ethanporcaro/eric-fulltext-meta huggingface dataset:
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? Study Brief. REL 2021-090
Author: Lindsay, J.
Date: 2021-06-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,College Readiness,Career Readiness,High School Graduates,Program Effectiveness,Gender Differences,Special Education,Reading Skills,Urban Schools,Suburban Schools,Rural Schools,College Attendance,Enrollment,Two Year Colleges,Employment Level,Wages,Course Selection (Students),Outcomes of Education,Educational Attainment,Student Characteristics,Institutional Characteristics,Public Schools,Racial Differences,Ethnicity,English Language Learners,School Size,Academic Degrees,Educational Certificates

In Indiana and Minnesota the state education agency, state higher education agency, and the state workforce agency have collaborated to develop career and technical education courses intended to improve high school students' college and career readiness. These agencies partnered with the Regional Educational Laboratory Midwest to examine whether high school graduates in each state who completed a large number of career and technical education courses in a single career-oriented program of study (concentrators) had different college and workforce outcomes from graduates who completed fewer (samplers) or no career and technical education courses (nonparticipants). The study found that in the 2012/13-2017/18 graduation cohorts, male graduates were more likely to be concentrators than female graduates, and graduates who received special education services were more likely to be concentrators than those who did not receive services. Graduates who were not proficient in reading in grade 8 also were more likely to become concentrators than those who were proficient. Graduates who attended urban and suburban schools were more likely than students who attended town and rural schools to be nonparticipants. Concentrators were less likely than samplers and nonparticipants with similar characteristics to enroll in college, but the differences reflect mainly enrollment in four-year colleges. Concentrators were more likely to enroll in two-year colleges. Concentrators also were less likely than similar samplers and nonparticipants to complete a bachelor's degree within four to six years. Finally, compared with similar samplers and nonparticipants, concentrators were employed at higher rates in the first five years after high school and had higher earnings. This study brief discusses why the study was completed, what was studied and how, findings, and implications. [For the full report, see ED613044; for the study snapshot, see ED613046; and for the appendixes, see ED613050.]
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? Study Snapshot. REL 2021-090
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Descriptive
Subjects: Vocational Education,High School Students,College Readiness,Career Readiness,High School Graduates,Program Effectiveness,Gender Differences,Special Education,Reading Skills,Urban Schools,Suburban Schools,Rural Schools,College Attendance,Enrollment,Two Year Colleges,Employment Level,Wages,Course Selection (Students),Outcomes of Education,Educational Attainment,Student Characteristics,Institutional Characteristics,Public Schools,Racial Differences,Ethnicity,English Language Learners,School Size,Academic Degrees,Educational Certificates

In Indiana and Minnesota, career and technical education programs are intended to provide pathways to both postsecondary education and careers after high school. Each state's education agency, higher education agency, and workforce agency collaborated to develop career and technical education courses. These agencies partnered with the Regional Educational Laboratory Midwest to examine whether high school graduates in each state who completed a large number of career and technical education courses in a single career-oriented program of study (concentrators) had different college and workforce outcomes from graduates who share many of the same characteristics but completed fewer (samplers) or no career and technical education courses (nonparticipants). The findings from the study, which are presented in this study snapshot, can inform states' efforts to develop career and technical education programs and increase participation among other students. [For the full report, see ED613044; for the study brief, see ED613045; and for the appendixes, see ED613050.]
International Onshore VET Graduate Outcomes 2019. Australian Vocational Education and Training Statistics
Author: National Centre for Vocational Education Research (NCVER) (Australia)
Date: 2020-00-00
Type: Reports - Research
Subjects: Foreign Countries,Vocational Education,Qualifications,Outcomes of Education,Graduates,Foreign Students,Student Educational Objectives,Employment Level,Continuing Education,Student Satisfaction,Barriers,Universities,Private Education,Unemployment,Educational Benefits,Relevance (Education),Occupations,Community Organizations,Skilled Workers,Institutional Characteristics,Geographic Location,Individual Characteristics,Technical Education,Job Skills

This report provides a summary of the outcomes of international students who completed their vocational education and training (VET) qualification in Australia in 2018. These students were surveyed as an additional component to the 2019 National Student Outcomes Survey. Highlights include: Reason for training - 70.0 per cent of international onshore VET graduates undertook training for employment-related reasons, 24.9 per cent for personal reasons and 5.1 per cent for further study reasons; and 88.8 per cent fully or partly achieved their main reason for training, up 0.9 percentage points from 2018; Employment and further study outcomes - 57.6 per cent of international onshore VET graduates improved their employment status after training; and 51.3 per cent were enrolled in further study after training in Australia, up 12.5 percentage points from 2018; Satisfaction with training - 84.4 per cent of international onshore VET graduates were satisfied with the overall quality of the training, similar to 2018; 86.9 per cent would recommend the training, similar to 2018; and 83.2 per cent would recommend their training provider, down 1.6 percentage points from 2018. [For the 2018 report, see ED594824.]
Meeting the Needs of Highly Impacted Student Populations: Supporting Evidence
Author: National Center for Systemic Improvement at WestEd
Date: 2021-05-00
Type: Reports - Descriptive
Subjects: Student Needs,Students with Disabilities,English Language Learners,Low Income Students,Homeless People,Acceleration (Education),Enrichment,School Community Relationship,Family School Relationship,Partnerships in Education,Peer Relationship,Alignment (Education),Capacity Building,Systems Approach,Pupil Personnel Services

In April 2021, as part of a national convening hosted by the US Department of Education, the National Center for Systemic Improvement (NCSI) was asked to identify key considerations for learning acceleration and recovery as part of enrichment efforts this summer (2021) and beyond. Four big concepts were identified by NCSI and then discussed by interested participants. In this resource &quot;Meeting The Needs of Highly Impacted Student Populations: Supporting Evidence&quot; are the four big ideas as well as the research that substantiates their relevance.
Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? Appendixes. REL 2021-090
Author: National Center for Education Evaluation and Regional Assistance (ED)
Date: 2021-06-00
Type: Reports - Research
Subjects: Vocational Education,High School Students,College Readiness,Career Readiness,High School Graduates,Program Effectiveness,Gender Differences,Special Education,Reading Skills,Urban Schools,Suburban Schools,Rural Schools,College Attendance,Enrollment,Two Year Colleges,Employment Level,Wages,Course Selection (Students),Outcomes of Education,Educational Attainment,Student Characteristics,Institutional Characteristics,Public Schools,Racial Differences,Ethnicity,English Language Learners,School Size,Academic Degrees,Educational Certificates

These are the appendixes for the report &quot;Indiana and Minnesota Students Who Focused on Career and Technical Education in High School: Who Are They, and What Are Their College and Employment Outcomes? REL 2021-090.&quot; This study examined the college and employment outcomes of Indiana and Minnesota students who focused on career and technical education in high school. Appendixes in this document include: (1) Typology of career types in Indiana and Minnesota; (2) Methodology; (3) Detailed findings on Indiana high school graduates; (4) Detailed findings on Minnesota high school graduates; and (5) Other analyses. [For the full report, see ED613044; for the study brief, see ED613045; and for the study snapshot, see ED613046.]
Accessing Federal Programs: A Guidebook for Charter School Operators and Developers
Author: National Charter School Resource Center (NCSRC)
Date: 2021-03-10
Type: Guides - Non-Classroom
Subjects: Federal Programs,Charter Schools,Educational Finance,Federal Aid,Grants,Federal Legislation,Elementary Secondary Education,School Safety,Special Education,Vocational Education,Adult Education,Profiles,Public Agencies,Technical Assistance,State Departments of Education

The U.S. Department of Education (ED) funds and administers education programs for a variety of purposes and recognizes and rewards excellence and improvement by students, schools, and communities. As publicly funded schools, charter schools are eligible to apply for federal formula grants as well as discretionary grants administered by various ED program offices. These represent a large and important source of federal support for charter schools. This guidebook provides basic information about accessing the range of federal programs and resources available to charter schools. Its primary purpose is to provide brief and helpful guidance so that charter school operators and developers can identify and access funds available to qualifying public districts and schools. The guidebook is organized into three chapters. Chapter 1 provides a brief overview of ED, the Charter School Programs (CSP), and the federal funding process. Chapter 2 contains a matrix that introduces the 25 selected federal programs, followed by in-depth profiles and contact information for each of these programs. Chapter 3 includes contact information for federally funded technical assistance providers and other resources, as well as for state department of education and state charter support organizations. [For the 2018 version of this guidebook, see ED591967.]
Michigan Narrows Licensure Bands to Improve Early Learning. State Innovations. Vol. 24, No. 3
Author: Hao, Winona
Date: 2019-06-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Teacher Certification,Elementary School Teachers,Developmentally Appropriate Practices,Educational Strategies,State Standards,Teacher Placement,Teacher Shortage

States have often adopted broad bands for teacher certificates that cover grades K-5, K-6, or even K-8, which may offer more flexibility to district and school administrators but at the cost of ensuring adequate preparation for those who will be teaching in early grades. In order to better equip its teachers with developmentally appropriate knowledge and skills when they enter classrooms, Michigan is jettisoning its broad elementary licenses in favor of preK-3 and 3-6 licenses. This issue of &quot;State Innovations&quot; discusses Michigan's new teacher preparation standards; how the new standards are tied to the state's Top 10 in 10 initiative--to put Michigan in the top 10 education systems within 10 years; Michigan's communication strategy to further its early childhood education workforce project and its licensure restructuring process; the role of the state board; teacher preparation and teacher placement as separate issues; and lessons learned and next steps for Michigan.
State Boards Advance Equity Agendas in Challenging Times. State Innovations. Vol. 25, No. 2
Author: Charis, Kimberly
Date: 2020-12-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Equal Education,Partnerships in Education,Educational Change,Educational Innovation,State Policy,COVID-19,Pandemics

As citizen boards who must be nonpartisan to be effective, state boards of education are uniquely placed to help eliminate the political divides that impede decisive action to end inequities in learning. Three state boards of education and education agency staff--in Nebraska, New York, and North Carolina--committed to joining a National Association of State Boards of Education (NASBE)-led network, the Leading for Equity and Excellence Program (LEEP) State Policy Network. By partnering with local officials, setting clear equity goals, convening multiple stakeholders, and posing meaningful questions at the board table, these state boards are pressing to change their state systems. This issue of &quot;State Innovations&quot; discusses how these three states each put together a LEEP team in 2020 to design work plans with clear equity goals; the impact of the COVID-19 pandemic on the focus of LEEP state networks; and how state boards are taking actions to address the racial inequities in the public education system.
Arab Preference for Foreign Words over Arabic Equivalents
Author: Al-Jarf, Reima
Date: 2016-00-00
Type: Journal Articles
Subjects: Arabs,Preferences,Semitic Languages,Linguistic Borrowing,Translation,English (Second Language),French,Language Attitudes,Social Media,Television,Internet,Language Usage,Computational Linguistics,Language Tests,Sociolinguistics,Student Attitudes,Accuracy,Global Approach,Social Influences,Pragmatics,Psycholinguistics,Foreign Countries,Graduate Students,Masters Programs,Code Switching (Language)

In the first half of the 20th century, Arab countries were mainly colonized by Britain and France. English and French became dominant in education and business. As most Arab countries gained independence in the 1950-1960's, the cultural and linguistic influence of those colonizers continued. Therefore, use of Arabic as a national language was called for. Arabization became a widespread endeavor. Despite that, English became a dominant second/foreign language in some Arab countries, French in others, especially in the past decade or so with the advent of satellite T.V., Internet, social media and advancements in technology. A new linguistic phenomenon has appeared. Many Arabs, T.V. anchors and social media users prefer to use English or French words although Arabic equivalents exist. For example, students use &quot;class, project, cancel, mobile&quot;; Facebook and Twitter users use &quot;share, comment, like, profile, message, tweet, hashtag&quot;; and T.V. anchors use &quot;break, agenda, politic, media&quot; and others. A corpus of commonly used English/French words was collected. A sample of language and translation students and faculty was tested and surveyed to find out whether they were familiar with the Arabic equivalents to foreign words commonly used, reasons for preferring to use foreign words, although Arabic equivalents exist, and the effects of this phenomenon on Arabic and education. Results showed that instructors identified 56% of the Arabic equivalents to foreign words on the test, whereas students identified 52%. Students gave more accurate Arabic equivalents. The participants gave historical, sociolinguistic, technological and globalization factors that affect the preference of foreign words to Arabic equivalents, in addition to brevity, poor knowledge of Arabic equivalents, especially new coinages. They think it is more prestigious to use foreign words, &quot;everybody is doing it&quot; and &quot;it's a habit&quot;. Foreign words attract customers' attention more than native words, and more customers can be reached worldwide.
State Boards Seek Increased Educator Diversity. State Innovations. Vol. 26, No. 1
Author: Exley, Woody
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: State Boards of Education,Equal Education,Educational Strategies,Strategic Planning,Diversity (Faculty),Minority Group Teachers,Teacher Recruitment,Teacher Education,Teacher Selection

Over half of U.S. public school students are children and teens of color, yet only about 8 percent of their teachers and administrators are people of color. Convinced that teacher and leader diversity is an essential component of an equitable education for all students, state boards of education have adopted a variety of strategies to attract, train, and hire diverse staff. This issue of &quot;State Innovations&quot; highlights strategic plans in Connecticut, Massachusetts, North Carolina, and Kentucky.
Impact of the iPad on Saudi Young Children in the Home Environment as Perceived by Their Mothers
Author: Al-Jarf, Reima
Date: 2021-02-00
Type: Journal Articles
Subjects: Foreign Countries,Handheld Devices,Telecommunications,Young Children,Mothers,Parent Attitudes,Computer Use,Family Environment,Barriers,Child Health,Life Style,Physical Activity Level,Interpersonal Relationship,Time,Parent Role,Parenting Styles,Child Behavior

The study investigated the effect of using the iPad at home by Saudi young children. Results showed that half of the children in the sample have their own iPad. 50% spend 1-2 hours a day using the iPad; 30% use it on holidays. 74% believe that nowadays use of the iPad has become a necessity. They like to introduce their children to latest technologies. The children can learn quickly and easily. The iPad also keeps the child calm and occupied while the mother is busy, having visitors, or running errands. However, the mothers reported that using the iPad by young children has several negative effects such as: distraction, social isolation; addiction to the iPad; losing their temper when the iPad is taken from them or when it is out of battery. The iPad's glare and staring at the iPad for a long time might affect children's eyesight. The children do not feel like moving or playing, socializing, or communicating with others while using the iPad. The mothers did not agree on the optimal age for using the iPad. The majority recommended setting a time limit for using the iPad under the parents' supervision. Results and recommendations are reported in detail.
How Can a State Education Agency Implement Teacher Coaching to Improve the Outcomes of Students with Disabilities?
Author: Pierce, Jennifer
Date: 2021-04-00
Type: Reports - Descriptive
Subjects: State Departments of Education,Coaching (Performance),Outcomes of Education,Educational Improvement,Students with Disabilities,Educational Policy,State Policy

This state spotlight focuses on Texas's implementation effort to improve teacher practice and student outcomes, by embedding and sustaining an effective coaching framework across the state. Of critical importance for Texas Education Agency (TEA) was to take a strategic approach to implementing aligned coaching across several schools, districts, and regions, which can be extremely challenging. Some of the challenges include: ensuring that the coaching is based on the most effective and research-based practices; providing coaches with ongoing, high-quality professional development; and systematically collecting data and using that data for continuous improvement. This spotlight highlights the strategies they have employed and their impact on implementing a coaching framework to build teacher capacity and achieve improved student outcomes. [This resource was developed in collaboration with Deanna Clemens and Steven Prater.]
Dana Center Mathematics Pathways. Intervention Report. Developmental Education. WWC 2021-014
Author: What Works Clearinghouse (ED)
Date: 2021-06-00
Type: Reports - Evaluative
Subjects: Developmental Studies Programs,Intervention,Mathematics Instruction,College Mathematics,Program Effectiveness,College Readiness,Two Year College Students,Community Colleges,Asian American Students,Hispanic American Students,African American Students,White Students,Urban Schools,Suburban Schools,Rural Schools,College Credits,Acceleration (Education),Evidence Based Practice,Academic Support Services,Alignment (Education),Academic Advising,Costs,Racial Differences,Ethnicity,Gender Differences,At Risk Students

Colleges attempt to identify students who are underprepared for college-level courses and then place them into developmental courses intended to help them succeed. These courses are usually offered on a non-credit basis and do not count toward graduation. As a result, students enrolled in developmental education can take longer to graduate than peers who enroll in credit-bearing college courses from the outset. Several interventions have been designed to accelerate students' transition from developmental to credit-bearing college courses, including the &quot;Charles A. Dana Center Mathematics Pathways,&quot; hereafter referred to as &quot;Dana Center Mathematics Pathways&quot; or &quot;DCMP.&quot; &quot;DCMP&quot; offers multiple math pathways aligned to programs of study, accelerated enrollment in credit-bearing college math courses, integrated student supports, and math instruction that incorporates evidence-based curricula and pedagogy. This What Works Clearinghouse (WWC) report, part of the WWC's Developmental Education topic area, explores the effects of &quot;DCMP&quot; on student progression in developmental education and progression in college. The WWC identified seven studies of DCMP. Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of &quot;DCMP&quot; on community college students--including Asian, Black, White, and Hispanic students--in urban, suburban, and rural settings. [For the Intervention Brief, see ED613060. For the Intervention Snapshot, see ED613061.]