ethanporcaro/eric-fulltext-meta huggingface dataset:
What Works: Ten Education, Training, and Work-Based Pathway Changes That Lead to Good Jobs. Findings by Race, Gender, and Class from the Georgetown University Pathways-to-Career Policy Simulation Model
Author: Carnevale, Anthony P.
Date: 2023-00-00
Type: Reports - Research
Subjects: Career Pathways,Models,Simulation,Policy,Salaries,Adolescents,Young Adults,Labor Market,Change,Employment,Race,Ethnicity,Social Class,Employment Level,Quality of Working Life,Change Strategies,Sex Fairness

As young people progress with their education and their early careers, they find themselves pushed forward or held back at critical junctures without full regard for their individual capabilities. Their paths are too often defined less by their talents and more by characteristics such as their race/ethnicity, gender, and socioeconomic or class status. By default, too many young people encounter barriers based on these characteristics, narrowing the scope of their educational and career options. The Georgetown University Center on Education and the Workforce (CEW) built the Pathways-to-Career policy simulation model, which uses longitudinal data to identify promising actions for increasing the likelihood of working in a good job--as defined as providing minimum annual earnings of about $38,000 per year, with a median of $57,000 at age 30. The Pathways-to-Career model establishes an actionable, solution-oriented framework for improving the economic lives of young adults by simulating the potential impacts of different pathway changes at critical junctures along the route from adolescence to early adulthood. The model relies on data from the US Bureau of Labor Statistics' National Longitudinal Survey of Youth 1997 (NLSY97)--an ongoing study that tracks a nationally representative sample of individuals born in the early 1980s from ages 12-16 to adulthood. The data set allows researchers to estimate the expected labor-market effects of different pathway changes for young people overall and separately by race/ethnicity, gender, and class. It also allows them to layer these pathway changes and examine the gains associated with comprehensive policy efforts to expand access to good jobs. Using the Pathways-to-Career model, they examined 38 pathway changes involving hypothetical adjustments to individuals' education, sectoral training, and work-based experiences at different life stages, from adolescence to their mid-20s. They then narrowed down these 38 pathway changes to the 10 that could most improve the likelihood of having a good job at age 30. The report outlines how the expected impacts of each of these 10 pathway changes differ by race/ethnicity, gender, and class, as well as how these 10 pathway changes could influence opportunity gaps in good jobs at age 30. It also considers the enhanced impact of strategically combining pathway changes for maximum effect. [For the executive summary, see ED628029.]
Possible Ways of Increasing College Access among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging. Appendix. NCEE 2023-003a
Author: Miller, Cynthia
Date: 2023-05-00
Type: Reports - Research
Subjects: Access to Education,Higher Education,Adult Education,Adult Students,Low Income Students,First Generation College Students,Program Effectiveness,Student Financial Aid,College Enrollment,Telecommunications,Handheld Devices,Information Dissemination,Barriers,Access to Information,Student Needs,Child Care,Transportation,Enrollment Rate,Two Year Colleges,Transitional Programs,Financial Aid Applicants,Student Characteristics,Racial Differences,Ethnicity,Age Differences,Gender Differences,Student Employment,Federal Aid

This appendix is a supplement to the report &quot;Possible Ways of Increasing College Access Among Adults from Underserved Backgrounds: A Study of College Transition Text-Based Messaging.&quot; It provides additional information about the study of Text Ed--the messaging strategy evaluated for its ability to increase college enrollment and Free Application for Federal Student Aid completion rates among clients of Education Opportunity Centers. This includes details about the Text Ed messages, how the study was designed and conducted, detailed impact and implementation analyses, and exploratory analyses to further elucidate the findings and suggest avenues for future study. The content of the appendix is referenced as applicable within the main report. This document presents the following four appendixes that accompany the study: (1) Additional Details on Text Ed; (2) Additional Information About How the Study was Designed and Implemented; (3) Supplemental Tables for the Impact Analysis; and (4) Detailed Implementation Analysis. [For the full Evaluation Report, see ED628025. For the Study Highlights, see ED628026.]
What Works: Ten Education, Training, and Work-Based Pathway Changes That Lead to Good Jobs. Findings by Race, Gender, and Class from the Georgetown University Pathways-to-Career Policy Simulation Model. Executive Summary
Author: Carnevale, Anthony P.
Date: 2023-00-00
Type: Reports - Descriptive
Subjects: Career Pathways,Models,Simulation,Policy,Salaries,Adolescents,Young Adults,Labor Market,Change,Employment,Race,Ethnicity,Social Class,Employment Level,Quality of Working Life,Change Strategies,Sex Fairness

This is the executive summary of the report, &quot;What Works: Ten Education, Training, and Work-Based Pathway Changes That Lead to Good Jobs. Findings by Race, Gender, and Class from the Georgetown University Pathways-to-Career Policy Simulation Model.&quot; To identify the pathway changes with the greatest potential, the Georgetown University Center on Education and the Workforce (CEW) developed the Pathways-to-Career policy simulation model. The model uses longitudinal data to identify promising junctures at which a strategic intervention could increase the likelihood of working in a good job--one define as providing minimum annual earnings of about $38,000 per year, with a median of $57,000, at age 30. The Pathways-to-Career model establishes an actionable, solution-oriented framework for improving the economic lives of young adults by simulating the potential impacts of different pathway changes at critical junctures along the route from adolescence to early adulthood. Using the model, the researchers identified 10 pathway changes involving education, training, and work experience that could most improve the likelihood of having a good job at age 30. [For the full report, see ED628027.]
Positive Behavior Support Implementation Summary for August-December 2008. Publication Number 08.21
Author: Basu, Semonti
Date: 2009-02-00
Type: Reports - Descriptive
Subjects: Positive Behavior Supports,School Districts,Data Use,Teamwork,Training,Referral,Information Dissemination,Resources,Scheduling,Program Implementation,Elementary Schools,Middle Schools,High Schools,Student Behavior

Positive Behavior Support (PBS) is a framework by which all educational decisions are made in order to produce a safe, civil, and productive learning environment. The goal of PBS is to improve school climate through a range of systemic and individualized strategies that are offered to students and teachers, based on their demonstrated level of need. PBS is currently implemented in 62 Austin Independent School District (AISD) campuses. This report provides a snapshot of PBS implementation across schools for the reporting quarter of August through December 2008.
Staff Climate Survey Results: Summary for 2006-2007 through 2008-2009. Publication Number 08.30
Author: Imes, Amy
Date: 2009-03-00
Type: Reports - Research
Subjects: School Districts,Educational Environment,Work Environment,Collegiality,Leadership Styles,Teacher Behavior,School Safety,Positive Behavior Supports,School Personnel,School Community Relationship,Academic Achievement,Administrator Behavior,Principals,Expectation,Elementary Secondary Education,Student Behavior

This district report summarizes results from the 2006-2007 through 2008-2009 Austin Independent School District (AISD) staff climate surveys.
2008-2009 Parent Survey Results. Publication Number 08.38
Author: Schmitt, Lisa N. T.
Date: 2009-06-00
Type: Reports - Research
Subjects: School Districts,Parent Attitudes,Parent School Relationship,Educational Environment,Elementary Schools,Middle Schools,High Schools,Racial Differences,Ethnicity,Access to Information,Activities,Correlation,School Personnel,Interpersonal Communication,Planning,Educational Quality,Expectation,Academic Achievement

This report summarizes results of Austin Independent School District's (AISD's) 2008-2009 parent survey.
Strategic Compensation Interim Report 2: Teacher Focus Group Summary, Spring 2008. Publication Number 07.32
Author: Schmitt, Lisa
Date: 2008-03-00
Type: Reports - Descriptive
Subjects: School Districts,Compensation (Remuneration),Student Educational Objectives,Teacher Recruitment,Teacher Persistence,Recognition (Achievement),Teacher Selection,Beginning Teachers,Mentors,Academic Achievement,Achievement Gains,Program Implementation,Program Evaluation

This report contains results from focus groups conducted with teachers in the first year of the AISD REACH strategic compensation program pilot. [For Report 1, see ED627936.]
Future of Assessments: Centering Equity and the Lived Experiences of Students, Families, and Educators
Author: Munyan-Penney, Nicholas
Date: 2023-04-00
Type: Reports - Research
Subjects: Measurement,Statewide Planning,Students,Teachers,School Districts,State Officials,Leaders,Family Involvement,Test Construction,Equal Education,Outcomes of Education,Data Use,Minority Group Students,Low Income Students,English Language Learners,Federal Programs,Educational Policy,Experience,Principals,Administrators,Educational Improvement

Addressing inequities in the educational outcomes--particularly for students of color and students from low-income backgrounds--cannot happen without comparable data from statewide summative assessments. Statewide assessment results help schools and district leaders target state and local resources to the students and schools with the greatest need and track whether these resources are impacting student achievement. Despite this, many educators, students, and families say that federal assessment and accountability policies take away from instructional time without providing actionable data. Meanwhile, pandemic pauses in administering statewide assessments and changes in political dynamics at the state and federal levels have opened a window of opportunity to develop new statewide summative assessments that gauge how students are doing, highlight disparities, and show where interventions aren't measuring up to their promise and might be improved. This paper centers the lived experiences and perspectives of students, families, educators, and district and state leaders, so that they can be used to design assessments that provide data that will enable the Ed Trust to promote equitable learning opportunities and improve outcomes for all students. To better understand how directly impacted communities are experiencing statewide assessments, Ed Trust held focus groups with diverse stakeholders who are on the ground, focusing on students of color, students from low-income backgrounds, English learners, and those who work in a school or district in which the majority of students are members of these student groups. The focus group findings informed the creation of &quot;equity pillars,&quot; which highlight key values and identify criteria for improving federal assessment policy, and federal policy recommendations for how this vision could be achieved.
How School Discipline Impacts Students&apos; Social, Emotional, and Academic Development (SEAD)
Author: Wriston, Blair
Date: 2023-04-00
Type: Reports - Descriptive
Subjects: Discipline,Discipline Policy,Elementary Secondary Education,Preschool Education,Kindergarten,Government Role,Evaluation,Justice,Social Development,Emotional Development,Student Development,Restorative Practices,Evidence Based Practice,Equal Education,Race

School discipline policies are broadly intended to foster a high-quality learning environment by maintaining safety in the classroom; however, far too often, schools adopt measures that harm a student's social, emotional, academic, and in some cases, physical health and well-being. To create physically safe and emotionally supportive environments for all students, schools must adopt evidence-based approaches such as restorative justice that can be used to build and repair relationships while also holding students accountable for their actions. When positive discipline policies and practices use a race-equity lens and are fairly implemented, these efforts can not only create safe and inclusive learning environments, but also support students' holistic development.
How Does Louisiana Support Students&apos; Social, Emotional, and Academic Development (SEAD)?
Author: Education Trust
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Elementary Secondary Education,Kindergarten,Social Development,Emotional Development,Academic Achievement,Minority Group Students,Low Income Students,Disproportionate Representation,Educational Policy,School Safety,Equal Education,Program Implementation,Discipline Policy,Faculty Development,Educational Practices,Students,Children,Diversity (Faculty),Culturally Relevant Education,Learner Engagement,Family Involvement,Community Involvement,Integrated Services

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. There are six key policy issues that state leaders can implement to create equitable and safe learning environments that promote positive SEAD for all students. This brief highlights how Louisiana is supporting students' SEAD and areas for growth across six policy issues, as well as questions to ask district leaders about local implementation.
How Does Texas Support Students&apos; Social, Emotional, and Academic Development (SEAD)?
Author: Education Trust
Date: 2023-03-00
Type: Reports - Evaluative
Subjects: Social Development,Emotional Development,Student Development,Academic Achievement,Students,Minority Group Students,Low Income Students,Disproportionate Representation,Educational Policy,Equal Education,School Safety,Program Implementation,Outcomes of Education,Holistic Approach,Discipline,Faculty Development,Diversity (Faculty),Culturally Relevant Education,Learner Engagement,Family Involvement,Community Involvement,Multi Tiered Systems of Support

Social, emotional, and academic development (SEAD) is a holistic approach to supporting students' development and learning that is integral to ensuring positive outcomes in school and beyond. Schools must ensure students experience healthy development and rigorous learning. Unfortunately, students of color, students from low-income backgrounds, and other underserved students often do not have positive learning experiences. There are six key policy issues that state leaders can implement to create equitable and safe learning environments that promote positive SEAD for all students. This brief highlights how Texas is supporting students' SEAD and areas for growth across six policy issues, as well as questions to ask district leaders about local implementation.
The Real Price of College: Estimating and Supporting Students&apos; Financial Needs
Author: Conroy, Eddy V.
Date: 2021-10-00
Type: Reports - Research
Subjects: College Students,Paying for College,Financial Needs,Student Needs,Student Costs,Information Dissemination,Student Financial Aid Officers,Knowledge Level,Intervention,Costs,Student Financial Aid

The real price of college keeps rising, and it often surprises students and their families.1 People know tuition is expensive. They also usually account for books and supplies, even if they might cost more than expected. Still, they don't always expect or fully understand how the price of housing, food, and transportation factor in. It's not their fault--colleges and universities often grossly understate these costs too. Yet incomplete understanding has consequences. Not understanding the real price of college contributes to lower graduation rates and basic needs insecurity. The following report explores how colleges can better estimate and support students' non-tuition expenses. Over a year, we worked with financial aid and student affairs administrators and staff at six colleges and universities in Texas. We offered the administrators and staff training and resources related to college costs. We also tested whether a light-touch intervention at Temple University increased students' knowledge of college costs. We learned that informational barriers affect both students and college staff: (1) Students struggle to get information about the real price of college; (2) Financial aid staff tend to know about emergency aid and food pantry programs at their college, but tend to know less about other non-tuition supports; and (3) Staff who are not very knowledgeable about non-tuition supports are not comfortable referring students to these supports. We also learned that informational interventions can help students and staff overcome these barriers: (1) A short video and presentation can help students understand the cost of attendance (COA), non-tuition supports, and the financial aid appeals process; and (2) A presentation and resources on negative Expected Family Contribution (EFC) can shift administrators' understanding of key financial aid concepts and help them make better use of financial aid data. The recently announced Student Aid Index (SAI) helps colleges better understand students' needs by allowing them to see negative values, but it does not fix everything. To help students meet their financial needs, colleges should calculate and use students' negative EFC, train staff on non-tuition supports, and help students understand financial aid processes. Federal policymakers must also do their part by sharing full negative SAI values with colleges and re-evaluating current COA policies.
2022 Progress Report for APLU&apos;s Powered by Publics. Based on Preliminary Data (Current as of March 31, 2023)
Author: Michaels, J.
Date: 2023-00-00
Type: Reports - Evaluative
Subjects: Land Grant Universities,Undergraduate Students,Academic Achievement,Low Income Students,Minority Group Students,First Generation College Students,Educational Innovation,Achievement Gap,Intercollegiate Cooperation,Graduation Rate,Equal Education,Outcomes of Education,Federal Aid,Grants,College Enrollment,Academic Degrees,School Holding Power,Learning Analytics

The Powered by Publics (PxP) initiative has been an ambitious undertaking from the beginning, aiming to produce hundreds of thousands more undergraduate degrees and halving equity gaps for low-income, minoritized, and first-generation students by 2025. APLU has collected student performance data from the 127 participating institutions over the past three years--in 2020, 2021, and 2022--to evaluate progress toward these stretch goals. The purpose of this report is to document the network's progress and share examples of innovation emerging from cross-campus collaborations.
Positive Behavior Support Evaluation, 2007-2008. Publication Number 07.81
Author: Basu, Semonti
Date: 2009-04-00
Type: Reports - Research
Subjects: Positive Behavior Supports,School Districts,Evaluation,Program Effectiveness,Capacity Building,Program Implementation,Logical Thinking,Models

The 2007-2008 Positive Behavior Support (PBS) report provides a progress summary of PBS at AISD for the previous 4 years and summarizes the current district efforts to bring PBS to full-scale implementation.
Elementary Level Performance Report. DPE Publication Number 07.75
Author: Schmitt, Lisa
Date: 2008-10-13
Type: Reports - Evaluative
Subjects: Elementary School Students,Academic Achievement,School Districts,Student Characteristics,English Language Learners,Technological Literacy,State Standards,Achievement Tests,Reading Tests,Mathematics Tests,Enrollment Trends,Writing Tests,Science Tests,Accountability,Attendance,National Competency Tests,Kindergarten,Ethnic Groups,Suspension,Expulsion,Comparative Analysis,Student Surveys,Teacher Student Relationship,Faculty Mobility,Principals,Labor Turnover,Teacher Attitudes,Student Attitudes,Equal Education,Educational Opportunities

This PowerPoint report summarizes AISD student demographic and academic performance results at elementary schools as of the end of the 2007-2008 school year.
State Compensatory Education, 2007-2008. Publication Number 07.84
Author: Christian, Cinda
Date: 2009-08-00
Type: Reports - Evaluative
Subjects: School Districts,Program Evaluation,Compensatory Education,Supplementary Education,At Risk Students,Potential Dropouts,Graduation Rate,High School Students,Equal Education,Budgets,Dropout Prevention,Academic Achievement,Achievement Gap

State Compensatory Education is a supplemental program in Texas designed to eliminate disparities in (a) student performance on assessment instruments administered under chapter 39 of the Texas Education Code (1995, amended 2007), and (b) the rates of high school completion between students who are at risk of dropping out of school, as defined by Texas Education Code 29.081 (1995, amended2007), and all other students. This report examines the results for the State Compensatory Education program for at-risk students in AISD for the 2007-2008 school year.
Middle School Level Performance Report. DPE Publication Number 07.76
Author: Schmitt, Lisa
Date: 2008-10-27
Type: Reports - Evaluative
Subjects: Middle School Students,Academic Achievement,Test Results,School Districts,National Competency Tests,State Standards,English Language Learners,Academic Failure,Technological Literacy,Enrollment Trends,Reading Tests,Mathematics Tests,Writing Tests,Science Tests,Social Studies,Accountability,Institutional Characteristics,English,Language Arts,Attendance,Socioeconomic Status,Discipline,Educational Environment,Dropout Rate,Ethnicity,Disadvantaged,Student Characteristics,Student Surveys,Student Attitudes,Learner Engagement,Teacher Student Relationship,Self Esteem,Suspension,Expulsion,Faculty Mobility,Labor Turnover,Principals,Language Proficiency,English (Second Language),Middle School Teachers,Teaching Experience,Language Tests

This PowerPoint report summarizes AISD student demographic and performance results at middle schools as of the end of the 2007-2008 school year.
High School Level Performance Report. DPE Publication Number 07.77
Author: Schmitt, Lisa
Date: 2008-11-10
Type: Reports - Evaluative
Subjects: School Districts,Academic Achievement,High School Students,Test Results,Student Characteristics,Attendance,Socioeconomic Status,Institutional Characteristics,Accountability,Reading Tests,Mathematics Tests,Science Tests,Language Tests,Writing Tests,English,Language Arts,English Language Learners,Principals,Labor Turnover,Teacher Characteristics,Faculty Mobility,Teaching Experience,High School Teachers,Academic Failure,Enrollment Trends,State Standards,Language Proficiency,College Readiness,Dual Enrollment,Advanced Courses,College Attendance,Advanced Placement Programs,College Entrance Examinations,Student Attitudes,Graduation Rate,Ethnicity,Gender Differences,Trend Analysis,Discipline,Dropout Rate,Educational Environment,Disadvantaged,Teacher Student Relationship,Learner Engagement,Self Esteem,Expulsion,Suspension,Achievement Tests,Social Studies,Special Education

This PowerPoint report summarizes AISD student demographic and performance results at high schools as of the end of the 2007-2008 school year.