programs; and ensuring that Tennessee has the highest proportion of college graduates from HBCUs in the country. The 2022-25 three-year strategic plan for HBCU Success has been developed through a process of research, collaboration, and consensus gathering, with vital input from stakeholders across the Tennessee HBCU Sector. In developing this strategic plan, it was important to not only address each of the HBCU Success statutory directives, but to do so in a way that optimized and maximized the synergy between the Commission, the HBCU Success Advisory Board, THEC staff, and the broader higher education sector. Recognizing the diversity in institution types and their needs, the strategic plan seeks to chart a path forward that is both flexible and adaptive to the changing operating context of Tennessee's HBCUs. The 2022-25 HBCU Success Strategic Plan is built on strategic pillars: (1) Promote Tennessee HBCUs to students, families, the community, and policymakers; (2) Support the strengthening of the administrative capacity at Tennessee HBCUs; (3) Encourage partnerships with Tennessee HBCU programs and initiatives; and (4) Explore new ways of improving the relationship between the state and HBCUs.
Report on the Feasibility of Having a Point of Contact at Each Public Institution of Higher Education for Students Who Have Been Involved in the Foster Care System
Author: State Council of Higher Education for Virginia (SCHEV)
Date: 2022-00-00
Type: Reports - Descriptive
Subjects: College Students,Foster Care,Homeless People,Student Needs,Social Support Groups,Educational Attainment,Barriers,Academic Persistence,Interpersonal Relationship,Feasibility Studies

A Single Point of Contact (SPOC) is an individual designated by a college or university to support a student &quot;in need.&quot; The SPOC serves as a navigator to help answer questions and connect the student to services. This role can include support of a student related to academic coursework, registration, housing, financial aid, health and/or other services. Typically, SPOCs are supportive campus administrators who are committed to helping students from foster care or homelessness address and overcome challenges associated with foster care, housing insecurity and other basic needs. SPOCs can serve in various roles within different campus offices, but should be in a position to facilitate communication and quickly refer students to other offices and resources, on campus and off. Overall, SPOCs assist college students who have experience with foster care or homelessness in reaching their postsecondary goals. This Single Point of Contact feasibility report provides: (1) a profile of foster and homeless youth; (2) existing efforts in Virginia to support foster and homeless youth; (3) efforts in other states; and (4) conclusions regarding the feasibility of having points of contact at public institutions.
Professional Social Capital: A Key to Black Economic Advancement
Author: JFF (Jobs for the Future), Center for Racial Economic Equity
Date: 2023-02-00
Type: Reports - Descriptive
Subjects: Social Capital,Guidelines,African American Students,Employers,Social Mobility,Employment Opportunities,Social Networks,Racial Differences,Blacks,Salaries,Interpersonal Relationship,Mentors,Student Recruitment,Service Learning,Strategic Planning,Career Counseling,Equal Education,College Faculty,College Students,Program Development,Lifelong Learning,Partnerships in Education,Alumni,Cooperative Education,Workplace Learning,Personnel Selection

This framework provides a set of recommendations for postsecondary institutions and employers to support Black learners and workers to build professional social capital. It expands on a related JFF market scan that maps the landscape of nonprofit and social enterprise-led social capital initiatives.
Early Education and Childcare Workforce: Government Consultation Response on the Early Years Educator (EYE) Level 3 Criteria Review
Author: Department for Education (DfE) (United Kingdom)
Date: 2023-04-00
Type: Reports - Research
Subjects: Early Childhood Education,Child Care,Labor Force,Employment Qualifications,Government Role,Criteria,Educational Policy,Foreign Countries,Child Caregivers,Early Childhood Teachers,Teacher Education,Teacher Certification,Evaluation

The Early Years Foundation Stage statutory framework (EYFS) statutory framework sets the standards and requirements that all early years providers must follow to ensure all children have the best start in life and are prepared for school. This includes the requirements for staff: child ratios for all providers delivering the EYFS and the qualification levels that practitioners must hold in order to count within the ratios. The EYFS framework was updated in 2021, the main focus of the changes were on learning and development and assessment requirements with the primary aim of improving outcomes for children. This consultation asked for views about the suitability of the proposed revisions to the Early Years Educator Level 3 qualifications criteria and any cost implications of changing the criteria on businesses. The Early Years Educator Level 3 criteria set out the minimum expected standards for what a practitioner qualified to Level 3 should know, understand, and be able to do when delivering the Early Years Foundation Stage statutory framework (EYFS). The consultation was conducted online over an 8-week period from Monday 28 November 2022 to Monday 23 January 2023, with the option to respond by email. All responses were received via the online form. The consultation questions requested yes/no/not sure answers, as well as free text, allowing respondents to express views on the proposed criteria. This review contributes to the Early Years Recovery Programme (EYRP) by updating and improving the Early Years Educator Level 3 criteria, responding directly to sector feedback on the need for improving the quality of Early Years Educator Level 3 qualifications.
Question: How Do the Promoting Power, Cumulative Promotion Index, and Averaged Freshman Graduation Rate Compare with TEA&apos;s Graduation and Completion Rates? DPE Publication No. 07.11
Author: Schmitt, Lisa
Date: 2007-11-01
Type: Reports - Evaluative
Subjects: School Districts,Student Promotion,Graduation Rate,Grade 9,High School Freshmen,High School Graduates,Enrollment,Grade Repetition,Computation,High School Equivalency Programs,Dropouts

This report describes various methods for computing graduation and completion rates, and how they compare.
Question: How Much Variance in Student Achievement Can Be Attributed to School, Teacher, and Student-Level Variables? DPE Publication No. 07.12
Author: Bush-Richards, Angela
Date: 2008-01-11
Type: Reports - Evaluative
Subjects: Teacher Influence,Student Characteristics,Social Capital,Human Capital,Institutional Characteristics,Attendance,Socioeconomic Status,Instructional Program Divisions,Special Education,Elementary Schools,Mathematics Achievement,Grade 4,Grade 5,Teamwork,Interpersonal Relationship,Teacher Collaboration,Teacher Competencies,Interaction,Teacher Characteristics,Teaching Experience,Middle School Students,Elementary Secondary Education

This report describes the amount of variance in student achievement that can be attributed to school, teacher, and student-level variables.
Question: What Is the Higher Education Readiness Component, and How Many of AISD&apos;s Students Meet the Standard? DPE Publication No. 07.14
Author: Schmitt, Lisa
Date: 2007-12-05
Type: Reports - Descriptive
Subjects: School Districts,College Readiness,Public Colleges,Undergraduate Students,High School Graduates,Academic Standards,College Entrance Examinations,Academic Achievement

This report describes the Higher Education Readiness Component and how many AISD students met the standard, using 2006-2007 data.
Strategic Compensation Interim Report 1: Principal Focus Group Summary, Fall 2007. Publication Number 07.15
Author: Malerba, Catherine
Date: 2008-01-00
Type: Reports - Descriptive
Subjects: School Districts,Teacher Competencies,Teacher Recruitment,Teacher Persistence,Principals,Academic Achievement,Recognition (Achievement),Achievement Gains,Teacher Certification,National Standards,Mentors,Beginning Teachers,Compensation (Remuneration),Program Implementation,Success,Barriers,Teacher Selection

This report describes findings from the principal focus group conducted the first year of the AISD REACH program. [For Report 2, see ED628033.]
Education in the Digital World: From the Lens of Millennial Learners
Author: Cenita, Jonelle Angelo S.
Date: 2023-00-00
Type: Journal Articles
Subjects: Age Groups,Student Attitudes,Technology Uses in Education,Teaching Methods,Educational Benefits,Electronic Learning,Skill Development,Educational Quality,Guidelines,Learning Management Systems,COVID-19,Distance Education,Pandemics,Educational Change,Likert Scales,Self Efficacy,Teacher Student Relationship,Flexible Scheduling,Individualized Instruction,Independent Study,Cooperative Learning

Purpose: The objective of this study is to determine Education in the Digital World: from the lens of millennial learners. This also identifies the cybergogical implications of the issue with digital education as seen through the lens of the outlier. Method: This study uses a mixed-methods sequential explanatory design. A quantitative method was employed during the first phase and the instruments of the study were distributed using google forms. The survey received a total of 85 responses and the results were analyzed using descriptive methods. Following up with a qualitative method, during the second phase the outliers were interviewed, and the results were analyzed using thematic analysis. The results of the mixed methods were interpreted in the form of cybergogical implications. Results: The digital education from the lens of millennial learners in terms of the Benefits of E-Learning and Students' Perceptions of E-Learning received an overall mean of 3.68 which was verbally interpreted as &quot;Highly acceptable&quot;. The results reveal that millennial learners' perceptions of digital education are influenced by the convenience in time and location, the fruit of collaboration using online interaction, the skills and knowledge they will acquire using digital resources, and the capability of improving themselves for the future. Conclusion: E-learning significantly improves the quality of the learning and teaching process. Millennial learners with different learning styles and speeds were addressed by its usability and portability features. Millennial learners were able to adopt and learned how to use e-learning. Also, since it is self-paced learning, it allows them to study on their own time and schedule since e-learning can be accessed anytime and anywhere. However, the technological resources of the learners should be considered in the implementation of e-learning. Recommendations--The utilization of e-learning as a medium of instruction for millennial learners. Research Implications--The findings can be used by the institution to create guidelines, procedures, and policies for successfully implementing digital education or E-Learning.
Question: What Do We Know about Effective Middle Schools? DPE Publication No. 07.17
Author: Bush-Richards, Angela
Date: 2008-01-11
Type: Information Analyses
Subjects: Best Practices,Middle Schools,Educational Quality,Secondary School Curriculum,Learner Engagement,Relevance (Education),Parent Participation,Educational Environment,School Size,Educational Practices,Developmentally Appropriate Practices,Cognitive Development,Early Adolescents,Social Development,Self Esteem,Self Concept,Equal Education,Student Diversity,School Effectiveness

This report provides a brief literature review describing a variety of best practices in middle school education.
Question: Are There Any Notable Differences between Students Who Participated in BEST Transition Camps during the Summer of 2007 and Their 6th Grade Peers Who Did Not Attend the Camps? What Do BEST Teachers and Counselors Report about Camp Effectiveness? DPE Publication No. 07.19
Author: Malerba, Cathy
Date: 2008-01-00
Type: Reports - Evaluative
Subjects: School Districts,Middle School Students,Summer Programs,Transitional Programs,Camps,Grade 6,Program Effectiveness,Teacher Attitudes,Attendance,Racial Differences,Enrollment,Gender Differences,Ethnicity,Discipline,Counselor Attitudes,Student Adjustment

This report summarizes evaluation findings about the impact of AISD's summer 2007 BEST transition camp program for students entering middle school at 6th grade.
Question: What Do AISD Parents, Employees, Students and Community Members Think about How Well Students Are Prepared for the Transitions to Middle and High School? What Do They Think Are the Most Important Issues That Should Be Addressed in a Middle School Education Plan? Where Do the Results of This Survey Overlap with the Key Challenges and Strategic Response Identified in the 2007 Middle School Level Report? DPE Publication No. 07.21
Author: Malerba, Cathy
Date: 2008-01-00
Type: Reports - Evaluative
Subjects: School Districts,Student Attitudes,Teacher Attitudes,Parent Attitudes,Transitional Programs,Middle School Students,High School Students,Student Adjustment,Elementary School Students,School Personnel,Attitudes,Barriers,Interpersonal Communication,Teacher Student Relationship,Parent Participation,Behavior Problems,Elective Courses,Community Attitudes,Social Development,Health,Spanish Speaking,Student Participation

This report summarizes results of a 2007-2008 survey of AISD parents, students and staff about how well students are prepared for transitions to middle and high school.
Project ADVANCE Summary Report, 2006-2007. Publication Number 07.24
Author: Alderete-Looby, Karen
Date: 2008-02-00
Type: Reports - Evaluative
Subjects: School Districts,High School Students,College Readiness,Career Readiness,Student Needs,Program Effectiveness,Student Participation,Parent Participation,College Applicants,College Enrollment,College Entrance Examinations,Student Financial Aid,Information Dissemination,Postsecondary Education,At Risk Students,Minority Group Students

This report summarizes 2006-2007 evaluation results of AISD's Project ADVANCE activities. Project ADVANCE staff worked with high school students and their parents to prepare students for postsecondary enrollment.
Question: For Every 10 New Freshmen in AISD, How Many Graduate, Enter a Postsecondary Institution, and Complete Postsecondary Education? DPE Publication No. 07.30
Author: Schmitt, Lisa
Date: 2008-06-23
Type: Reports - Descriptive
Subjects: School Districts,High School Graduates,College Enrollment,Academic Persistence,High School Freshmen,Grade 9,Postsecondary Education,College Graduates

AISD data suggest that for every 10 new freshmen in 2002-2003, 8 graduated from high school on time in 2005-2006, 5 enrolled in college in 2006-2007, and 4 were still enrolled in college as of 2007-2008.
Bolstering Student Success Programs in Texas: Lessons from the Field
Author: Cullinan, Dan
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Academic Achievement,Educational Attainment,Higher Education,Salaries,Strategic Planning,Outcomes of Education,Educational Improvement,College Graduates,Grants,Academic Persistence,Minority Group Students,Low Income Students,Partnerships in Education,Educational Trends,Advisory Committees,Student Financial Aid,College Credits,Remedial Instruction,Enrollment Trends,Costs,Barriers,Achievement Gap,Program Descriptions

Increasingly, obtaining a job that pays family-sustaining wages means getting a college degree or other postsecondary credential. However, according to the 2021 U.S. Census, only 31.5 percent of Texans ages 25 and older have a bachelor's degree or higher. The Texas Higher Education Coordinating Board (THECB)--the highest authority in the state regarding public higher education--has therefore set out a strategic plan to increase that percentage. Specifically, the plan calls for 60 percent of Texans ages 25 to 64 to have a postsecondary credential &quot;of value&quot; by 2030. THECB seeks to improve student outcomes by promoting a variety of student success interventions, particularly corequisite models. To meet this goal, THECB is giving grants to colleges across the state to fund student success programs: programs designed to help more students stay in college and earn degrees, particularly students of color, students from lower-income backgrounds, and students who need additional assistance to make satisfactory academic progress (that is, to earn enough credits to keep their federal financial aid). This brief summarizes some of the information THECB and its partners will use in that effort. It describes best practices and programs with proven effectiveness--the information that policymakers and practitioners need to consider in designing and promoting student success programs. The findings are based on MDRC's 20-year history conducting rigorous evaluations in postsecondary education as well as research and evaluations by other researchers. [This brief was funded by a grant from the U.S. Department of Education, Education Stabilization Fund Program Governor's Emergency Education Relief Fund, as part of the THECB Student Success Acceleration Program Implementation Grants.]
International Onshore VET Qualification Completer Outcomes 2022. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Foreign Students,Vocational Education,College Graduates,Foreign Countries,Student Attitudes,Academic Aspiration,Student Motivation,Barriers,Employment,Education Work Relationship,Student Satisfaction,Electronic Learning,Online Courses,COVID-19

&quot;International onshore VET qualification completer outcomes 2022&quot; provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2021. These students were surveyed as an additional component to the 2022 National Student Outcomes Survey. Information is presented on international onshore VET qualification completers' reasons for training and their employment outcomes, their satisfaction with training and further study outcomes. Overall, 13 686 international onshore VET qualification completers responded to the survey.
Understanding Transfer Supports and Initiatives in Developmental Education at Two-Year Institutions. Research Briefs
Author: Hartman, Catherine
Date: 2023-04-00
Type: Reports - Research
Subjects: Access to Education,Remedial Instruction,College Transfer Students,Academic Freedom,Two Year Colleges,Barriers,Academic Achievement,Academic Aspiration,Occupational Aspiration,Correlation,Academic Advising,Course Content,Learning Activities,College Faculty,Two Year College Students,Professional Autonomy,Academic Support Services,Developmental Studies Programs

Each year, millions of students enroll in open-access two-year colleges with the hope of earning skills, training, and most importantly, a degree that will allow them to pursue their goals, including transferring to a four-year institution. Developmental, or remedial, education has been found to present multiple barriers to two-year student success. These courses often prolong students' time toward transfer to four-year institutions by stalling students' progress toward achieving their academic and vocational goals. Using data from interviews with eight transfer professionals across the U.S. and its territories, this study investigated relationships between transfer support services and developmental education courses at two-year schools. More specifically, it sought to understand how transfer planning and advising are embedded within classroom content and how course activities support students' transfer. Findings reveal that transfer is often unconsidered in developmental course planning and that several factors, including resource and staff limitations and academic freedom, impact how, and the extent to which, transfer is included in developmental courses.
Question: How Do 12th Graders on AISD Campuses Use Technology? Publication Number 07.03
Author: Cornetto, Karen M.
Date: 2007-09-17
Type: Reports - Descriptive
Subjects: Grade 12,High School Seniors,Computer Use,Technology Uses in Education,Intellectual Disciplines,Computer Mediated Communication,Assignments,Internet,Access to Computers

This report summarizes results of AISD's 2007 high school exit survey of 12th-grade students' responses about their technology usage both on and off campus.
Development and Validation of a Supplementary Learning Material in Earth Science
Author: Mijares, Benjamin F., III
Date: 2023-00-00
Type: Journal Articles
Subjects: Earth Science,Science Instruction,Educational Quality,Supplementary Reading Materials,Material Development,Grade 6,Multimedia Materials,Instructional Design,Outcomes of Education,Electronic Learning,Grammar,Error Patterns,Content Analysis,Elementary School Students,Foreign Countries,Science Tests,Science Achievement,Competency Based Education,Likert Scales,Instructional Material Evaluation,Specialists,Information Technology,Student Attitudes,Learning Management Systems,Usability,Self Efficacy,Evaluation Criteria

The result of the Division Achievement Test in Science administered to Grade 6 learners, out of six competencies included in MELCS, four competencies were identified as the &quot;Least Learned&quot; as they got a mastery level indicated as &quot;Low Proficient&quot;. Thus, this developmental research aimed to develop and test supplementary learning material in the form of interactive modules. The study was anchored on a Cognitive Theory of Multimedia Learning and the framework for designing instructional solutions to achieve desired learning outcomes. The ADDIE model was used to design and develop the supplementary learning material. The data pertinent to the study were tabulated, analyzed, and interpreted using computing the weighted mean, and each data were provided a descriptive interpretation. Results revealed that learners had developed a positive perception of E-learning. The developed supplementary learning material conforms to the requirements of the Department of Education in terms of Content Quality, Instructional Quality, Technical Quality, and other findings, including conceptual, factual, grammatical, and typographical errors. It was also found to be suitable to serve as an intervention learning material that will help learners achieve the desired learning outcome.