ethanporcaro/eric-fulltext-meta huggingface dataset:
Building Supports for Successful Transitions into the Workforce: Community Conversations with Business Leaders &amp; Parents. Report
Author: Committee for Economic Development of The Conference Board (CED)
Date: 2018-03-00
Type: Reports - Research
Subjects: High School Graduates,School Business Relationship,Occupational Aspiration,Career Readiness,Parents,Business,Administrators,Job Skills,Group Discussion,Access to Information,Parent Attitudes

In 2017, the Committee for Economic Development (CED) embarked upon a &quot;listening tour&quot; of business leaders and parents to discuss firsthand information about workplace demands and aspirations for high school graduates. With generous funding from the Carnegie Corporation of New York, the listening tour made stops in five communities over the course of a year: Oakland, California; Westfield, Massachusetts; Tupelo, Mississippi; Marysville, Ohio; and Norfolk, Virginia. In each community, 90-minute facilitated discussions were conducted to identify strategies for increasing the effectiveness of business engagement, and to identify the information and supports parents need to ensure student success in the workplace--and to leave each community with a potential path for continued dialogue. There were striking similarities across all five communities from coast to coast when examining the goals and aspirations for students shared by parents and business leaders. Strategies often aligned, as well. Yet, each group brought a distinct perspective that reflected the culture and values of the community, as well as the economic landscape. In examining the ideas shared by participants, the underlying theme is unmistakable: There is a significant gap between what parents and employers want, and what high schools are delivering. This report provides a brief overview of the importance of career readiness, describes the methodology of the listening tour, highlights the findings from each of the five communities, and concludes with recommendations for how communities nationwide can advance career readiness efforts. [For the executive summary, see ED586516.]
{ENTER}ing the Time Series {SPACE}: Uncovering the Writing Process through Keystroke Analyses
Author: Allen, Laura K.
Date: 2016-00-00
Type: Speeches/Meeting Papers
Subjects: Essays,Writing Processes,Writing (Composition),Writing Instruction,Undergraduate Students,Writing Skills,Intelligent Tutoring Systems,Natural Language Processing,Feedback (Response)

This study investigates how and whether information about students' writing can be recovered from basic behavioral data extracted during their sessions in an intelligent tutoring system for writing. We calculate basic and time-sensitive keystroke indices based on log files of keys pressed during students' writing sessions. A corpus of prompt-based essays was collected from 126 undergraduates along with keystrokes logged during the session. Holistic scores and linguistic properties of these essays were then automatically calculated using natural language processing tools. Results indicated that keystroke indices accounted for 76% of the variance in essay quality and up to 38% of the variance in the linguistic characteristics. Overall, these results suggest that keystroke analyses can help to recover crucial information about writing, which may ultimately help to improve student models in computer-based learning environments. [This paper was published in: &quot;Proceedings of the 9th International Conference on Educational Data Mining,&quot; p22-29.]
More than Just a Job Search: Relevant, Intentional, and Accessible Career Services for Today&apos;s Student (and Returning Adults)
Author: Hudson, Sean
Date: 2018-07-00
Type: Reports - Descriptive
Subjects: College Students,Adult Students,Career Counseling,Colleges,Universities,Job Search Methods,Career Exploration,Career Centers,Career Readiness

Colleges and universities are recognizing the need to reimagine their approach to career services support. The old career services model is a reactive one, with career centers that students can seek out if they want to and with services typically including assistance with job searches, resume review, and interview preparation. Today, students face a challenging labor market: new occupations are appearing that did not exist five years ago, other job categories are disappearing, and college graduates require strategies to communicate their skills and competencies to prospective employers. In addition, relevant, intentional, and accessible career services and programs are important for assisting students with career exploration and preparing them for their postgraduation employment. This report explores how colleges and universities are redesigning services to help students with career exploration and preparation. The approaches they are using fall within six overarching themes: (1) Creating a career services culture to support early, proactive, and continuous student engagement in career exploration and preparation; (2) Incorporating data-driven career exploration; (3) Building career activities into the curriculum; (4) Leveraging strong employer partnerships; (5) Focusing on building &quot;soft,&quot; transferable skills and career search skills; and (6) Enhancing technology-driven career services tools. These emerging practices benefit the adult learner by removing barriers to engagement with and access to ongoing career services and support and by taking into account their unique needs and previous work experience. As the labor market continues to evolve, it will become even more important for institutions to invest in new approaches to career services that facilitate the transition from learning to work.
Recruiting Trends, 2017-2018. 47th Edition. Brief 3: Starting Salaries
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2017-00-00
Type: Reports - Research
Subjects: Recruitment,Trend Analysis,Salaries,Majors (Students),Employment Patterns,Employment,Internship Programs,Employers,Organization Size (Groups),Occupational Clusters,Occupational Surveys,Employees,Associate Degrees,Bachelors Degrees,Masters Degrees,Doctoral Degrees,Talent,Cooperatives

The Collegiate Employment Research Institute (CERI) generated this report from employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Approximately 4,350 employers provided information useful for understanding recruiting trends and practices. CERI uses information provided by those recruiting talent for full-time positions, internships, and co-ops to provide these research briefs. If the college labor market remained highly competitive, it was anticipated that more than 50 percent of employers would increase salary offers, and some solid growth in salary levels would be seen. This did not happen. While no employer reported they would decrease their starting salary offers, only 39 percent (a decline of 9 percentage points from last year) indicated they would increase salaries an average of 4.1 percent. Sixty-one percent stated that starting offers would remain at the same level as last year. As a result, average starting salary offers did not vary markedly from last year for majors with high numbers of employers reporting offers. Before the recession 33 percent of employers offered performance bonuses at the end of the first year of employment and 17 percent offered signing bonuses. Since the recession these figures remain at historically low levels. However, this year the number of employers offering signing bonuses nearly doubled to 13 percent (7 percent used this device in the past two years). The number of organizations offering performance bonuses also jumped 9 percentage points to 21 percent. Both these strategies may reflect a trade off from offering higher starting salaries (a permanent cost) to a one-time payment. The average starting salaries reflect base salary only and do not include bonuses, commissions, housing and moving allowances, stipends, or other incentives. Some observations include: (1) The smallest organizations offer the lowest salary; (2) Organizations with 50 to 25,000 employees offer very similar starting salaries in most cases; (3) Only the very largest organizations offer starting salary offers noticeably higher than all other organizations; and (4) Among the major industrial sectors reporting in this survey, manufacturing offers slightly higher starting salaries than service sectors. Service sectors, finance and insurance services, and professional, business, and scientific services, for example, offer comparable starting salaries.
Adaptation with Integrity: Origin and Evolution of Accelerating Statway® to a Single Term. Carnegie Math Pathways Research Brief
Author: Huang, Melrose
Date: 2018-01-00
Type: Reports - Research
Subjects: Developmental Studies Programs,Remedial Mathematics,College Mathematics,Statistics,College Students,Sequential Approach,Acceleration (Education),Program Implementation,Barriers,Program Design,Integrity,Outcomes of Education,Student Attrition,Alignment (Education),Educational Strategies

Since 2011, Statway®, an alternative pathway to completing college-level developmental mathematics, has evolved from a two-semester sequence into a single-semester course. As of the 2016-2017 academic year, five institutions have offered an accelerated one-term version of Statway. This paper describes why these colleges chose to implement accelerated Statway, the barriers to success they faced, and the benefits for implementing colleges. Accelerated Statway offers a rich illustration of how colleges have addressed their local needs by making adaptations to the successful program while maintaining the design integrity of the program as it was originally conceived.
2016-2017 Impact Report: Six Years of Results from the Carnegie Math Pathways™. Carnegie Math Pathways Technical Report
Author: Huang, Melrose
Date: 2018-01-00
Type: Reports - Descriptive
Subjects: Remedial Mathematics,Community Colleges,Two Year College Students,College Mathematics,Mathematics Achievement,Program Improvement,Colleges,Enrollment,Outcomes of Education

Traditional developmental mathematics sequences are a major impediment for community college students who need to acquire college-level mathematics credit in order to attain their long-term academic goals. Each year, approximately 500,000 students fail to complete their developmental mathematics coursework, jeopardizing their ability to earn an associate degree or technical certification, and/or transfer to a four-year institution for further education. In response to this national crisis, the Carnegie Foundation for the Advancement of Teaching founded the Carnegie Math Pathways. The Pathways include Statway® and Quantway®, two alternative courses that accelerate students' progress to and through college-level mathematics. Since launching in 2011, the Pathways have served over 27,000 students and consistently demonstrated significantly higher success rates than the traditional course sequence. In 2016-2017, Pathways success rates increased further, even as the program served nearly five times as many students as in its first year. This report provides descriptive statistics for 2016-2017 student outcomes as well as insights into potential areas for improvement, based on data from the Pathways' sixth year of implementation.
Graduate Schools with the Lowest Rates of Student Loan Repayment
Author: Delisle, Jason D.
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Graduate Study,Graduate Students,Student Financial Aid,Loan Repayment,Incidence,Black Colleges,Private Colleges,Public Colleges,Cohort Analysis,Federal Aid

This report is one of the first to examine federal student loan repayments for graduate institutions. While the data are not without limitations and this report is based only on two lists of 20 institutions each, the data reveal some important findings. Historically Black Colleges and Universities (HBCUs) have some of the weakest rates of loan repayment. They dominate the list of 20 institutions with highest negative amortization rates, and their repayment rates overall are lower than those in the for-profit sector. For-profit institutions number among the schools with moderately weak repayment rates and large aggregate outstanding balances. Many private nonprofit institutions also appear in the two rankings. These findings suggest that institution type does not guarantee that graduate students pay down their student loans in a timely manner, which is itself a proxy for quality and value. The differences illustrated in this report between the student-based negative amortization rate and the dollar-based measures of loan repayment show that using repayment progress as a quality-assurance metric is not straightforward. Per-student measures of repayment can differ markedly from those that gauge the total dollars repaid over a period of time in a cohort. Policymakers should assess which is better for the particular goal they are trying to achieve.
Distributional Analysis in Educational Evaluation: A Case Study from the New York City Voucher Program
Author: Bitler, Marianne P.
Date: 2015-00-00
Type: Reports - Research
Subjects: School Choice,Educational Vouchers,Scholarships,Academic Achievement,Intervention,Urban Schools,Program Effectiveness,Elementary School Students,Low Income Students

We use quantile treatment effects estimation to examine the consequences of the random-assignment New York City School Choice Scholarship Program (NYCSCSP) across the distribution of student achievement. Our analyses suggest that the program had negligible and statistically insignificant effects across the skill distribution. In addition to contributing to the literature on school choice, the paper illustrates several ways in which distributional effects estimation can enrich educational research: First, we demonstrate that moving beyond a focus on mean effects estimation makes it possible to generate and test new hypotheses about the heterogeneity of educational treatment effects that speak to the justification for many interventions. Second, we demonstrate that distributional effects can uncover issues even with well-studied datasets by forcing analysts to view their data in new ways. Finally, such estimates highlight where in the overall national achievement distribution test scores of children exposed to particular interventions lie; this is important for exploring the external validity of the intervention's effects. [This paper was published in the &quot;Journal of Research on Educational Effectiveness&quot; v8 n3 p419-450 2015 (EJ1068582).]
Increasing Diversity in University Advancement: Lessons from Leading Development Programs
Author: Council for Advancement and Support of Education
Date: 2018-00-00
Type: Reports - Evaluative
Subjects: Diversity (Institutional),Developmental Programs,Educational Development,Universities,Needs Assessment,Administrator Attitudes,Racial Bias,Minority Groups,Barriers,Career Development,Faculty Promotion,Human Resources,Resource Allocation,Personnel Selection,Organizational Culture,Organizational Change,Social Networks,Recruitment

Increasing diversity among development staff is a persistent challenge for college and university advancement leaders. In 2015, Council for Advancement and Support of Education (CASE) surveyed chief advancement officers of 35 U.S. development programs about efforts to achieve greater staff diversity. In 2016, CASE conducted follow-up interviews with 35 staff leaders of eight institutions identified as having valuable perspectives on increasing staff diversity, defining diversity as including race, ethnicity, sexual orientation/gender identification, disability, veteran status, and other dimensions. Leaders strongly affirmed the need for staff diversity as a moral imperative, as a reflection of increasingly diverse student and alumni populations, and in the belief that a diverse staff is stronger and more innovative. They did not believe that frontline fundraisers always had to be matched, demographically, with prospective donors. Diverse development staff expressed concern about the existence of a rigid &quot;color ceiling&quot; at the director level and above and a desire to see more diversity among senior leadership in development. They identified informal career networks made up of non-minority professionals as an ongoing obstacle for diverse professionals seeking promotion to the leadership level. Results identified a range of programmatic initiatives and human resources practices that may help advancement leaders increase staff diversity but noted that achieving staff diversity requires a significant allocation of resources and changes in hiring and retention practices as well as changes in institutional culture.
Recruiting Trends, 2016-2017. 46th Edition. Brief 7: Benchmarking Recruiting Success
Author: Michigan State University, Collegiate Employment Research Institute
Date: 2017-00-00
Type: Reports - Research
Subjects: Recruitment,College Students,Career Centers,Employers,Personnel Selection,Internship Programs,College Graduates,Salaries,Institutional Characteristics,Business,Industry,Employees,Persistence,Benchmarking

The Collegiate Employment Research Institute (CERI) generated this report from employers currently seeking college talent through their interactions with college and university career services offices. Nearly 200 career service centers from around the country invited their employers to participate in this study. Approximately 4,350 employers provided information useful for understanding recruiting trends and practices. CERI uses information provided by those recruiting talent for full-time positions, internships, and co-ops to provide these research briefs. A few years ago, a group of college-relations managers approached CERI for help in obtaining benchmarks to assess their college recruiting programs. Several measures were agreed upon and were tested during the subsequent &quot;Recruiting Trends&quot; surveys. Based on the survey results, the benchmarks were revised and feedback was requested from a wider pool of respondents, including recruiting managers. For recruiting full-time positions between July 2015 and June 2016, respondents reported the following averages for key benchmarks: (1) Thirty-nine percent of professional hires were the direct result of college recruiting; (2) Thirty-three percent of new college hires were former interns or co-ops; (3) Sixty-five percent of full-time offers were accepted; (4) Seventy-one percent of internship and co-op offers were accepted; (5) Forty-four percent of interns and co-ops with bachelor's degrees were converted to full-time employment; (6) Fifty-one percent of starting salary offers were comparable to other organizations within an industry sector; and (7) Five percent of full-time offers accepted were later reneged.
Distribution of Federal Support for Students Pursuing Higher Education in 2016
Author: Mok, Shannon
Date: 2018-06-00
Type: Reports - Evaluative
Subjects: Federal Aid,Student Financial Aid,Federal Programs,Grants,Tax Credits,Family Income,Paying for College,Resource Allocation,Higher Education,Postsecondary Education,Federal Legislation,Student Loan Programs,Veterans,Budgets

In 2016, the federal government provided students pursuing higher education with about $91 billion in direct financial support through a wide variety of spending programs and income and payroll tax preferences, the Congressional Budget Office estimates. The largest programs and preferences give financial assistance to students to offset the cost of school, either through grants or tax credits. Other spending programs and tax preferences reduce borrowing costs for students and their families. Still other tax provisions seek to help families save for postsecondary education by providing tax-favored investment accounts. This report examines the distribution of that assistance among households, by income group.
Earning to Learn: How America&apos;s Work Colleges Are Bridging Equity Gaps and Connecting Education to Employment
Author: Pickford, Jocelyn
Date: 2018-03-00
Type: Reports - Descriptive
Subjects: Education Work Relationship,Liberal Arts,Work Study Programs,Models,College Students,Equal Education,Employment Potential

Traditional liberal arts colleges employ a variety of initiatives to connect students to work opportunities--internship programs, co-ops, and work study, to name a few. These initiatives often provide students with some additional income or expose them to a potential career, but they do not necessarily go so far as to fully integrate employment into the academic undergraduate experience. This is where work colleges differ: They combine a foundational liberal arts education with real work experience (not to mention the typically low cost to students). Work colleges are part of the federal work study (FWS) program overseen by the US Department of Education. At each college, employment is part of each student's course of study. Students work an average of 8-20 hours a week in a variety of jobs and perform community service as part of an aligned curriculum. They earn tuition credits through their work, graduating with significantly less debt than students at traditional institutions or with no debt at all. From 2008 to 2013, 20 percent fewer work college graduates used student loans than traditional private nonprofit college graduates. While rigorous third-party evaluations are lacking, work college alumni believe their institutions better prepared them for the workforce than other traditional private or public four-year institutions would have. In the most recent survey, 68 percent of work college graduates reported that their undergraduate experiences prepared them better for work than their peers, compared to 55 percent of private and 47 percent of public college graduates. Work college leaders report that their students are in incredibly high demand by employers even before they complete their education. What is common across these schools is the sense of work, service, culture, and community that each exudes--an ethos associated with the post graduation employment successes that often surpass their traditional counterparts. While traditional liberal arts institutions may not wish to adopt the full work college model, several lessons from these schools can help instruct other colleges looking for better ways to align education with work.